MINUTES OF THE MEETING OF THE CABE HELD ON 8TH AUGUST, 1992
The 48th meeting of the Central Advisory Board of Education (CABE) was held in Committee Room 'E', Vigyan Bhawan Annexe, New Delhi, on 8th August, 1992 under the chairmanship of Shri Arjun Singh, Union Minister of Human Resource Development. The list of the participants in the meeting is at Annexure-I. The agenda of the meeting is at Annexure-II.
2. Shri S.V. Giri, Union Education Secretary and Member-Secretary, CABE, welcomed the members of the Board and invitees to the meeting. He mentioned that the meeting assumed special significance as it was going to consider the revised Programme of Action (POA) which would guide the course of educational developoment in the coming years. The revised POA was the outcome of an intensive participatory exercise involving the Government of India, State Governments, resource organisations, and eminent educationist Shri Giri expressed his gratitude to Dr. (Smt.) Chitra Naik, Member (Education), Planning Commission, who had headed the Steering Committee and to the Chairpersons and members of the twenty-two Task Forces constituted to prepare the draft POA. He also mentioned that the draft POA had been discussed in a meeting of State / UT Education Secretaries and Directors held on 3-4, August 1992 and the amendments suggested by them were circulated in the meeting. He pointed out that the main emphasis of the new POA was on action. He exhorted the State Governments to prepare their own Programmes of Action as suggested in the draft POA. The text of Shri Giri's speech is at Annexure-III.
3. In her address, Km. Selja, Union Deputy Minister for Education and Culture, mentioned that the draft POA spelt out concrete measures for action in imporant areas of national endeavour like the universalisation of elementary education, adult literacy, vocationalisation and enhancement of standards. She stressed the importance of making optimum use of the available resources. She highlighted the importance of women's education. She mentioned that the problem of universalisation of elementary education was virtually the problem of the girl child. She appealed to the State-Government to translate into reality the policy formulation that at least 50 per cent of the teachers recruited in future should he women. She concluded her observations with the hope that the deliberations of the CABE would offer valuable suggestions for better implementation of the action plans. The text of the Union Deputy Minister's speech is at Annexure-IV.
4. In his inaugural address, Shir Arjun Singh, Union Minister of Human Resource Development and Chairman, CABE referred to the promise he had made in the 47th meeting of the Board that the POA would be revised. He said that as per the promise a draft document had been prepared in consultation with State Governments and educationists. He stressed the need for effective management of programmes and monitoring of implementation. He pointed out that the revised POA was more practical and action oriented than the previous one. He also said that although the national curricular framework had been formulated after the previous POA, further reorganisation of the content and process of education would be necessary so as to create awareness for national integration and adherence to certain national values and concerns such as secularism, scientific temper, etc. He also referred to the need to pay attention to the cultural dimensions of education and to the modalities of integrating sports and education. He also stressed the need for cooperative efforts by the Centre and States and the entire educational community in implementing the programmes. He hoped that the meeting of the CABE would be a land-mark in the history of the education in the Country. Thereafter, he invited Dr. Chitra Naik, Member (Education), Planning Commission, who was the chairperson of the Steering Committee to initiate the discussion. The text of Shri Arjun Singh's speech is at Annexure-V.
5. In her address, Dr. Chitra Naik mentioned that well designed action for socioeconomic change and development was the major theme of the Eighth Five Year Plan. She said that this should be strongly reflected in educational plans and programmes. She briefly recounted the background of the revision of the
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POA and complimented the Task Forces for the excellent work done by them. She drew special attention to Chapter 23 of the draft POA regarding management of educational because management was the pivot around which the entire education system was to revolve and depend upon for reaching the targeted goals. She pointed out that the preparation of the new POA was coeval with the finalization of the Eighth Five Year Plan and this planned congruence should immensely help in the implementation of the Programme. She felt that with concerted efforts by all sections of the soceity, it should be possible for the country to achieve the goal of education for all by 2000 AD. Resources, being scarce and valuable should be utilized optimally for this. Dr. Naik's written speech is at Annexure-VI.
6. The Education Minister of Maharashtra described the draft Programme of Action as an excellent document which had been prepared in such a short time. This, he added, reflected the commitment of the Government of India to improve and sustain the quality of education in Universities and Colleges. He suggested universities should address the developmental needs of the region in which they are situated through research and experiments. On vocational education, he suggested that it should be treated as one stage of education and on completion of the vocational course at the +2 stage, the student should have an option either to pursue his education or to go for wage employment or self-employment. He endorsed the POA provisions on technical education. He, however, wanted the area of education of jurisdication of AICTE well defined.
7. The Education Minister of Himachal Pradesh welcomed the suggestion that 50 per cent of the teachers to be appointed under the Operation Blackboard scheme be women. He also made a strong plea for allocating more resources for education as programmes proposed would not succeed without adequate funding. Referring to the proposal to have a Commission for Sanskrit and other Classical languages he said that state governments should also be associated with the Commission.
8. Shri R.K. Khrimey, Education Minister, Arunachal Pradesh, appreciated the consultative process through which the revised Programme of Action was prepared. He pleaded for a decentralised approach to the implementation of the programmes. Co-ordinated effort involving functionaries at all levels is needed for the success of the new initiatives. He said that management structure should be cost- effective. He also advocated development of an effective decision making process at all levels of educational administration. While appreciating the proposal to have 50 per cent women teachers under the Operation Blackboard scheme, he drew attention to the problems in remote areas. He wanted flexibility on this score. He also pleaded for restoration of the supply of subsidized paper for production of textbooks. The Minister also suggested coverage of Arunachal Pradesh under the Border Area Development Programme.
9. Education Minister, Madhya Pradesh observed that lack of adequate funding was one main reason for non-achievement of many targets of the Programme of Action, 1986. Therefore, there should be specific guidlines about funding of programmes. He also pleaded for decentralisation of the decision-making process. He felt that in the National Literacy Mission there was too much centralization. About the proposal to have tribunals for teachers he wondered whether there was need for a central tribunal when there would be state tribunals. While welcoming the proposal to have three teachers under the Operation Blackboard scheme, he said that the move for providing the third teacher should be taken up after completing the phase of providing two teachers. In the context of increasing cost of production of textbooks, he felt that States should be supplied paper at concessional rate. On the proposal to have voluntary schools he said that States should be given financial assistance. In the area of women's education also, States should be given financial support. The Education Minister of Madhya Pradesh referred to the constitution/introduction of National Testing Service and observed that in view of the existence of Public Service Commission in States, there was no need to setting up a mechanism like National Testing Service. He was of the opinion that such a mechanism would militate against the interests of States and they would have no say in recruitment of teachers in Universities and Colleges.
10. Dr. D.P. Pattanaik referred to the development of languages and said that despite protestations very little was done for the actual development of Hindi. On Sanskrit he observed that it was a constituent part of our culture; it ought to be a part of Indian philosophy course too. He suggested establishment of a commission for the study of language development.
11. Professor Mrinal Miri in his intervention referred to the report of the NPE Review Committee
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which had reviewed the implementation status of the Programme of Action, 1986. Referring to the Navodaya Vidyalayas he said that they were orginally conceived as pace-setting schools. He made a strong plea for boosting research in social sciences and humanities on a part with Science & Technology. Social Science and Humanities, he said, form the main thread stone of social fabric in developing countries.
12. Professor S.S. Chakraborty, Education Minister, West Bengal referred to changes in the international situation; the bipolar world was becoming unipolar. Our economic and political system therefore should be strengthened to preserve our independence and dignity. Changes effected should not weaken the system. He apprehended that in the move to gradually withdraw all subsidies from the social sectors like health and education there was an undercurrent of abandoning responsibility. He stressed the importance of adequate resource allocation for education. He lamented that it has not yet been possible to implement the recommendation of Kothari Commission to have 6 per cent of the GNP allocated for education. While institutions could be encouraged to raise internal resources, the role of the state in education in a poor country like ours was very important. He felt that while the schemes and programmes proposed were good the role of States was marginalised, since the funds were with the Central Government. He said that states should be allowed to draw up their own schemes. He also criticied the setting up of autonomous colleges. He said that there was an increasing trend towards centralization in education which was not good.
13. Shri Achintya Ray, Minister-in-charge of Education (Primary and Secondary), West Bengal, referred to the Scheme of Vocationalization of Secondary Education and opined that one of the reasons why it had not taken off in West Bengal in particular was that the employment linkages were not sufficient. The scheme should be made attractive to the youth. The Minister was opposed to the introducation of Autonomous Colleges as the objective conditions of the country were being forgotten. He said that resource for higher education needed to he strengthened. He said that 4% people in India were now receiving higher education as against 20% in some African countries. He also said that right to education should be a major point in the POA. He also pleaded for land reforms as a prerequisite for universalisation of elementary education. He said that the Navodaya Vidyalayas were counter to the policy as enormous amounts were spent on a few schools.
14. Smt. Shanti Rathi, Education Minister, Haryana pleaded for more resources for primary education. She welcomed the proposals to have more in-service training for teachers. She drew attention to certain malaise in the education system like teachers giving priority to private tution over regular teaching. She elucidated various steps taken by Government of Haryana for encouraging girl's education, like free supply of text books and uniforms to the needy, scholarship, etc. she was opposed to grant of autonomy as it was feared that autonomy to the colleges would breed politicization in colleges. She welcomed the training of college teachers during their service and suggested that discussion with students on various facets of university education and university administration need to be opened up.
15. Shri Harikumar Audhichya, Education Minister, Rajasthan said that the revised Programme of Action contained concrete suggestions and action points on all aspects of education. He also described the progress made by Rajasthan in the field of education during the last decade as well as the new initiatives taken by the State Government under various schemes like Voluntary Schools, Operation Blackboard, Total Literacy Campaign, Shiksha Karmi Project, Lok Jumbish, Vocationalisation of Education, DIETS, etc. He suggested integration of early child care and pre-primary education programmes. He warmly welcomed the suggestion to establish State Advisory Boards of Education on the pattern of the Central Advisory Board of Education. He suggested that similary, at district level, different subject committees could be formed. In district committees and village education committees local educationists should be given due place. He also wanted the meeting to seriously examine the proposal for establishment of an Indian Education Service keeping in view the need for bringing uniformity and discipline in the education system.
16. Shri P.G. Momin, Education Minister, Meghalaya said that he fully endorsed the revised Programme of action. He urged formulation of suitable centrally sponsored schemes for development of educationally backward regions. He requested that provision similar to para 3.4.2. of Chapter 3 of POA should be made in Chapter 2 also for SCs and STs. Further, requirement of free land to be given by the Government for starting educational institutions should be waived in the case of North-Eastern States
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where land is held by the community as a whole; in such cases, cost of land should be made a part of the project cost.
17. Dr. Ramachandra Purve, Minister (Primary and Middle Education), Bihar gave the details of the various programmes taken up in Bihar in the areas of education for women's equality, education of SCs, STs and other backward sections, education of the handicapped, vocational education, Navodaya Vidyalayas, universalisation of primary education, Bihar Education Project, Early Childhood care and education and middle school education. He welcomed the decision to implement vocationalisation of education at the school level also. About Navodaya Vidyalayas he observed that they should function as pace setting schools. He wanted that vocational education and computer education should be introduced in Navodaya Vidyalayas also. For the Charvaha Vidyalaya programme of the State Government he wanted special central assistance. Financial assistance from the Centre was sought in areas of women's education too. He also requested that the arrears to Bihar on account of revision of pay scales payable to college teachers in the State needed to be expedited as considerable,resentment prevailed among the academics there.
18. In his address, Dr. Karsandas Soneri, Education Minister, Gujarat welcomed the proposal to extend Operation Blackboard to the uncoverd areas during the Eighth Five Year Plan. He however, pointed out that the provision of a third teacher will pose problems in the hilly and tribal areas. He pleaded for continuous provision of funds under Jawahar Rozgar Yojana for construction of class rooms under the Operation Blackboard. He also referred to the mid-day meal scheme introduced in Gujarat to stem dropout rates. He urged introduction of a work ethos in the vocational stream. He also stressed the need for correct training of vocational teachers. Dr. Soneri welcomed the suggestion for setting up of a State Board of Teacher Education. The Education Minister of Gujarat regretted that facilities under Open University could not be fully utilized in Gujarat since the medium of instructions was either English or Hindi. He suggested that Open University must concentrate on imparting instruction in all regional languages so that difficulties of students receiving Distance Education were removed. He also demanded that the provisions of the Gnanam Committee Report may be implemented without any further delay. He wanted special attention to be paid to the areas of recruitment of teachers, supervision over academic work and the conduct of examiniation which are critical to the management of education.
19. Shri M. Veerappa Moily, Education Minister, Karnataka stressed the importance of achieving of universalisation of elementary education. He recounted the measures taken by Karnataka Government for increasing enrolment in primary schools, as well as for ensuring universal retention and universal achievement. He welcomed the move to establish a National Mission for Elementary Education and also the proposal to enlarge the Operation Blackboard. He wanted priority treatment for primary education in the matter of allocation of resources. He supported the TLC strategy in preference to the centre- based approach. The Education Minister, Karnataka commended the inclusion of dyslexia in the Programme of Action for education of the disabled. He said that large number of school going children suffer from learning disability which had not been given due attention in the past. He explained the salient features of the innovative vocational scheme under implementation in his state; the scheme was the result of a Committee under the Chairmanship of Professor S. Rame Gowde. He felt that the experiment was working well in Karnataka and would also work well in other Sates. The Education Minister of Karnataka in his remarks described the Programme of Action as a forward looking document and suggested that State Councils of Higher Education should be set up in all States which could be vested with the powers of the University Grants Commission. He was of the opinion that a national level statutory mechanism to regulate the growth of higher education was not likely to check sub-standared colleges and universities.
20. Shri Chaitanya Prasad Majhi, Education Minister, Orissa in his address drew attention to the special feature of the education scene in Orissa. He cited the preponderence of tribal population as one reason for the educational backwardness of Orissa. Socio-economic and geographical conditions affected educational development of Orissa. He pointed out that there was a new awareness of the need for education. He suggested incentives like mid-day meals and stipends for promoting girls education. He mentioned the various steps taken by the State Government for promoting women's equality including 30 per cent reservation for women in Gram Panchayats. Shri Majhi also pointed out the difficulty in finding good teachers. Education Minister, Orissa, admitted that the Scheme of Vocationalization of Secondary
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Education had not made much headway In his State. He identified the following reasons as the major cause for this:
- insufficient number of trained teachers in Vocational Education;
- lack of opportunities for apprenticeship training;
- students were still dependent on Government employment, even though the ultimate objective of the scheme was to promote self-employment.