FINANCIAL ESTIMATES
Considering the perspective of development for the next five years it is estimated that about Rs.200.00 crores will be required during the Ninth Plan period for faculty development, development of selected management institutions and University management departments as Centres of Excellence, development of P.G. Management courses with IT integration, Management research including case research etc., as below:
I. Faculty Development
Training of 500 teachers
(100 teachers each year for 5 years) Rs. 10.00 crores
II. Development of Centres of Excellence
3 each region x 4 = 12 centres Rs.120.00 crores
III. I.T. integration and Development
of P.G. Management Courses Rs. 50.00 crores
IV. Research including case research Rs. 20.00 crores
Total (I to IV) Rs.200.00 crores
13
REPORT OF THE WORKING GROUP
ON
SECONDARY EDUCATION IN THE NINTH PLAN
(1997-2002)
NOVEMBER 1996
DEPARTMENT OF EDUCATION
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
GOVERNMENT OF INDIA
Report of the Working Group
on
Secondary Education in the Ninth Plan
C O N T E N T S
S. No. Page No.
1. Abbreviations i-ii
2. Introduction iii-iv
3. Secondary Education in the Ninth Plan 1-27
4. Quantitative Aspects 1-2
-Towards universalising Secondary Education 2-3
-Common Educational Structure 3-4
5. Qualitative Improvement 4
-Revised National Curricular Framework 5
and Modernization of Curriculum.
-Curricular Development & R.D. 6
-Examination Reforms 6
-Teacher Education and Orientation 7
6. Vocational Education 9
7. Schemes in Secondary Education
-Educational Technology 11
-Strengthening of Boarding and Hostel 12
facilities for girl students.
-Improvement of Science Education in Schools. 13
-Computer Literacy 13
-Vocationalization of Education 15
-Environmental Orientation to School Education 17
-Strengthening Culture and Values in Education 17
-Strengthening of Kendriya Vidyalayas. 17
8. Proposal for Creation of a Sub-Net under 23
NICNET for Education Sector.
9. Summary 25- 26
10. Schemewise Financial Outlay. 27-77
11. Appendices: 78
-Planning Commission order constituting
the Working Group - 79-80
-Terms of Reference 81
-List of members of the Working Group 82-85
-List of members of the Sub-Group 86
ABBREVIATIONS
AIU - Association of Indian Universities.
AIs - Accredited Institutions.
AIES - All India Educational Survey.
AVIs - Accredited Vocational Institutions.
AVRC - Audio-Video Research Centre.
CIVE - Central Institute of Vocational Education.
COBSE - Council of Boards of School Education.
CLASS - Computer Literacy And Studies in Schools.
CTVs - Colour TVs.
CPWD - Central Public Works Department.
CAG - Comptroller and Auditor General.
CIET - Central Institute of Educational Technology.
CABE - Central Advisory Board on Education.
CSS - Centrally Sponsored Scheme.
CAPART - Council for Advancement of People's Action & Rural
Technology.
CTE - Colleges of Teacher Education.
DIETs - District Institutes of Education and Training.
DPEP - District Primary Education Programme.
ERIC - Educational Research and Innovations Committee.
EFA - Education For All.
EFC - Expenditure Finance Committee.
GVC - Generic Vocational Course.
IASEs - Institutes of Advance Study in Education.
IGNOU - Indira Gandhi National Open University.
IEDC - Integrated Education for the Disabled Children.
KVS - Kendriya Vidyalaya Sangathan.
KVIC - Khadi & Village Industries Committee.
(i)
KVKs - Krishi Vigyan Kendras.
LAN - Local Area Network.
MLLS - Minimum Levels of Learning.
MOU - Memorandum of Understanding.
MIS - Management Information System.
NCERT - National Council of Educational Research &
Training.
NGOs - Non-Governmental Organisations.
NTS - National Testing Service.
NCTE - National Council for Teacher Education.
NOS - National Open School.
NPE - National Policy on Education.
NVs - Navodaya Vidyalayas.
NVS - Navodaya Vidyalaya Samiti.
NIC - National Informatic Centre.
NPEP - National Population Education Project.
NFE - Non Formal Education.
OLS - Open Learning System.
PIED - Project Integrated Education for the Disabled.
POA - Programme of Action.
PWD - Public Works Department.
R & D - Research & Development.
RCCP - Radio-cum-Cassette Players
RIE - Regional Institute of Education.
STEIs - Secondary Teacher Education Institutions.
SCERTs - State Councils of Educational Research & Training.
SIET - State Institute of Educational Technology.
SOUS - State Open Universities.
SUPW - Socially Useful Productive Work.
SOS - State Open School.
TLC - Total Literacy Campaign.
(ii)
I N T R O D U C T I O N The Secondary Education which is intimately connected with Human Resource Development has to plan in a manner that it can respond to the emerging challenges. It has to be both responsive and comprehensive covering all sectors or education and take into account overall scenario.
As a result or total literacy campaigns and efforts so far made in elementary education, it would be necessary to bring about a planned expansion of secondary education facilities all over the country in order to cope with new demands for secondary education. New initiatives are needed to improve the operationalisation and management of Secondary Education.
Secondary Education serves as a bridge between Elementary and Higher Education. By the time a student completes the higher secondary stage, he is 18 years of age which is a formative period of his life and is ready to join the world of work. Vocational element in secondary education therefore, is of great importance. Major impetus was given in the 7th Plan for vocationalisation higher education. The expansion continued in the 8th Plan as well.
Planning in every sphere of development is conducted keeping in mind ground realities of the present, a Clear
(iii)
glimpse of the past and is to be interwoven with what we view as important for the future. For effective planning, one has to be mindful of the strengths and weaknesses of the past programmes and plan in present from a futuristic angle taking into account emerging challeges. The problems that worked as bottlenecks have to be shelved or sorted out paving way for solutions which emerge from a genuine review.
The Ninth Plan provides a programme for the ensuing five years period to resurrect itself in a manner that the system becomes highly responsive to the needs of the society as well as contributes in achieving the national goals. This would imply a consolidation of the gains from the Eighth Plan, enhancement in the quality of output, the introduction of certain new and innovative thrusts and an attempt to usher in a new ethos and thinking gradually in the system.
The Ninth Plan for Secondary and Vocational Education has taken into account the aspect of consolidation and expansion strengthening of the system of education and incorporation of innovative steps for quantitative expansion and qualitative improvement in the system.
(iv)
INDIRA GANDHI NATIONAL OPEN UNIVERSITY Maidan Garhi. New Delhi- 110 068
No.: VC/N-8/96/
PROFESSOR RAM TAKWALE December 16, 1996 M,Sc., Ph.D.. F.M.A.Sc. Vice-Chancellor
Sub. : Report of the Working Group on Secondary and. Vocational Education in the Ninth Plan.
Dear
It gives me immense pleasure in forwarding the final Report of the Working Group on Secondary and Vocational Education in the Ninth Plan, set up by the Planning Commission vide Order No. M. 12015/1 (a)/95-Edn. dated 10th April, 1996. The Report is the outcome of the joint efforts of the members of the Group and the Sub-group. The Group met on 1/5/96 in the HRD Ministry and worked out the modalities and contents of the Report. A Sub-Group was constituted to draft the Report which was considered and finalised by the Working Group oil 23/5/96 and 4/6/96. The report comprehensively deals with various facets of Secondary and Vocational education and is divided into several sections indicating the concept and philosophy of Secondary and Vocational Education, its current status, future directions and 9th Plan projections with summary of recommendations at the end.
2. I place on record my heartiest and sincere appreciation for the commendable work done by each and every member of the Group/Sub-Group, especially, the Convenor, Shri R.S. Pandey, Joint Secretary (SE), Ministry of Human Resource Development, Dr. P.H.S. Rao, Joint Educational Adviser (SE), Smt. Arti Kant, Director (SE), Shri K.R. Chandrasekaran, Asstt. Educational Adviser, Dr. (Mrs.) Shashi Kochar, Asst. Educational Adviser, and their colleagues in the Ministry of Human Resource Development and Dr. A.K. Sharma, Director, NCERT, for their outstanding contribution in preparation the Report and its plan perspective.
3. I enjoyed working with the Group. I thank the Planning Commission for entrusting the responsibility of presiding over the Working Group.
With kind regards,
Yours sincerely,
(R.G. Takwale)
Dr. (Ms.) Chitra Naik Member (Education) Planning Commission Yojana Bhawan New Delhi - 110001 Encl. As above.
SECONDARY EDUCATION IN THE NINTH PLAN Secondary Education is an important stage in the education of students as it prepares them in the formative years of their life for higher and professional education Being a bridge between elementary and higher education, it builds upon the knowledge acquired at elementary stage and Jays foundation for quality of tertiary and professional education. By the time a student completes the higher secondary stage, s/he is around 18 fears of age and is, therefore ready to join the world of work. The introduction of vocational element in secondary, education thus assumes great importance. Socio- economic imperatives and initiatives taken during the 8th Plan to provide learning facilities to school going age children upto elementary stage, would necessitate that the perspective for Secondary Education sector in the 9th Plan would be, besides vocationalisation. substantial expansion of infrastructure, Innovation in harnessing technology for improved teaching-learning and quality upgradation.
Quantitative Aspects 2. The Sixth All India Educational Survey (Provisional Statistics) conducted by the NCERT*, with 30th September 1993 as the reference date, gives the following picture of the quantitative aspects of Secondary education:-
* There were 66,139 secondary schools in the country. of which 48.262 were in rural areas. The corresponding number of higher secondary schools were 23.524 with 11,642 in rural areas.
* The number of secondary schools has increased by 25.84% in 1993 after the 5th All India Educational Survey (1986). This increase was comparatively lower than the increase (43.31%) from 1978 to 1986.** The number of higher secondary schools has increased by 52.11% during the period 1986-1993 which is higher than the increase of 48.39% during the period 1978-1986. Evidently the pace of growth of secondary education has been slower during 1986-93 as compared to 1978/1986.
* Secondary includes higher secondary stage education as well.
* NCERT. 1995. Sixth All India Education Survey - Provisional Statistics. New Delhi: NCERT.
** NCERT. 1990. Fifth All India Educational Survey - A Concise Report, New Delhi, NCERT.
* The total enrolment of secondary level (classes IX and X) was 1.52,57,700 in 1993 registering an increase of 32.45% from 1986. Comparatively this increase was lower (30.88%) in rural areas. At the higher secondary level (classes XI and XII) the increase in total enrolment (71.70.766) in 1993 was 37.72% from 1986. On the other hand, if 100 students are enrolled in class I about 37 of them are reaching the class VII, 25 in class X and 13 in class substantially lower than the boys. In the year 1993 girls constituted only XII. The number of girls in secondary and higher secondary levels is 36.15% of the total enrolment at the secondary level whereas in rural areas this proportion was still lower (32.04%). This proportion of girls at the higher secondary level was only 34.69% and specifically for rural areas 28.85%.
* The number of teachers in secondary schools increased from 7.23,625 to 8,38,831 during the period 1936-1993. Thus registering an increase of 15.92%. The female teachers in these schools were 31.27% in 1986 and 33.92% in 1993. The corresponding percentages for rural areas were 22.42% and 22.72% respectively. The total number of teachers in higher secondary schools during 1986 and 1993 were 4,26,199 and 5,97,202 respectively which indicates an increase of 40.12%. Of these, there were 27.79% and 31.57% female teachers during 1986 and 1993 respectively.The percentage of female teachers working in rural areas were 12.92% in 1986 and 18.10% in 1993.
* According to the Selected Education Statistics (1994.95) there were 586 teacher training colleges having a total enrolment of 108540 - 16652 boys and 46888 girls Percentage of trained teachers was 89% at the Secondary Level and 91% at the Higher Secondary Level.
Towards Universalizing Secondary Education 3. The high rate of increase in enrolment has generated an enrolment demand for and pressure on the infrastructure. This trend is expected to continue as the country is determined to provide Education for All by the close or the century.
The Ninth Plan period which Would to the new century cannot be merely a period of the consolidation of the existing facilities for secondary education and (extending into areas which are presently not served by it) as visualized a decade age. We shall have to ------ for a very substantial expansion going far beyond the, normal pace. Two obvious reasons for this are.
Whatever successes are achieved (and some would be certainly achieved) in universalizing elementary education would inevitably create an accelerated demand for secondary education.
2
* Requirement of and the expected faster rate of economic growth (and technological development) would require a much greater demand for middle level educated (secondary education) manpower than has been the case so far. Sometimes during the early years of the (impending) next century. we shall have to move towards adopting the objective of universalising secondary education.