XII. REPORT OF THE WORKING GROUP
 ON WOMEN'S EDUCATION,
 MANAGEMENT AND RESOURCES
 

1 INTRODUCTION

1.1 The group was chaired by Smt. Chitra Naik, Member, Planning Commission. Shri A. Rath, Commissioner cum Education Secretary, Government of Orissa, acted as the Rapporteur. The group considered the following documents :

i) National Education Policy Review committee {NPERC}

ii) CABE Committee on Policy {CABE Committee}

iii) Developments in Education since 1986 which have a bearing on policy, and

iv) NPE, 1986 - Revised Policy Formulations [Draft)

The list of Participants is attached.

1.2 Given the agenda of the meeting of the CABE, the group concentrated on consideration of the modifications that might be necessary in the NPE and the broad guidelines that could be laid down for the revision of POA.

2 WOMEN

2.1 We endorse the view of the CABE Committee on Policy that the policy frame outlined in NPE is adequate. Paras 4.2 and 4.3 of the NPE are indeed very strong statements on the interventionist and empowerment role of education. We agree with the CABE Committee that the POA needs considerable revision, inter alia, to take into account the recommendations of the NPERC.

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2.2 In the revision of POA, one area which requires concentrated attention is the integrated delivery of inputs and support services which are essential to the participation of women in the educational process. Given that the package of inputs and services has to be area-specific, integrated delivery entails decentralized planning and participative structures as close to the people as possible. In most states institutional mechanisms do exist for district level planning but these mechanisms are usually inadequate to achieve the degree of integration required and also lack the focus on women's issues. The revision of POA needs to consider in depth the measures needed to promote integrated planning and delivery at the district, and block and village levels. The District Boards of Education, commended by the NPE, POA, NPERC as well as the CABE Committee, can play an important role in promoting the linkages between women's education and integrated delivery. Complementary to the planning process and support structures is the creation of awareness among women and demand for the developmental inputs and education. Experience with Mahila Samakhya has established that organised women's groups can demand accountability and facilitate the functioning of the delivery systems. VECs, created through a systematic process of mobilisation, and with strong representation of women can also play a similar role.

2.3 We also recognize the role NGOs can play in integrated delivery of services and in developing diverse models which can be considered for replication. NGOs should be

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encouraged to take up a composite area-specific package of schemes having a bearing on women's conditions and education. Given the multitude of departments and agencies dealing with schemes, mechanism for a single window clearance is recommended.

2.4 We are in agreement with the views of the CABE Committee that earmarking of resources for women's development, as with as Special Component Plan and Tribal Sub-Plan, is neither desirable nor feasible. However, like S&T plan, it would be desirable in the annual and five year plans, to delineate the "women's plan". This would sensitize Departments/Ministries to women's development and highlight endeavours in different sectors having a bearing on women's development.

2.5 We reviewed with satisfaction the progress of Mahila Samakhya. The NPERC as well as the CABE Committee rightly appreciated the programme. The State Governments concerned should provided the necessary space for the autonomous growth of the programme.

2.6 We welcome the reformulation of para 5.13 NPE for widening access to secondary education and for emphasising the enrolment of girls in Science and Commmerce streams. The POA had suggested measures to enhance women's access to vocational, technical and professional education and to existing and emergent technologies [paras 17 and 18 of Chapter XII]. We suggest a review of the implementation of these measures so that more concrete measures can be spelt out in the revised POA.

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3. MANAGEMENT

3.1. We endorse the recommendations of the CABE Committee. The one recommendation which requires incorporation in the NPE is redress of grievances. The CABE Committee had rightly observed that as a result of the mounting litigation the State Departments of Education find it difficult to pay attention to educational issues and programmes; at the same time' teachers, administrative staff and educational institutions feel aggrieved at the enormous delays in the redress of their grievances. We, therefore, welcome the reformulated para 10.10 commending the establishment of educational tribunals at the national and State levels. As suggested by the CABE Committee the details of setting up of these tribunals may be worked out in consultation with the State Governments.

3.2 The establishment of educational tribunals would be an important measure to retrieve the educational system from the state of disorder and to "make the system work" as envisaged in para 7.3 of NPE. We would strongly commend the suggestion of the CABE Committee for the formulation and implementation of action plans to put into practice the strategy outlined in para 7.3 of NPE.

3.3 Another far-reaching measure that could improve the management of the education system is the constitution of Indian Education Service (IES). We endorse the recommendations of the CABE Committee to hasten the process of consultation with States and to give concrete shape to the idea of IES with due regard to

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the views and concerns of the States.

3.4 We endorse the view of the CABE Committee that the idea of educational complexes be tried on an experimental basis in selected areas. That-idea mooted by NPERC can be traced back to the Education Commission (1964-66). The NPE-86 does provide for promotion for educational complexes on a flexible pat-tern. School complexes are one among the important institutions envisaged by NPE and POA like the VECs, District Boards of Education. The merit of these institutions in revamping the system of managing education brooks no argument. Hence the stress should be on implementation. A variety of experiences exist in the country in setting up and operationalising these institutions. What is needed is documentation and evaluation of these experiences and utilising that evaluation to spell out the alternative modalities of setting up and operating these institutions. Illustrations of the modalities through specific cases would facilitate translating the concepts into practice. This aspect requires attention in the revision of the POA.

3.5 In regard to Centrally Sponsored Schemes, the CABE Committee took note of the decision of the National Development Council at its 43rd meeting held on 23-24th December, 1991. In terms of this decision, all the ongoing Centrally Sponsored Schemes in the Education Sector can be continued during the Eighth Five Year Plan. We are in agreement with the recommendation of the CABE Committee that these schemes should be reviewed in consultation with States and modified appropriately. It would also be necessary, as suggested by the CABE Committee,

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to start a few new Centrally Sponsored schemes in priority areas not so far covered, after due process of consultation.

4. RESOURCES

4.1 The imperative of adequate resources for education has been repeatedly underscored by commissions and committees - including the NPERC and CABE committee - and by the CABE itself. We cannot agree more. We strongly endorse the reformulated para 11.4 of NPE.

4.2 We are totally in agreement with the recommendations of the CABE committee - which itself is largely a restatement of NPE, POA and the recommendations of the NPERC - that the higher budgetary allocation for Education should be complemented by measures including:

- prioritisation within education,

- progressively making higher education, technical and management education largely self-financing,

- institutional finances for development of educational structure,

- incentives to academic institutions to augment income by way of consultancies and other measures,

- encouraging community and the cooperative sectors to financially support education, And

- promoting efficiency and effectiveness of expenditure.

4.3 We like to reiterate the decision of the last meeting of the CABE regarding external assistance for basic education.

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The failure to universalise elementary education and literacy is not only a question of resources but also of systemic deficiencies. The additional resources that may be available under external assistance should be used for educational reconstruction which should go beyond the conventional measures such as opening new schools, constructing school buildings and appointing teachers. It is necessary to adopt a holistic approach, and to address

i) the educational needs of the working children, girls and disadvantaged groups, and

ii) issues of content, process and quality.

4.4 Projects should be also used to develop sustainable and replicable models in different programmes related to basic education. Therefore, these projects should be developed and implemented in the true spirit of meaningful participation between the Centre and States as envisaged in NPE. It would also be necessary to implement these projects in a mission mode with effective and participative management structures and with involvement of local community, teachers and NGOs.

4.5 The holistic approach outlined above is necessarily more process intensive. In some neighbouring countries which received substantial external assistance, external funding had little impact on educational outcomes. It should be ensured that this experience is not repeated in our country.

4.6 As already decided by the CABE in the last meeting:

i) project formulation should be a process of capacity

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building, and

ii) specially earmarked ways and means advance should be provided to the States for the implementation for these externally assisted projects as the State Governments are handicapped by the stipulation requiring them to first incur expenditure from their own resources and to claim reimbursement subsequently.

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