 ELEMENTARY EDUCATION

2.1 PRESENT STATUS OF ELEMENTARY EDUCATION

2.1.1 Universalisation of Elementary Education (UEE) has been one of the earliest concerns of the country. The Constitution spelt out: "The States should endeavour to provide, within a period of 10 years from the commencement of the Constitution, for free and compulsory education for all children until they complete the age of 14 years". Since 1951, the elementary education system in India has grown into one of the largest in the world with an enrolment (in 1989) of approximately 99 million children in 550700 primary schools and 270,000 non-formal education centres and 20 million in 143747 upper primary schools. However, the relentless growth of population and a constant financial constraints have prevented the country from achieving this goal. In 1951, when there were only 20 million children in elementary schools, universalisation required an additional enrolment of 49 million children in the age-group 6-14; in 1989, with 1.30 million already enrolled universalisation had still not been achieved. Population increase has restricted financial resources to a quantitative expansion of the system. With 96% of the direct expenditure on elementary education going into the salary of teachers and non-teaching staff (1983-84), precious little could be spared for issues of quality. As a result the facilities provided to schools have been unsatisfactory -

        
                                          
                                           Primary Schools     Upper Primary
                                                               Schools
        
                                          
        1.   Buildings                          13.5%               4.11%
        
        2.   Single Room                        37.8%               17.9%
        
        3.   Single Teacher                    27.96%               NA
        
        4.   No Usable Playground               65.4%               53.8%
                                          
        
             Source:   Fifth All India Educational Survey: 1986

teachers, the most cost-intensive input into primary schools, have. remained largely unmotivated, poorly trained and fairly indisciplined; educational management came to be overloaded and underequipped; and the school environment did not grow to be conducive to learning. Not surprisingly, retentions have remained at unsatisfactory levels -

        
        Dropout Rate (1987-88)
                                          
        
                                                               Total
                                          
        
        
             Classes I-V                                       46.97
        
             Classes I-VIII                                    62.29
                                          
        
             Source : Ministry of Human Resource Development

-and disparities of gender, region and groups, continue to be issues of concern -

        
        Drop-outs by Gender (1987-88)
                                          
        
                                                     Boys      Girls
                                          
        
             Classes I-V                             43.28     49.42
        
             Classes I-VIII                          58.80     61.55
                                          
        
        
        Drop-outs by Region (1987-88)
        
                                          
                                                     Kerala    Bihar
                                          
        
             Classes I-V                              4.39     65.63
        
             Classes V-VIII                          15.49     79.08
                                          
        
        
        Drop-outs among SC and ST (1987-88)
                                          
        
                                                Non       SC        ST
                                          
        
             Classes I-V                        48.60     50.8      66.1
        
             Classes V-VIII                     64.90     79.9      87.3
                                          
        
                  Source: Ministry of Human Resource Development

Socioeconomic and cultural factors, that keep girls busy in household chores or engage children in activity to earn their livelihood or other-wise to assist the family, as well as problems relating to distance and terrain, that affect children in remote rural, desert and tribal areas have contributed to compounding these inequities further. The participation of girls, and more acutely the participation of girls belonging to the disadvantaged groups, has remained till today one of the major problems facing UEE.

2.1.2 In the last three years of the Seventh Plan (1985-90)

following the National Policy on Education, 1986 (NPE) there has been a determined bid to focus attention on issues relating to the quality of schools. Several new initiatives have been launched, the main among them being the Centrally Sponsored, Schemes of Operation Blackboard, setting up of District Institutes of Education and Training and Revised and Expanded Programme of Non-formal Education to increase retentions, improve the conditions of schools, provide effective teacher training, and create alternative systems of education for working children. The concern for reduction in disparities has highlighted the need for a disaggregated approach to the problem whereby districts, not states, and specific disadvantaged groups - the girls of SC & ST - should become the basis for future planning. The concept of micro-planning and local level capacity building have been given currency and efforts launched to decentralise educational planning and management vide new schemes or experimental projects. The resulting impact of these measures is expected to be felt during the coming years and to see the country reach the goal of UEE by the end of the VIII Plan.

2.2 STATUS AT THE COMMENCEMENT OF THE VIII PLAN

2.2.1 The mid term review of the 7th Plan by the Planning commission made the assessment that universalisation of primary education (classes I-V) would be achieved by the end of the VII Plan, and further effort to attain UEE would now be required to increase enrolments at the upper primary stage (classes I-VIII). The main monitoring indicator of UEE, the Gross Enrolment Ratio (GER) seems to confirm this assessment. In 1989-90 GER had

reached 99.89% at the primary and 60% at the upper primary stage.

2.2.2 Additional enrolment are required to be pursued mainly in the upper primary age group. According to the Fifth All India Educational Survey, the age-specific enrolment ratios (children in the age 6-11 years at primary stage) were 17% less than the gross figures (children in classes I-V) at the primary stage but insignificant at the upper primary stage. This would imply that net enrolment ratios at the primary stage would be about of 82.9%, or that the GER should reach about 117%-120% for universalisation of enrolment at the primary stage. In terms of absolute numbers, with a projected population of 10.16 crores by 1997 in the age group 6-1-1 years, a 'grossness' adjustment of 17% and an estimated enrolment of 10.33 crores in 1991- 92 (assuming 30 lakh yearly additional enrolments), the additional enrolments at the primary stage would be 1.86 crores by 1997. At the upper primary stage, with the 'grossness' factor now irrelevant, a population projection of 5.97 crores by 1997 in the age-group 11-14 years, and an estimated enrolment of 3.47 crores in 1991-92 (assuming 12.5 lakh additional. enrolments yearly), the additional enrolments work out to 2.56 crores.

2.2.3 However, with emphasis shifted from enrolment to retention and completion by the National Policy on Education 1986 (NPE), it is necessary to set targets as well for retention and completion. The dropout rates at primary and upper primary stage have been steadily declining - available data shows a decline from 50.26% to 46.9% over five years at the primary stage and 70%

to 62% at the upper primary stage till 1987. This decline is expected to accelerate with the increased allocations to UEE following the NPE. Even so, it is to be recognised that at present, not more than 55% students complete the primary stage or 40% the upper primary stage. An important consideration is also that a majority of these are working children who dropout for reasons other than those that can be controlled by the school system. Equally important is the realisation that the children who do complete do so with extremely unsatisfactory levels of learning. Continued effort is required even at the primary stage to universalise education effectively.

2.3 TARGETS AND STRATEGY FOR VIII PLAN

Targets

2.3.1 Target setting for the VIII Plan therefore, requires a definite shift away from numbers of additional enrolments to a system that stresses the need for children to complete the elementary stage with satisfactory level of learning by the time they reach adulthood at the age of 15 years. Targets for the VIII Plan will therefore be set in terms of Access, Participation ;Ind Achievement, with equal consideration to retention, completion and achievement levels as to additional enrolments. The following will be the targets for the VIII Plan:-

A. Access

i) Universal enrolment of all children, including girls and persons belonging to SC/ST;

ii) Provision of primary school for all children within one Km. of walking distance and facility of non-formal education for school drop-outs, working children and girls who cannot attend school

ii) Improvement of ratio of primary to upper primary schools from. the existing 1:4 to 1:2, this being a precondition for larger opportunity for widening girls, participation at upper primary stage;

B. Participation

iv) Reduction of dropout rate between Class I to V and I to VIII from the existing 46 percent and 60 percent to 20 percent and 40 percent respectively;

C. Achievement

v) Achievement of minimum level of learning by approximately all children at the primary level, and introduction of this concept at the upper primary stage on a large scale.

The Strategy for UEE

2.3.2 The strategy for the VIIIth Plan will consequently adopt a similarly disaggregated approach, in which the focus will be upon preparation of area-specific, population-specific plans for UEE within the broad strategy frame of Microplanning through people's participation and Introduction of Minimum Levels of Learning (MLL) in schools to improve learner achievement. Microplanning will provide the frame work for universal access universal participation while MLL would be the strategy frame for

universal achievement.

2.3.3 Microplanning: Acknowledging that a programme specific approach towards UEE planning has led in the past to a situation in which individual programme targets have taken precedence over the basic goals of EFA, microplanning seeks to ensure "a familywise and childwise design of action" by which "every child regularly attends school or NFE centre, continues his/her education at a place suitable to him/her, and completes at least 5 year of schooling or its equivalent at the non-formal centre". Basic to such an intensive programme strategy is (i) the concept of participative planning, in which the community is mobilised to take responsibility for identifying its own needs and is given an assertive role in ensuring the successful Implementation of programmes to fulfill them; and (ii) a decentralisation of administrative functions to enable local educational personnel to take decisions in respect of their areas and respond with flexibility to the demands of the community. Microplanning necessarily implies area-specific planning, in which the area is ideally a revenue village, but practically a Block, Taluk or District. Within this area, the steps by which this micro level planning will be operationalised are: (i) mobilising community participation; (ii) decentralising educational administration; (iii) reorienting and strengthening local level administrative and resource support systems; (iv) ascertaining educational requirements of the area; (v) bringing to school all children who can be enrolled and providing NFE programmes or other innovative and supportive measures for those

who cannot; (vi) seeing that all children regularly and actually participate in Primary education; and (vii) planning for the improvement of schools or NFE centres so that effective learning can take place.

2.3.4 Minimum Levels of Learning (MLLs): The strategy to improve learning acquisition in schools focuses attention on what is happening in the classroom, and seek to bring the principles of equity and quality to bear upon it. The strategy aims to lay down learning outcomes expected from basic education at a realistic, relevant and functional level, and prescribes the adoption of measures that will ensure that all children who complete a stage of schooling achieve these outcomes. These outcomes define the Minimum Level of Learning, common to both school and equivalent NFE Programme.

2.3.5 The main steps by which MLLs will be introduced in schools will be (i) an assessment of the existing level of learning achievement; (i) a definition of the MLL for the area and the time- frame within which it will be achieved; (iii) reorientation of teaching practices to competency based teaching; (iv) an introduction of continuous, comprehensive evaluation of student learning; (v) review of textbooks and rerevision it required; (vi) the provision of inputs as necessary including provision of physical. facilities, teacher training, supervision and evaluation etc. to improve learning acquisition to the MLL.

2.3.6 The aim of the MLL strategy is also to provide to the system a measure for performance and efficiency analysis. The

endeavour will be to monitor learning achievement to direct greater resources where levels of learning are lower, and to consciously accelerate the pace of development in the needy, areas, thereby to reduce disparities, equalise standards and govern inputs for quality improvement by the performance of the system.

2.4 Measures for Reaching EFA:

2.4.1 Within this broad framework the following important measures would need to be taken for UEE:-

2.4.2 Mobilising the Community: Reliance has been placed so far mainly on techno-bureaucratic solutions to the educational problem, which have treated the people as beneficiaries, masses to whom certain benefits are given by those who know better and exercise control through economic and information management. The microplanning strategy for EFA plans to transfer this initiative to the people, by arousing them to the need for education, creating a sense of responsibility towards children's education and empowering them to take accountability of the school system. community mobilisation and environment building will use folk and traditional media, people-to- people discussions, group meetings etc. Village Education committees (VEC) will be formed in each village as a result of this upsurge, with adequate representation of women and the disadvantaged groups, to interact with teachers, provide support to the school, ensure regular participation of all children through parental motivation and take accountability over the running of the

school.

2.4.3 Local level capacity building: An effective functioning of microplanning will require a training of the members of the VEC, repeated waves of environment building as well as continuous dialogue and interaction with the programme staff, the existing teachers and instructors, elected representatives, and the community at large. Effort will be made to involve suitable NGOs or field level organisations/project management and to strengthen them adequately for such provision of support to the VEC. Capacity building at local 'Levels will be an essential activity in all areas adopting the microplanning strategy.

Decentralising and Improving Educational Administration:

2.4.4. Involving the community in planning is not possible unless management processes are decentralised. In the next 5 years, effort will be made to shift educational planning to the district level, by setting up District Boards of Education and District institutes of Education and Training (DIETs). This will be encouraged and facilitated by treating the districts instead of the States as planning entities, and drawing up districtwise plans for UEE. An effective MIS will be created to provide information required for decision making, planning and management to the district levels and information for monitoring district plans to the state and national levels. Headmasters will be appointed in all upper primary as well as primary schools having 3 or more teachers, and they will be given appropriate

administrative and financial powers including full powers for use of contingency funds. Training of Headmasters will be a matter of great importance, of which an important aspect will be their interaction with the VEC for improving the functioning of the school.

Expanding and Improving School Facilities:

2.4.5 Opening of new primary schools according to the norm in unserved habitations, and the provision of non-formal education programmes for smaller habitations and for children who cannot benefit from the school system, will be continued with the aim of making access universal within the first one or two years of the VIII Plan itself. In 1986, it was estimated that there were approximately 35,000 habitations that required primary schools. Though many new schools have been opened, new habitations have also come into existence, and it is estimated that approximately the same number of schools are still required. These schools will be opened following the norms for provision of infrastructure specified under Operation Blackboard.

2.4.6 In order to increase enrolments at the upper primary stage, the infrastructure at the upper primary stage will be considerably expanded. The existing norm of providing an upper primary school. within 3 km. walking distance, for all practical purposes, denies education at this level to a large section of girls. The logic of universal primary education particularly to girls requires that this norm be relaxed and the existing ratio between primary and upper primary schools be improved to 1:2. A beginning will be made in the next 5 years to upgrade every

second primary school to upper primary level. The norm for provision of infrastructure for this purpose will be laid down.

2.4.7 Improvement of physical facilities in existing schools will continue to be pursued. The existing norm for the minimum will be extended to all remaining primary schools by completing Operation Blackboard and a beginning will be made to be continued during the next plan as well, to successively revise the norm for facilities from the present two teachers and two classrooms till the policy recommendation of one room and one teacher for every class is reached. Attention will also be turned to improving upper primary school facilities.

2.4.8 Textbooks is another aspect of the school facilities that requires improvement. Attention will be given to the functioning of textbook bureaus and to ensuring that textbooks are printed in adequate numbers. The present distribution and supply system will be studied, and changes brought about to ensure that textbooks reach the hands of school children in time for the start of every academic year. Attention will also be given to the development and supply of textbooks for children of linguistic minorities and tribal children.

Providing Alternative channels:

2.4.9 Even after such measures there will remain some population not having access to primary schooling. Although no reliable figures are available estimates suggest that approximately 1/3rd of the 6-14 year olds are working children,

mainly girls, who are unable to avail of wholetime formal schooling because they have to work to supplement family income or otherwise assist the family. In 1983, the National Sample survey Organisation (NSSO) put the figure of children who work for wages at 2.1 crores. However, the operations Research Group (ORG), an independent Organisation commissioned by the Ministry of Labour to make an All India Study of Working Children, estimated working children at 4.4 crores in the same year. For purposes of educational planning, the ORG estimate is more relevant as it also takes into consideration children who are engaged in activity that does not earn them wages but which nevertheless keeps then working on a whole-time basis.

2.4.10 For these children access to and participation in formal schooling is difficult despite an expansion of and improvement in school infrastructure. What is required is a system of education designed to suit their needs. The scheme of NFE, has been evolved to offer educational opportunity of a sort comparable to the formal system to the most and margurolisted group of "out of school" children with flexibility in timing, place and duration of learning. By the end of the 7th Plan it developed into a substantial, systematic programme encompassing 2.70 lakhs NFE Centres in 16 States/UTs and 410 VAs. Notwithstanding its significant responsibilities, however, the scheme has confronted general difficulties in achieving its objectives. Weaknesses stem mainly from an inadequate administrative and academic resource support manifesting themselves in critical areas of management and pedagogy.

22.4.11 During the VIII Plan, NFE will be developed as a complementary system to the formal education system. This implies that (i) there will be parallel administrative apparatus for NFE; (ii) while the interests of the learner will determine the content of NFE, in terms of quality it will be comparable with the formal system and conform to the MLLs laid down for the primary stage; (iii) mechanisms will be developed for entry from non-formal to the formal system and vice-versa. The programme will involve a substantial enhancement in costs per learner, on the reasoning that it is not possible to reach out to the marginalised groups with marginalised funding.

Improving Teacher Effectiveness:

2.4.12 An ambitious initiative for reorganisation and restructuring teacher education was begun in 1987 in pursuance of the NPE. The main components of the scheme were :-

(a) Mass orientation of about 5 lakh teachers annually to make them aware of their role in the context of the new policy, thrusts and to improve their professional competence;

(b) Setting up of about 400 DIETs;

(c) Strengthening of about 250 secondary teacher education institutions - about 50 of them as Institutions of Advanced Study in Education (IASEs) and the remaining 200 as Colleges of Teacher Education (CTEs);

(d) Strengthening of SCERTs;

(e) Establishment and strengthening of University Departments of Education through the UGC.

This scheme succeeded in creating an awareness amongst the teachers, teacher educators and planners about the important role of in-service training, but by the end of the Seventh Plan, mainfested certain weakness relating mainly to implementation the need for proper attention in selection of the personnel the pace of the construction programme, revision in the unit costs in view of escalation in prices. Also, the scheme of strengthening of SCERTs did not get finalised, affecting the networking of district level institutes with the State and the national level and thereby efforts with regard to curriculum and materials development.

2.4.13 During the Eighth Plan, besides continuing the programme of strengthening of teacher training institutions, it is proposed to take steps to remove these deficiencies and of the same time to give increased emphasis to inservice training in order to provide opportunity for in-service training to all 26 lakh elementary teachers and 12.6 lakh secondary school teachers at least once in a cycle of five years. A three-pronged strategy will be adopted to achieve this aim - firstly, the programme of setting up DIETs/CTEs/IASEs will be continued and expanded to cover the entire country; secondly, a large programme of inservice training of teachers through NCERT/SCERTs, on the lines of Programme of Mass Orientation of School Teachers (PMOST) will be taken up to cover about 15 lakh elementary and secondary school teachers; and thirdly a network of cluster-level Teacher centres and block level Resource Centres will be created in selected districts to provide training and resource support to elementary school teachers. These centres will function under

the close supervision and guidance of RCEs/DIETs. This programme is proposed to be taken up on a pilot basis in four districts only where the four RCEs are located.

2.4.14 The scheme of strengthening and restructuring of the SCERTs will be finalised and implemented. Action to create a statutory National Council of Teacher Education already in an advanced stage, will be taken to ensure that the NCTE, with a power to accredit teacher training institutions and take suitable measures against sub- standard and malpractising institutions, become operational from the beginning of the Eighth Plan.

2.5 Districtwise Planning

2.5.1 An analysis of the statistics reveals that within each State, even the educationally backward ones, there are areas and districts which are almost within reach of universalisation, while even in the educationally advanced State there are districts which are still quite backward. In this circumstance Statewise programmes will. not be able to narrow disparities further. Instead as discussed earlier what needs not be provided is area specific and target group specific plans. In the VIII Plan therefore districtwise plans for UEE will be prepared by each State for implementation of this strategy. District specific plans will be developed as projects, with specific activities, clearly defined responsibilities, definite time-schedules and district specific targets. Each district project will be prepared within the major strategy framework and will integrate the main programmes and schemes in its plan of action.

Apart from effective UEE, the goals of each project will include the reduction of existing disparities in educational access, the provision of alternative systems of comparable standards to the disadvantaged groups, a substantial improvement in the quality of schooling facilities, obtaining a genuine community involvement in the running of schools, and building up local level capacity to ensure effective decentralisation of educational planning.

2.5.2 Broadly, districts will be categorised into four : (i) high literacy districts, in which access and enrolment are almost universal and community awareness of the need for educational is already high; (ii) Total Literacy Campaign districts, in which community mobilisation for educational needs has been successfully generated by the National Literacy Mission; (iii) low literacy districts, in which the provision of education facilities is unsatisfactory, and the inadequate delivery system functions without any community involvement; and (iv) externally assisted project districts, which a different management structure and an availability of sufficient finance set apart.

2.5.3 In the high literacy district, reaching UPE will mainly be a matter of improving educational management to ensure better coordination, improved supervision and effective monitoring of existing schemes. Villagewise house to house surveys will be carried out to mop up the remaining unenrolled children. The accent will be mainly upon strategies to increase Participation and Achievement. The programme for introducing Minimum Levels of Learning will be taken up in earnest, to increase the academic

and pedagogic qualifications of teachers, introduce continuous evaluation of learners and ensure equity in condition of success to girls and SC/ST.

2.5.4 In Total Literacy Campaign districts, the strategy will take advantage of the community mobilisation for activities that can function in the campaign mode e.g., (i) house to house survey of out of school children to enroll as many children as possible in school, (ii) provision of teacher motivation through blockwise camps and regular meetings at school complex or cluster levels; (iii) Organisation of group activities in school to enhance community-school interaction and enliven the school atmosphere, (iv) provision of NFE programmes, volunteer or centre-based, for school. dropouts and working children, and (v) holding of regular community teacher meeting to find community solutions to school/NFE problems and exercise moral authority over the school. About 250 districts will be targetted for coverage in this category.

2.5.5 In the low literacy districts, the main thrust will be upon measures for Access and Participation with a focus on participation of rural and tribal girls. The main strategy will be microplanning, involving the community in the running of the schools and in making the system work. Microplanning will be operationlised blockwise and will be expanded to cover the district in phases by the end of the plan period. The targets for these districts will be set realistically, keeping their existing situation in mind.

2.5.6 In the externally assisted districts, the strategy would be decided by the strategy and targets of the externally assisted project. The externally assisted districts will be able to plan for UEE in a more ambitious manner. They could therefore be expected to provide the lead and the model for formulation and implementation of district plans.

2.5.7 During the first year of the plan, the existing statewide strategy will continue while districts draw tip UEE projects and set up systems for decentralised planning and monitoring. A crash effort to formulate district projects will begin during the current year itself. Quick surveys will be carried out in at least 4-5 blocks in each districts to ascertain the requirements of schools in uncovered habitations according to the norm and of NFE centres in all smaller habitations. As far as possible state plans will provide funds for all new schools within the first two years of the plan. District planning will be pursued vigorously during 1992-93, so that the 1993- 94 state plan becomes a compilation of district plans, together with support, enablement and monitoring programmes common across districts.

2.6 Centre's Role

2.6.1 The responsibility for Universalisation of Elementary Education lies with the state governments Centre's role will therefore be limited to the maintenance of quality and standards and to focussing attention on areas of priority. The Centrally Sponsored Schemes started during the 7th plan will be continued, and new schemes started to improve and increase the quality of

elementary education.

2.7 CENTRALLY SPONSORED/CENTRAL SCHEMES - EXISTING

Operation Blackboard:

2.7.1 The scheme of Operation Blackboard will be continued till completion, and expanded. Started in 1987 in order to provide all primary schools in the country with basic minimum facilities, described as (i) an all weather 2 room building with a verandah and separate toilets for boys and girls; (ii) at least 2 teachers, one of them as far as possible a woman; and (iii) a set of essential teaching-learning equipment, the scheme will have covered about 80% blocks by the end of 1991-92. The remaining 20% blocks, containing approximately 1.38 lakh primary schools, will be covered during the VIII Plan. Central assistance will be provided for the equipment and the additional teacher as in the VII Plan and payment of salary to all teachers sanctioned under the scheme from 1990-91 onwards will be advanced till 1996-97.

2.7.2 At the same time in order to move towards a position where every class has a classroom and a teacher, Operation Blackboard will be expanded during the VIII Plan to provide a third teacher and third classroom to every primary school where enrolment warrants them. Central assistance will be provided for the third teacher, while State Governments will be expected to find resources for the construction of classrooms from the Jawahar Rozgar Yojana and State Plan budgets. Central assistance will also be provided to create a cell at the state level for

planning and monitoring of the scheme in view of the difficulties experienced by the under provided State Directorates in attending adequately to the details of OB such as survey of schools etc.

2.7.3 It is estimated that an amount of Rs.900 crores would be required for the Plan period. Of this, an amount of Rs.90 crores would be required in the Annual Plan 1992-93.

2.8 Non-Formal Education

2.8.1 The Non-formal Education Programme will be continued as a Centrally Sponsored Scheme during the Eighth Plan after bringing about improvements in its conceptualisation and implementation that have manifested themselves as important for its proper impact. Evaluation of the existing scheme has brought out the following deficiencies in regard to the pedagogy and management of the scheme :

(a) At the State and district level instead of building up an efficient personnel for managing NFE the responsibilities of the scheme are appended to the already large inventory of duties of the primary school personnel. The result is an inadequate and ambivalent administrative structure which subordinates its needs to the priorities of other educational programmes.

(b) Management of information, so far, has also been a weak area. Effective processes for capturing data have not been developed. In the absence of data, no systematic methods have been evolved for monitoring and evaluating the programme on a regular objective basis at all tends of implementation.

(c) At present, the varying curriculum models in use are generally condensed versions of the formal curriculum models in use are generally condensed versions of the formal curriculum. The question of formulating the right kind of curriculum for NFE has not received sufficient attention. Consequently the teaching/ learning material used is neither appropriately designed to suit the NFE methodology, nor of a quality to impart the desired level of competencies.

(d) Training to the instructors and supervisors of NFE through crucial to their self-perceptive and performance also needs 'more attention to content as well as to planning.

(e) A continuous, comprehensive system of learner evaluation also needs to be evolved. This at present is a major lacuna in the scheme making difficult academic assessment as well as entry into formal schooling.

2.8.2 In order to equip NFE to meet its objectives during the Eighth Plan, it is proposed to strengthen the scheme by improved management, greater academic and administrative resource support and effective monitoring and evaluation. The following improvement will be brought about :-

(i) Creation of a proper management structure at the State, the District and the project levels. At the State and District level, it will imply/creating a district identity for NFE by deploying adequate personnel fully

responsible for the scheme and supported by necessary infrastructure for effective functioning.

(ii) Project level management will be strengthened by delegation of administrative and financial powers to the project officer. The availability of sufficient resources at the project level, will in turn, improve the operational efficiency of the NFE centre by ensuring timely payment of honorarium to NFE instructor, timely supply of teaching/learning material and other infrastructure arrangements.

(iii) Regular supervision at all levels will be ensured through greater mobility; field interaction and better reporting and monitoring procedures. A management information system will be introduced to monitor the programme and give decision support data.

(iv) The technical resource support to the system will be improved by production of high quality of teaching/ learning material in accordance with minimum level of learning and its distribution in sufficient quantity to each NFE learner, free of cost. Primers will be designed with self-assessment exercises for basic subjects like Maths language and social studies alongwith good teacher guides. This will be done by strengthening the NFE Cell in SCERTs, where viable, establishing state resource centres for academic support to NFE and by involving reputed voluntary agencies with contributions in this field.

(v) Well structured and periodically recurring training

courses for the NFE instructor will be organised so as to improve his competence in managing multi-level learners, upgrade his academic skill. and motivate him towards achieving the objective of NFE. The role of SCERTs will be strengthened in this respect.

(vi) A system of testing and certification of NFE learners will be introduced whereby equivalence in learning achievements of NFE learners and formal school students can be established. This system will provide the basis for lateral entry from NFE to the formal system and vice-versa as well as facilities for the further education of persons passing out from NFE in approximately the same fashion as available to persons in the formal system.

(vii) Programmatic flexibility will be emphasized to make the parameters of the scheme adaptable to learner needs. This will include flexibility in decisions relating to the duration of the course of an NFE centre - which will be determined by the pace of learners, with the objective of bringing each child upto the desired level of competency.

(viii) Area coverage and a specific time perspective will be adopted as basis for project planning. A centre will continue in an area till all out of school children in that area are covered implying flexibility in decision regarding number of centres in a village/habitation.

(ix) Programme evaluation (internal as well as external)

will be attempted through suitably devised methods aiming at an assessment of management structures, functional process and academic outcomes. Such evaluation will. provide the basis for mid course corrections as and when necessary.

2.8.3 The strategy for improving the scheme and its effective implementation will include :

(i) Social mobilisation through use of mass and folk media so as to build an environment for community involvement. Not only will this improve the acceptability of the scheme, it will also ensure the fullest participation of NPE clientele in the learning process.

(ii) Consolidation of the NFE centres on the basis of an improved pattern of the scheme alongwith a measure of expansion to meet the goal of UEE. It is proposed to increase the existing 2.70 lakh centres to 3.50 lakh centres.

(iii) Investment of sufficient funds in the scheme. The Central Government will, play the crucial part in providing funds since State plan funds for creation of alternative systems may not be sufficient. It is proposed to raise the central share for co-educational centre and administrative and resource support structure to 75%. The Central share of assistance for the scheme for the Eighth Plan period required to NFE scheme through the State Government is 850 crores.

2.8.4 The involvement of voluntary agencies is an integral part of the existing scheme for NFE. Financial assistance by way of grant-in- aid is provided to voluntary agencies for running NFE Centres, district resource units for training and experimental and innovative projects.

2.8.5 At present 25600 centres are being run by 370 agencies in varying project sizes ranging from 15 to 100 centres each depending on the capabilities experience of each agency. During the Eighth Plan, it is proposed to consolidate the work done by voluntary agencies for NFE. Depending on the reports received from Joint Evaluation Teams already constitued by the Department, some existing projects are likely to be discontinued while others expanded. The total number of project for NFE would be maintained at the present level, while the number of district resource units for training of instructors and experimental and innovative projects would increase. on this basis, and assuming the revised cost estimates for NFE projects, it is expected that the financial requirements during the Eighth Plan would be Rs. 125 crores.

2.9 Restructuring and Reorganisation of Teacher Education

2.9.1 The Centrally Sponsored Scheme envisaged setting up of 400 DIETs in the country to meet the requirements of pre-service and in- service training of elementary school teachers and AE/NFE personnel to provide resource support to elementary school and AF/NFE systems in the district. By the end of 1990-91, 257 DIET had been sanctioned. By the end of 1991-92, this number may go

upto 300. Thus 100 more DIETs are still to be set up during Eighth Plan to meet the original target fixed in the earlier scheme. However, it is now assessed that the original 400 DIETs would not be sufficient in view of increase in districts to 460, the size of some of these districts in terms of elementary teacher population and the impracticability of clubbing the districts for the purposes of setting up a DIET area where the teacher population in the district is small.

2.9.2 It is therefore proposed that in the Eighth Plan 150 DIETs will be set up to take the total number of DIETs to 450. Besides continuing assistance will be provided for the 300 projects sanctioned upto 1991-92. Total financial requirement including administrative cost at the headquarters is Rs.456.44 crores.

2.9.3 In view of the escalation of the costs and the discussions with the State Education Secretaries in August, 1991, the norms of assistance are proposed to be enhanced to make them more realistic. Selection procedures of personnel for the Institutes are proposed to be modified to allow for selection even from nongovernmental organisations, universities, colleges, etc. In order to improve the pace of construction, it is proposed that even public sector agencies other than the State PWD Departments, may be involved in the construction programme. Wherever possible, even non-governmental training Institutes are proposed to be upgraded as DIETs on the recommendations of the State Governments. Regular monitoring and evaluation of the scheme will be done and necessary improvements will be incorporated on the basis of the evaluation and feed back.

2.9.4 The second component of the scheme involved upgradation of 250 secondary teacher education institutions - 200 into CTEs and 50 into IASEs to look after pre-service and in-service education requirements of secondary school teachers and to provide resource support to the secondary school system. Each such institution was expected to look after two districts on an average. However, by the end of 1990-91, only 25 CTEs and 12 IASEs could be sanctioned making a total of 37 institutions strengthened under the scheme. This number may go upto 50 by the end of 1991-92. Still about 200 institutions will remain to be strengthened during the Eighth Plan period. This is necessary since support to the secondary teacher education system is equally important. Total financial requirement - Rs. 201.00 crores.

2.10 Strengthening of SCERTs

2.10.1 The Centrally Sponsored Scheme envisaged strengthening of SCERTs so as to give the much needed resource support to the school system and the DIETs. However, this component could not be implemented during the Seventh Plan period since 'the matter required detailed consultations with the experts and the State Governments. Detailed guidelines are now at an advanced stage of formulation. The meeting of the State Education Secretaries and Director held on August 9-10, 1991 had set up a Committee to further go into the question. The deliberations of the Committee are going on and the process of finalisation of the guidelines may take a couple of months. The implementation of this component may begin thereafter. There are 29 SCERTs/SIEs which

will need to be provided non-recurring and recurring assistance as per the guidelines which are yet to be finalised, but the general demand from the States was that if the scheme has to make a meaningful impact, the Central grant should provide not only full non-recurring assistance for the buildings and equipments but also the recurring assistance for the conduct of programmes and other academic activities (including establishment) should be available for a sufficiently long period, say, 10 years. Total financial requirements - Rs.65.75 crores.

2.11 National Council of Teacher Education

2.11.1 The NCTE is proposed to be accorded statutory status to enable it to effectively maintain standards in teacher education. The statutory NCTE will be main mechanism for bringing about necessary improvements in the content and process of teacher education programmes and for curbing sub-standard and malpractising institutions and courses. Action for introducing the NCTE Bill in the Parliament is at a fairly advanced stage. It is hoped that the statutory NCTE will. become functional in the first year of the Eighth Plan. Financial requirement for Eighth Plan - Rs. 5.00 crores.

2.12 Bal Bhavan Society India

2.12.1 Bal Bhavan Society India, New Delhi is an autonomous Organisation, established in 1955 by Govt. of India. It is fully funded by Ministry of Human Resource Development, Department of Education. It was started as an after school activity to provide non- formal education to children in various fields of creative arts, science, performing arts, museum techniques, photography,

astronomy, environment, physical education etc. In support of these activition, Bal Bhavan is running Vocational Training Resource Centre to train teachers, training, supervision etc. in providing creative education. The Planning Commission, in their comments on the Plan proposals of this Ministry relating to Bal Bhavan Society India had suggested that the Bal Bhavan Society should be developed into a National Level Institution by bringing about a co-orientation of its activities so as to distinguish its role as a technical resource centre from that of its being a local Institution catering to the needs of the children of Delhi areas only.

2.12.2 During five years of the 7th Plan, a total of Rs.3.72 crores was released to Bal Bhavan Society for its Plan activities, out of which an amount of Rs.123 lakhs was granted in the last year of the 7th plan (1989-90) which included stepped up support on capital works (construction of museum, NTRC and library blocks). However the society was able to spend a sum of Rs. 54 lakhs only out of this release of Rs.123 lakhs. 4.6.3 During 1990-91, the Society was released an amount of Rs.0.65 lakhs. The budget provision for the year 1991-92 and the proposed outlay for the VIIIth Plan are Rs.0.70 lakhs and Rs.500 lakhs respectively.

2.13 CENTRALLY SPONSORED/CENTRAL SCHEMES - NEW

Strengthening of Upper Primary Schools :

2.13.1 Statistics reveal the need for urgent measures to strengthen upper primary education in order to meet the Constitutional directive. The Vth All India Educational Survey

data showed that in 1986, of the 1.39 lakh upper primary schools in the country (including schools with primary sections), 20% had buildings or had less than 2 rooms. Only 19584 functioned with 8 or more rooms.

2.13.2 It is therefore proposed to start a Centrally Sponsored Scheme called "Strengthening of Upper Primary Education with a View to Meet the Constitutional Directive" in the VIII Plan along the lines of Operation Blackboard, in order to effect substantial upgradation of facilities. Its components will comprise for each upper primary school, the provision of (i) at least one room for each class, and, where there is more than one section to a class, for each section; (ii) a Headmaster-cum-office room; (iii) necessary toilet facilities; (iv) a library; (v) at least one teacher for each class/section; (vi) essential equipment; and (vii) a contingency grant of Rs.1000 per annum for instructional improvision. 100% Central assistance will be provided for items (iv), (v) and (vi). The responsibility for the remaining components will rest with the State Governments. The Scheme will be started in those States where primary education facilities have been upgraded up to the minimum level, and will cover approximately one-third of the total upper primary schools in the country by the end of the VIII Plan.

2.13.3 An amount of Rs.450 crores is estimated as the requirement of which in 1992-93, when the emphasis will be upon completing Operation Blackboard, Rs.45 crores only will be expended.

2.14 Improving the Planning and Monitoring of EE:

2.14.1 Several initiatives were started in the VII Plan as experimental and innovative projects in regard to decentralisation of educational management, participative planning, improvement of learning acquisition and MIS for UEE. The experience with these initiatives has been drawn upon to formulate the strategy for UEE for VIII Plan. It is now proposed to start a new Centrally sponsored scheme to ensure their wide scale implementation with the following components:-

i) Operationalising Microplanning;

ii) Improvement of Learner Achievement;

iii) Monitoring of UEE.

Operationalising Microplanning :

2.14.2 Microplanning has already been discussed above in the context of strategy for universalisation of education in educationally backward districts. For this process of microplanning to be initiated and sustained it will be necessary to provide support to create capacity at the local level for decision making, training, environment building and provision of schemes. This would require the availability of finances for those activities that do not fall within the Plan schemes of State Governments. While expansion of schooling facilities, appointment of additional teachers, opening of NFE centres, provision of incentives, improvement of physical facilities in schools under Operation Blackboard can be made by a diversion of funds from existing schemes, certain activities would require special funding. It is proposed to provide these funds through

this centrally sponsored scheme by assisting specific projects for microplanning. Project funds will be made available for activities such as environment building, survey, training of teachers, training of VEC, setting up of school complexes or teachers' centres strengthening of block administrative structure, provision of technical and resource support agencies at the local level etc.

Improvement of Learner Achievement

2.14.3 The strategy of Minimum Levels of Learning (MLLs) has been discussed above, and the steps by which MLLs will be introduced in schools to improve learner achievement have been described. The approach adopted during the VII Plan was to take up projects of MLLs involving research institutions, voluntary agencies, University departments of Education etc. in order to build Zip a network of resource persons who can be drawn upon by the major system for resource needs of training and orientation, learner assessment etc. This will be continued during the VIII Plan, and, in addition, SCERTs and DIETs will be drawn into this work. Projects will be sanctioned so as to reach out to at least one-fourth the districts in the country by the fifth year of the VIII Plan.

2.14.4 At the national level, technical guidance and direction to this work will be provided by an independent autonomous organisation, the National Evaluation Organisation (NEO). The objectives of NEO will be to:-

i) undertake sample assessment of student learning on a

national sample basis;

ii) to assess areas where levels of learning are low so that corrective measures may be taken;

iii) to help develop good quality standardised tests for the school and NFE systems; and

iv) serve as a means to assess the impact of policies and programmes.

Monitoring of UEE

2.14.5 With targets of UEE given separately for access, participating and enrolment, it will be necessary to develop a monitoring system that yields timely and reliable information with which to monitor enrolment, retention, completion and achievement. At present the system of data collection depends upon a manual collation of data at the block, district and State Levels. This restricts access at the national level to State level data only. It also restricts monitoring to the main indicators, due to which data essential for the monitoring of internal efficiency such as net enrolment figures, age-wise break-up of students, dropout ratios, transition rates etc. are not obtained. In the VIII Plan the data collection system will be computerised by providing computers at the district level, introducing user friendly software developed under the COPE project of NIEPA and giving computer training to district and block education staff. Data will be entered and stored in computers in each district office, and the NICNET used to transmit it to the state and national levels. The state directorate will also be provided with a computer and will create

a Cell for Monitoring of UEE. The computerisation at district level will begin in phases, taking 4/5 districts in the first year and gradually replacing the mannual system with the computerised system till by the end of the VIII Plan, the entire system is computerised. The data-base will be gradually expanded, so that information relevant not only to monitor the internal efficiency of the educational system but also for microplanning and to improve and inform the district management functioning, can be obtained.

2.14.6 In addition to quantitative data, the qualitative monitoring of achievement will also be introduced. The National Evaluation Organisation (NEO) set up to assess the learning acquired by children at the end of the primary and upper primary stages will yield data for this purpose.

2.14.7 It is estimated that an amount of Rs.85 crores will be required for the VIII Plan, for all three components of this scheme of this, Rs. 9 crores will be needed in Annual Plan 1992-93.

2.15 Special Orientation Programmes

2.15.1 It has been felt that the DIETs even when all of them are operational, will not be able to provide in-service education facilities to more than one-third of the total elementary teacher population. Similarly, CTEs/IASEs will not be able to provide similar facilities to more than two-third of secondary teachers. It is, therefore, proposed to launch a special programme of providing in- service training to elmentary school teachers and

secondary school teachers through NCERT/SCERTs, NGOs, etc. It is proposed to cover about 15 lakh teachers during Eighth Plan under this programme - 10 lakh elementary and 5 lakh secondary school teachers. In the first year of the Eighth Plan, only one lakh teachers will be covered. The number of teachers to be covered will be gradually increased, reaching the target of five lakh teachers in the last year of the Plan i.e. 1996-97. An area based approach will be adopted for implementation of the programme. A compact area will be selected and all teachers in that area will be covered during a particular year. Programme content will be improved, keeping in view the experience gained during the earlier programme taken up in 1986-89. Due emphasis will be laid on use of audio-visual mode (screening of video films etc.) during orientation programmes. This programme will not be taken up in the districts which will be covered under the pilot scheme of Teacher Centres/Block level Resource Centres. Total financial implications for covering 15 lakh teachers Rs.60.00 crores (@ Rs.400/- per teacher).

2.16 Creation of Teachers' Centres/Block Level Resource Centres

2.16.1 On a pilot basis, it is proposed to set up Teachers' Centres for a cluster of about 10-15 schools which could provide a forum for professional development of teachers under overall guidance of RCE/DIET/Block level Resource Centres Teachers' Centres will organise monthly meetings of teachers to discuss various academic issues and for other activities for their professional development like lectures by Resource Persons, screening of films etc. The Block level Resource Centres,

besides providing academic and resource support to and monitoring the activities of Teachers' Centres, will also conduct short-term orientation programmes for primary teachers, headmasters and coordinators of Teachers' Centres under the active guidance and resource support from the DIET. The Teachers Centres and the Block level Resource Centres will be located in a suitable upper primary/secondary school. The programme is proposed to be taken up on a pilot basis during the Eighth Five Year Plan period in four districts only. Each RCE will choose one district and implement this programme there, with active assistance from the DIET if a DIET is located in that district. The RCE will take up two blocks in the district for coverage under this programme in the first year, train a few teachers from the block who may serve as Resource Persons under this programme and closely associated itself with implementation of this programme. The RCE may go on adding two blocks to the programme every year, so that by the end of the Eighth Plan, almost the entire district would have been covered under this programme. Total financial implications for taking up this programme in four districts are estimated to be about Rs.12.62 crores.

2.17 Externally Assisted Projects for Basic Education

2.17.1 During the Seventh Plan initiative was taken to start large innovative programmes for basic Education in the educationally backward States of the country with external assistance. This initiative was born largely out of the decisions taken in "The World Conference on Education for All" (WCEFA) held in Jomtien, Thailand in March 1990, WCEFA which adopted a landmark Declaration on Meeting Basic Learning Needs,

was attended by the member countries of UN and all the important donor agencies. The participants agreed that the international community, including intergovernmental agencies and institutions would work with national governments to achieve the goal of education for all by the year 2000. The Conference brought about a qualitative change in the perceptions of basic education among the participants and a holistic view of basic education was accepted including :

a) Universalisation of Primary Education, viewed as a composite programme of (i) access to primary education for all children upto 14 years of age; (ii) universal participation till they complete the primary stage through formal or non-formal education programme; and (iii) universal achievement atleast of minimum levels of learning.

b) Functional literacy, in which self reliant skills in 3 Rs is emphasised, alongside relevant education relating to the needs of the individual, the family and the community.

c) A special emphasis on women's education and development in order that they move towards equality in education and become the instruments and beneficiaries of the development process; and

d) Post-literacy, continuing education and inculcation of basic skills for survival and general well-being.

2.17.2 At the commencement of the Eighth Plan, the following Projects with funding by external resources in the area of basic

education were in various stages of formulation and implementation.

Under-Implemntation

- Andhra Pradesh Primary Education Project with Overseas Development Administration (UK) assistance.

- Rajasthan Project (Shiksha Karmi) with Swedish International Development Authority (SIDA) assistance.

- Mahila Samakhya (Education for Women's Equality Programme) with Dutch assistance.

- Bihar Education Project with UNICEF assistance.

Under formulation

- U.P. Basic Education Project with World Bank assistance

- Rajasthan Lok Jumbish Project with Swedish International Development Authority (SIDA) assistance.

Under concentualisation

- South Orissa Project.

- M.P. Basic Education Project.

2.17.3 These basic education projects by and large have the following common features -

a) They cover all components of basic education as spelt out above.

b) They emphasise participatory planning and implementation.

c) The project management is an autonomous society in the Mission mode which leads to cost effectiveness in terms of programme outcomes and outputs.

d) The projects are "evolving projects"

e) The projects strive for continuous innovation as well as assimilation and adoption of experience gained.

- and are expected to follow the following parameters for external funding :

i) the external funding has to be an additionally to the resources for education.

ii) The project must be in total conformity with the national policies, strategies and programmes.

iii) The project formulation should be the responsibility of the Centre/State Governments/other national agencies and that project formulation should be a process of capacity building.

iv) The project must be drawn up on innovative lines emphasising peoples participation improvement of quality and equality of education and a substantial upgradation of facilities.

ODA assisted Andhra Pradesh Primary Education Project (APPEP)

2.17.4 This project is being implemented in A.P. since April, 1983 with assistance of overseas Development Administration (ODA) of U.K. The objective of the project is to improve the quality of Primary Education in the project area by (a) providing Primary School Buildings and Class Rooms of improved quality; and (b) enhancing the professional competence of teachers and supervisors of Primary schools through HRD Programme.

2.17.5 Phase-I of the project covering 330 schools spread across 11 districts in A.P. came to an end in 1987. Phase II of the Project spans the period 1989-90 to 1995-96 and would cover

all the primary schools in A.P. ODA is meeting the full cost of the Project. The outlay for the period 1989-94 is of the order of b31.1 million. This is a state sector project.

The Shiksha Karmi Project

2.17.6 This project was started in 1987. The Project seeks to tackle the problem of teacher absenteeism. The crucial innovation is a substitution of the primary school teacher by a team of two voluntary education workers-Shiksha Karmis who would be selected by the local community and imparted intensive training. The Project has a strong component of training inputs. The project aims to cover in a phased manner about 2000 remote villages in 140 blocks of Rajasthan. The total outlay on the project for the period June, 1.991 to June, 1996 is Rs.41.23 crores. 90% of the outlay is being reimbursed by SIDA. The State Government of Rajasthan is meeting the remaining 10% of the expenditure. A provision of Rs.25 crores is being made for this Project in the VIII Plan.

Mahila Samakhya Programme

(Education for Women's Equality)

2.17.7 This programme was launched with 100% Dutch assistance to ten districts of Gujarat, Karnataka and Uttar Pradesh in April, 1989 to bring about basic change in the status of women. MS is designed with the overall aim of integrating of women's education with their empowerment particularly in the rural areas and it addresses itself to the poorest women. MS works for a meaningful partnership between women and educators by establishing a Mahila Sangha in each of the villages to be covered. Mahila Sangha would provide the space where women can

meet and begin the process of reflecting, analysing and above all feeling confident to articulate their needs. Educational inputs would be introduced in a phased manner responding to the needs of the group. It is proposed to cover 10 additional districts in the existing three States, namely, Karnataka, Gujarat and Uttar Pradesh and also to extend the project to two additional States viz. Andhra Pradesh and Bihar in a phased manner. MS is a Central Government Project and a provision of Rs.51.37 crores is being made in the VIII Plan for this Project.

The Bihar Education Project

2.17.8 This project covers all aspects of Basic Education, Primary schooling, Women's Development, Non-formal Education, Adult Education and Continuing Education. The innovative elements in BEP include relating education to working and living conditions of the people, improving thereby their ability to cope with the problems of livelihood, environment and mother-child survival. Education has been viewed as an instrument of social change for forging of alliances with people who can make BEP successful. Specially selected agencies - governmental, semi-governmental and nongovernmental agencies would be enabled to take up for implementation specific components of BEP. The Project would be implemented through a State level autonomous body, Bihar Shiksha Pariyojna Parishad, which has been constituted and registered.

2.17.9 While BEP would eventually extend to the entire State of Bihar, a beginning would be made in a few blocks in 3 districts of Ranchi, Rohtas and West Champaran. The programme

53 would be gradually extended to cover 150 blocks in 20 districts. Pre- project activities have begun in the financial year 1990-91 in the three selected districts.

2.17.10 An outlay of RS.3600 million is envisaged for BEP during 1990-95. The contribution of UNICEF, Government of India and Government of Bihar would be in the ratio of 3:2:1. A provision of Rs.120 crores is being made to meet the Central share in the VIII Plan period.

2.17.11 U.P. Education for All - Following the reassuring role played by the World Bank at WCEFA at Jomeien it is proposed to formulate a test case Project with an outlay of about Rs.125 crores covering ten districts of U.P. with 10 Piggy Back districts to be treated as reserve for speedy utilisation of funds. The U.P. Basic Education Project would be a State sector Project The Project envisages setting up of a Central Monitoring Unit. A provision of Rs. 1 crore is being made in the VIII Plan to meet the expenditure on CMU and other expenditure on this Project.

Lok Jumbish : People's Movement for Basic Education for All

This programme is proposed to be taken up with SIDA's assistance In Rajasthan. The Project relies heavily on people's mobilisation and seeks to bring about maximum possible deecentralisation of management, accountability and relevance to the educational system. The overall goal of the project is to achieve education for all in Rajasthan by the year 2000. The expenditure is proposed to be shared among SIDA, Government of India and Government of Rajasthan in the ratio 3:2:1. it is estimated that the total project outlay over a 10 year period

would be approximately Rs.500-600 crores. Although final decisions are yet to be taken but it is expected that the Central Government share during the Eighth Plan period would be approximately Rs.75 crores.

Other Projects

2.17.13 Possibility is being explored to mobilise external resources for an education for all project in Madhya Pradesh and for a Project in the four most backward tribal districts of South Orissa. The South Orissa Project outline seeks to impart education oriented to the problems of the local environment and combines education with skill and entrepreneurship development.

2.18 Monitoring and Evaluation of Elementary Education:

2.18.1 The Centrally Sponsored Scheme above will provide the impetus and the plan of action to modernise and improve the monitoring of UEE. A Management Information System will be created that will provide the state and national level with means by which to monitor district plans and the districts with a decision support system with which to plan and manage UEE programmes. Sample studies already started in 1991 to estimate the NPE target of the number of children completing 5 years of schooling, will be conducted annually to yield data with which to assess progress towards UEE. Additionally, Mechanisms will be set up for External Evaluation. A beginning has already been made to involve research institutions and independent organisations in evaluating Centrally sponsored schemes. This effort will be continued, and extended to assess also the impact of state schemes on the main indicators of UEE.