 THE EIGHTH PLAN-STRATEGIES &
PROGRAMMES

In this section, we shall describe the targets to be set for the Eighth Plan, the strategies to be adopted and some of the important programmes to be taken up. A complete fist of programmes and schemes, with specific financial proposals, is neither feasible nor necessary at this stage; possible outlays are indicated where feasible, merely to highlight the nature or likely magnitude of the programmes, rather than as specific proposals.

1. Targets

The goal has been spelt out in NPE, and it admits of repetition

"5.12. The New Education Policy will give the highest priority to solving the problem of children dropping out of school and will adopt an array of meticulously formulated strategies based on micro-planning and applied at the grass roots level all over the country, to ensure children's retention at school. This effort will be fully coordinated with the network of non-formal education. It shall be ensured that all children who attain the age of about 11 years by 1990 will have had five years of schooling, or its equivalent through the non-formal system. Likewise, by 1995 all children will be provided free and compulsory education upto 14 years of age."

As we have seen in Section 1, we are still nowhere near achievement of the target indicated in NPE for 1990. As we proceed, we shall need to analyse the reasons for the shortfalls. At this stage, it would suffice to say that financial constraints, management failings and lack of determination on the part of all concerned are primarily responsible for the present state. Without revising the resolve contained in the NPE it may be stated that the goal for the Eighth Plan will be to enable all children upto 14 years of age to receive at least primary education by 1995. In terms of participation the target may be elaborated as follows :

(a) The attempt will be to bring to school all children at the stage of entry to school (viz. upto about 8 years of age) and provide them upper primary education;

(b) for late beginners, drop outs, working children and in areas where there is no schooling facilities education will be provided through the Non-formal stream. The attempt will be to provide these children depending upon their age upper primary standard or primary standard education before they attain about 14 years of age; Children at the threshold of adulthood (viz. 13-14 years of age) will be provided functional literacy through NFE.

(c) In order to ensure better retention and participation in school, pre-primary education facilities will be extended as far as possible to children of 3-6 yrs. of age primarily through ICDs.

1.2 The targets need to be spelt out not only in terms of participation, but also in terms of quality and outcomes. During the Eighth Plan, it should be our aim to bring about a substantial improvement in quality of education through Improved Infrastructure, improved teacher education, and a substantial

improvement in quality and quantity to learning materials. In terms of outcomes, it shall have to be ensured that minimum levels of learning are laid down with reference to the conclusion of primary and upper primary stages and an appropriate evaluation system created to ensure achievement at least of the prescribed levels of learning.

2. Special attention will be given during the Eighth Plan to content and process at the elementary stage. Effort will be made to give effect to the National Curricular Framework which envisages a common core (values and national concerns as spelt out in NPE) with a great deal of flexibility to relate It to the environment, and the needs and interests of the learners. An integrated and coherent programme will be taken up to make primary education child-centred. Measures required in this behalf would include making the school environment cheerful, enabling teachers to work creatively, provision of toys and games materials, review in respect of the "burden" of curriculum and textbooks, prevention of corporal punishment and other forms of ill- treatment of children, extra-curricular and outdoor activities, etc.

3. Micro-level Planning

3.1 Policy Parameters

3.1.1 Under the National Policy on Education (1986) it has been stated that it would give the "highest priority to solving the problem of children dropping out of school and will adopt an array of meticulously formalated strategies based on micro-planning, and applied at the grass-roots level all ove the country, to ensure children's retention at school. This effort will be fully coordinated with the network of non-formal education. It shall be ensured that all children who attain the age of about 11 years by 1990 will have had five years of schooling, or its equivalent through the non-formal stream. Likewise, by 1995 all children will be provided free and compulsory education upto 14 years of age" (para 5.12 of NPE).

3.1.2 In the `Programme of Action' (POA) of this Policy in its Chapter on `Elementary Education, Nonformal Education and Operation Black-board', it has further been explained that enrolment by itself is of little importance if children do not continue education beyond even one year, many of them not seeing the school for more than a few days. Emphasis will, therefore, now shift from retention to completion by all children of atleast five years of education, Enrolment drives will be replaced by systematic house-to-house survey in which the teachers, in cooperation with the village community, will discuss with the parents the relevance of schooling and regularity of attendance. Children for whom it is just not possible to participate in whole day schools, will be enrolled in the non-formal education centres, but it will be ensured that every child in every family receives instruction. it is also important that all children regularly attend school or non formal education centres.

3.1.3 It has also been mentioned in this Chapter of POA that "this family-wise and child-wise design of action to ensure that every child regularly attends school or non-formal education centre, continues his/her education at a pace suitable to him/her, and completes atleast five years of schooling, or its equivalent at the non-formal education centre, is what is intended by micro-planning at para 5.12 NPE".

3.2 Scope

3.2.1 We need, first, to clarify what we mean by micro-level. By this term we imply the habitation, or cluster of habitations, mainly in rural areas or in identifiable urban conglomerations with reference to which we need to plan provision of school/NFE facilities. In other words, the micro-level will comprise the "catchment" for a primary school.

The three essential aspects of UEE are also the tasks involved in micro-planning. They may be spelt out as follows :

(a) Universal access - another description of this would be "school mapping" to ensure that practically every family has access for its school-age children to a primary school or NFE centre.

(b) Universal participation - An essential aspect of this is to plan for universal enrolment of all children, upto approximately 14 years of age in a primary/upper primary school or NFE centres, and their retention till they complete at least five years of schooling or its equivalent through non-formal courses, or compressed courses in respect of children who are nearing 14 years of age. Universal participation presupposes organisation of target specific measures to ensure that children who tend to get left out receive due attention - girls, SC/ST children, working children, etc.

(c) Universal attainments - Alongwith universal enrolment and retention of children of school-age, it is essential to emphasise that they actively participate in learning processes, attain at least the minimum levels of learning laid down for this stage, and are provided opportunity for effective development.

3.3. Operational Process

3.3.1 The operational measures indicated here are suggestive. It is expected that the village education committee (VEC), in consultation with the local level management structure, will critically examine the suggestions given here and will develop its own strategy based on the micro-level problems, needs and expectations.

3.3.2. "School mapping" - By the term we understand the planning of facilities for elementary education at the micro-level. The 5th All- India Educational Survey contains data in respect of habitations without schools. On the basis of this data, as well as through collection of special information, school mapping" exercises should be undertaken. They would include the following :

(i) provision of a primary school where it is Justified according to norms (the present norms being one for all habitations with population of 300 and more, 200 In respect of predominantly SC/ST habitations);

(ii) establishment of NFE centres in habitations not eligible to have a school - these NFE centres could be of different types, e.g. part-time schools run by two specially trained local youth volunteers, part-time classes run by neighbouring teachers, or condensed non-formal courses;

(iii) special facilities in scheduled caste hamlets (basties) to ensure that their children can benefit from primary education-,

(iv) variety of non-formal education programmes (as indicated in the section in this document on NFE) for children who cannot attend schools-mainly girls required to stay at home to look after their siblings, working children and children who have crossed the age for admission in primary schools and who have to be provided condensed courses by the time they complete about 14 years of age;

(v) establishment of "ashram shalas" or low-cost boardings attached to upper primary schools, particularly for tribal children from families who reside in such small habitations that there is little possibility of providing to them schools or NFE centres.

3.4 Planning for Universal Participation

3.4.1 The main instrument of planning for enrolment and retention of all school-age children is participatory survey of the village/habitations. Household-wise survey of marginalised families (i.e. families which are at the periphery of the village and of development programmes, whose children either do not go to school, or go irregularly), has to be undertaken by the teacher along with NFE instructor, if any, and members of VEC. The survey would involve discussion, more than once if necessary, with the parents and elders in the family. Apart from collection of data regarding school-age children, the "Survey" would involve discussion on themes which are commonly referred to while discussion takes place on education, including :

_ is education useful?

_ is study in school expensive,

_ if their children are "working", could that be avoided?

_ what are the responsibilities of parents and other elders in respect of school age children?

_ can NFE suit their children?

The "survey" would be the initiation of parents in a process which would be ongoing-beginning with enrolment of children in school or NFE centre, going on to the interest in regularity of attendance, and children's performance.

3.4.2 On the basis of the survey, it plan should be prepared (i) to bring to the school all children who can be enrolled, (ii)to enrol in NFE programme those who can not be in school, and (iii) to see that all children actively and regularly participate in primary education. As a essential part of their duty teachers, NFE instructors, supervisors, members of VEC, etc. should approach the families to ensure enrolment, regularity of attendance and retention of children.

3.5 Learning Achievement

3.5.1 A more detailed treatment in respect of learning achievement has been given in the portion on "evaluation". Mention may be made here about micro-planning processes required to ensure that the school and the NFE programmes run well, and there is wherewithal to facilitate learning among participants.

3.5.2 This aspect of micro-level planning is concerned with "institutional planning" (treating NFE centre also as an "Institution" for this discussion). The headmaster and teachers, as well as NFE instructor in consultation with members of VEC and with the help of school complex coordinator (and Prerak in the case of NFE instructor) should prepare a simple and achievable plan for an academic year (broken up into sessions or Months, as may be appropriate) for improvement of learning by pupils. Special attention may be necessary for students who are not able to keep pace - such as first generation learners, children having some physical handicap, children of migratory families, etc.

3.5.3 Sufficient attention should also be given to school/NFE centre using the environment, locally available materials, traditional forms of learning, to enable the learners to improve the quality and pace of learning.

3.6 Decentralised Management

3.6.1 A good deal of responsibility for micro-level planning will rest with teachers and NFE instructors. It shall be necessary to step up media and communication support Lo create an environment in which

participation in primary education is brought centre-stage. Appointment of a headmaster in the primary school will facilitate micro-level planning activities (see Management of Elementary Education).

3.6.2 The headmasters, teachers and NFE personnel could be provided a support system by (i) supervisors, (ii)local voluntary agency, and (iii) school complex. It shall be necessary to reorganise the supervisory system -in terms of selection of staff, their training and their role perception. Several areas in the country have good VAs which could be involved with benefit. They could facilitate training, catalyse management and local community personnel, and provide technical assistance. School complexes, as described in the report of Education Commission (1964-66), exist in some States and in several cases they have emerged as an excellent system of sharing of professional problems, a support system which the teachers welcome, and a network of Institutions engaged in mutual self-help. In the context of micro-planning school complexes could be the academic and professional back up system.

3.6.3 Perhaps, the most crucial in micro-level planning will be the Village Education Committee( VEC). Detailed recommendations regarding VEC have been made in the report of Working Group on Educational Management set up in the context of preparation of the Eighth Plan. A reference may be made here to the membership of VEC, selection and training of animators, and the role VEC can play In micro-level planning.

3.6.4 The membership of VEC would Include (i) the Sarpanch and panchas, (ii) headmaster of PS and UPS; (iii) NFE and AE instructors (iv) one or two animators, (v) women activists, and (vi) one or two villagers known for social service, trade union activity, etc. Rural animators and women activists will need to be selected on a large scale with the help of women and the deprived sections of village community and will have to be provided animational, experiential and participatory training. The VEC will play a crucial role in the whole process of micro-level planning - indeed, proper running of the school and NFE programme will be its responsibility and the educational set up in the community will be accountable to it.

3.7 Training

3.7.1 Like all measures for reorganisation and reform of education, introduction of micro-level planning will call for effective training /retraining of personnel at various level. The most important category is, naturally headmasters, teachers and NFE personnel. Without waiting for the new thrusts in inservice education materialising, special orientation camps shall have to be organised for these people to enable them to understand the overall goal of UEE, the place of micro-planning in it and their responsibility in this whole context. Similarly, training programmes shall have to be stepped up for supervisors and educational administrators from the district, the block `prerak' and school complex levels.

3.7.2 Training or orientation of village people is also no less important. Reference has already been made of training of animators and women activists, all members of VEC will need to be appraised of micro planning techniques and given a sense of worth in their role. Some way will also have to be found to inform, inspire and involve the parents of school-age children - adult education and mass media could be harnessed for this purpose.

3.7.3 In addition to initial training/orientation, recurrent training programmes will be necessary - in the form of whole-time training programmes, seminars, workshop media contacts, supply of printed materials, etc.

3.7.4 Presupposing that the process of micro-planning would begin in phases and cover the whole country only in the third year of the Eighth Plan, we may envisage an expenditure of Rs. 1600 Crores on

setting up effective school complexes and providing the support system and training to the VEC, and launching a media campaign.

3.8 Efficiency and Flexibility

3.8.1 Mirco-level planning for UEE presupposes a reasonable level of efficiency and some provision of financial resources to improve efficiency of the system.

3.8.2 School and NFE programmes have to run, and run at a level of efficiency, for the goals of micro-level planning to be realised. This is dependent on teachers/ instructors: sharing a sense of responsibility; supervisory and management system being responsive to the needs and problems of teachers/instructors; supplies, services and materials being made available, and in time; and there being a minimum level of facilities for instructional programme to take place properly. It can be under-scored that the whole educational system does not have to improve for micro-planning to succeed - it can be given effect to where the pre-requisite conditions are fulfilled. Nonetheless, it may be added that if micro-planning has to move towards UEE, additional funds shall have to be provided for extension of access, for creating conditions for securing enrolment and retention of all children, and for ensuring that all children have an opportunity to achieve atleast a minimum level of learning.

THE EIGHTH PLAN-STRATEGIES & PROGRAMMES