SUMMARY OF WRITTEN SPEECHES OF
 STATE MINISTERS OF EDUCATION
 (ANNEXURE-III)
 

Shri Brindaban Goswami, Education Minister, Government of Assam

Assam continues to be one of the nine educationally backward States of the country inspite of the efforts made by the Government of Assam, particularly in the wake of the NPE, 1986. The economy of the State continues to be grim, owing mainly to the repeated floods. The resources available are simply not adequate for bringing about the desired changes in the quality and structure of education. in the State.

The main constraints for non-realisation of targets for enrolment are mainly lack of provision of schooling facilities, teaching learning materials, unsatisfactory school building etc. These facilities could not be provided as required for want of allocation of fund.

The financial assistance from 8th Finance Commission,NEC and DRDA towards construction of school building had been none the less significant. Decentralised planning which was started from 1987-88 in the State will be a major thrust during the VIII Five Year Plan period particularly in the Elementary level of education.

Under the scheme of improvement of science education during 1987- 88, an amount of Rs. 282.70 lakh has been sanctioned by the Government of India.

The Regional Committees of AICTE which provided opportunities for discussions on various problems needed to be reconstituted and reactivated without further delay. The draft VIII Plan for technical education in Assam had been formulated

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in conformity with the NPE, the Programme of Action and as per decision of the CABE.

Incentive Schemes like supply of books and uniforms, coaching classes had been implemented to benefit SC/ST/minorities etc.

Shri Kanti Biswas, Education Minister (P&S), Government of West Bengal

The Ministry should think of some legislative measures which will regulate the mushroom growth of undesirable socalled centres of pre- school education. To achieve universalisation by the target dates, we, will have to make provision for dealing with the present back-log alongwith the additional numbers that will accrue on account of growth of population. Several incentive programmes like free text-books for all in the Primary Classes, Mid-day Meals, School Dress etc. had gone a long way in increasing retention rate in the primary level. Although there had been no comprehensive survey for ascertaining drop out rafts, yearly information from grass root levels had shown that at present drop-out rate in the primary level is definitely much lesser than 50.62%. Building facility needed to be provided to all our schools. Appropriate awards for the same, should be obtained from the IX Finance Commission. Replacement of RLEGP and NREP by Jawahar Rozgar Yojna may adversely affect the construction of primary school buildings.

Immediate steps should be taken to include the scheme of DIET in the VIII Plan. The State of West Bengal needed assistance for twelve other DIETs.

The AICTE bad been vested with statutory powers. This would probably help to curb the mushroom growth of technical education institutions on high fee/capitation fee basis, specially in the southern and western parts of the country.

In order to implement the policy, the National Seminar on Resources for Education recommended additionality of funds.

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The Steering Committee of the Planning Commission, unfortunately, recommended for lesser amount than required. As a result, various important sectors of the Policy had to confront a severe set-back.

It was high time to see whether the promised 6% of the National Income would be earmarked for education in the Eighth Five-Year Plan. Here also the share of States/Union Territories vis-a-vis that of Centre was a serious question.

Shri Gegong Apang, Chief Minister and Minister for Education, Government of Arunachal Pradesh

The CABE may consider work-able schemes with 100% Central assistance, particularly for the under privileged communities living in inaccessible areas of the country.

It is essential that the scheme of Operation Blackboard should continue during the VIII Five Year Plan also to cover the schools in the remaining blocks and, the financial limit on equipment should be revised according to the current, market price. The importance of Non-Formal Education, particularly for achieving the objectives of Universalisation of Elementary Education (UEE) needed no emphasis. However, to make it workable in the areas where rate of literacy is very low, whole time instructors for running Non-Formal Education Centres should be appointed with full Central Assistance; otherwise, the backward areas would remain backward.

In order to make learning effective, Adult Education Centres should be strengthened with modern educational technology. Equipments like video-film and Radio Casssette Tapes etc. should be provided. In tribal and backward areas, most of the teachers are brought from other parts of the country. It is essential that housing facilities are provided to the teachers near the schools.

The newly established Arunachal University had been maintaining its academic calendar to ensure atleast 180 teaching days.

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Shri Arun Kumar Kar, Minister-in-charge of Education, Government of Tripura

The National Policy on Education 1986 had placed before the country a strategy for facing the challenge of Education. Obstacles are there but we will certainly overcome them with strong determination and a sense of education.

The State Government had laid special emphasis on the eradication of illiteracy among women. Projects under Voluntary Agencies and ICDS would cater to the needs of women among illiterate population. The Government attached high priority to programmes aimed at Women's equality. The Government had also taken measures to integrate the physically handicapped, in the matter of Education, with others.

Top priority should be attached to Technical Education during the VIII Plan.

New programmes were being undertaken to attract children from SC/ST, minority communities to educational institutions and to ensure their retention. Reservation provisions in Government and Government aided Institutions were scrupulously followed. Interest of linguistic and religious minorities were being protected. Selected ST boys and girls were sent to institutions of excellence outside the state at Government cost.

The Government have of late sponsored a programme for establishment of a High school, a vocational training centre and other social welfare units under the auspices of Ramkrishna Mission in the State.

Shri Chamberline B. Marak, Minister of State for Education, Government of Meghalaya

The diminutive size of the State is only matched by the magnitude of the problems in the area of Education. Meghalaya is a hilly State predominantly inhabited by the tribal communities which comprise 80%of the population. Its undulating terrain, demographic position, transport bottlenecks and socioeconomic conditions are what chiefly constitute the impediments

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for fast development in all sectors. The State Government was making a massive effort, geared for removing the peculiar difficulties of the region. It had published a White Paper on Education in 1988 consistent with the policies and objectives of the National Policy on Education.

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