REPORT OF THE CABE GROUP ON EDUCATION OF THE DISADVANTAGED (SCS, STS, WOMEN, MINORITIES AND THE HANDICAPPED) AND BORDER AREA DEVELOPMENT PROGRAMME (BADEP) (ANNEXURE-VIII)
The CABE Group constituted in the 45th Conference of the Board to got into "Education of the Disadvantaged" and BADEP met on the 6th and 7th of July 1989 under the Chairmanship of the Hon'ble Minister of State for Welfare.
The Group kept in view the various on-going programmes which are under implementation for the benefit of the target groups and reviewed the report of action taken on the recommendations of the 44th Conference of the CABE.
The Group's report based on the present status of implementation of the programmes for the target group is presented below :
Education of the SCs and STs The Fifth All India Education Survey (1986) does reflect significant improvement in the enrolment of SCs/STs vis-a-vis the situation that obtained at the time of the Fourth Survey as per information furnished below
Stage Increase in Amongst
enrolment
in all areas SCs STs
Primary 26% 49% 62%
Upper Primary 62.3% 102% 126%
Secondary 80.8% 121% 124%
Higher Secondary 127.5% 132% 185%
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The above data are in index of higher pace of improvement amongst SCs and STs, compared to overall improvement. This is also indication of the usefulness of our policy approach. However, much needs to be done yet to improve enrolment of SCs and STs and their retention. There is also need for significant improvement in coordinated efforts and effective implementation of all programmes meant for the Educational development of SCs and STs. This is feasible only if there is clear insight into the situation actually obtaining on ground. In specific terms :
-The State Governments have different committees, at different levels to monitor the progress of programmes for the disadvantaged groups--SCs, STs, minorities, etc. However, what is needed is a central nodal agency in each State to compile all the information available so that the same could be furnished to the Government of India in the joint monitoring proformae that have already been devised. The State Governments can also suggest further improvements for these proformae in case they consider it necessary.
-Reports are being furnished on the same subject by State Government to different Central Departments- Education, Welfare, Programme Implementation, etc. The question of rationalising this deserves to be looked into so that the situation of reporting on the same subject to more than one agency at the Centre, possibly in more than one format, is avoided.
-State Governments do have a policy of reservation for women as well as for SCs/STs. However, specific information on the number of SC/ST teachers actually appointed is not readily available. This information should be collected and furnished-including in respect of teachers appointed under Operation Blackboard from time to time.
-Wherever qualified SC/ST candidates are not available, suitable relaxation in qualification should be
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given for the less qualified. They should also be given proper in-service training to equip them with teaching skills, apart from facilities for acquisition of formal qualifications.
-A regular system of reporting to Government of India on actual reservation should be established.
-In tribal areas, 90 per cent assistance may be given to States under the NFE scheme, irrespective of whether the Centres concerned are exclusively for girls or co- educational centres.
-Action has been initiated in ten States for establish- ment, under a crash programme, of NFE Centre in SC/ST habitats with a population of 200 or more where schools do not exist. This programme should be implemented within the datelines envisaged. There should be co- ordination, in implementing this programme between different Departments of the Central, State and District levels.
-Early decisions should be taken on the question of enhancing the quantum of post-matric scholarship as also the increase in ceilings for deciding eligibility.
-Polytechnics may be established in tribal areas; and for this purpose an appropriate scheme may be brought under implementation during VIII Plan.
-The Ministry of Welfare may examine whether under their scheme for providing assistance to voluntary agencies to run residential schools/hostels for girls, particularly those belonging to SCs and STs, could be given 100% of running expenses as against partial assistance now being given.
There should be two way consultation between the Central Institute of Indian Languages and the State Governments whenever text-books including primers in spoken languages are prepared for the purposes
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of use by tribals before they switch over to the regional languages, medium of education.
Women's Education As in the case of SCs, STs, there has been significant improvement in enrolment of girls also over the 1978 levels. 36% of improvement at Primary Stage, 64% at Upper Primary Stage, 74% at Secondary Stage and 132% at Higher Secondary Stage. Still, girls trail far behind the boys in enrolment. Specific steps required are :
- Under the Non-formal Education Programme, already 2.41 lakhs Centres have come into existence. Out of them Centres accounting for 30% of the total, are exclusively girl's Centres. In order that the gap between boys and girls in elementary level schooling is filled, there should be a larger number of exclusive girls Centres. In order that Non-Formal Education becomes more interesting to the students and becomes a base for acquiring vocational skills at later stages, work experience also may be suitably integrated with teaching of general subjects.
- Incentive allowances for ensuring attendance for retention of girls in schools are now being given in certain States. There is need for undertaking a study of the cost of such schemes and their impact on school attendance by girls. The Department of Education should undertake a study of such schemes and report to the next meeting of the CABE.
- The earlier recommendation of the CABE for close coordination between the Department of Women and Child Development and the Department of Education in the matter of providing support services to facilitate girls attending schools has to be brought under implementaion. For example, access to child care facilities attached to primary schools may be provided so that girl student can leave their siblings in such facilities, when they attend schools.
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- There is also need for linkages at grass-root level, between ICDS as well as health programmes, and primary Education.
- AICTE should expedite clearances for pending proposals to establish women's polytechnics.
- The recommendations of the CABE Committee on housing facilities for women teachers headed by the Minister of State for Science and Technology should be implemented. That is, housing facilities may be provided on "cluster" basis, preferably in a big village or nearby town to take care of security aspects, Funding, as recommended by the CABE Committee, may be through various sources- budget sources as well as sources of housing financing agencies. Preference may be given to remote, hilly and inaccessible areas including Border Areas where the felt needs for housing would be of a very high order.
EDUCATION OF MINORITIES The State Governments should take action on all the POA provisions which deal with special programmes for minorities-that is, wherever action has not been taken so far. Action is required on priority basis on the following:
- Establishment of cells for coordinating the programmes for minorities.
- Establishment of an institutionalised system for compilation of statistical information which is to be furnished to the Commissioner for linguistic minorities.
- Survey of availability of text-books in minority institutions.
- Establishment of in-service training facilities particularly in SCERTs.
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- Appointment of regional language teachers.
- Remedial coaching in minority managed educational institutions.
- Introduction of vocational courses specially suited to the needs of minorities.
- Establishment of crafts training institutes.
- Issue of guidelines to State Governments for recognition of minority managed educational institutions should be expedited, particularly considering the fact that only 5 States are reported to have framed guidelines. The guidelines are also necessary for ensuring a certain degree of uniformity in the implementation of the policy of protecting the constitutional rights of the minorities to establish and administer educational institutions. The Ministry of Welfare and the Department of Education, together, are already working on broad policy guidelines and principles within which State Governments could frame detailed guidelines.
- The State Governments should ensure quick, disposal of applications from minorities for recognition of their educational institutions.
- The Department of Education should document information on NFE/AE Centres already established in areas of minority concentration. This information should also be updated from time to time.
- Modernisation of education in Madrasas and Maktabs by introduction of teaching of Science, Mathematics, Vocational subjects etc. should be attempted with the consent and cooperation of the concerned managements.
- A study of the impact of Community Polytechnics on the acquisition of skills by minorities and consequent improvement in their employment status should be undertaken.
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EDUCATION OF THE HANDICAPPED The Group notes that the Ministry of Welfare are already examining the question of enhancing emoluments of the teachers serving in institutions catering to the handicapped students at par with those of regular teachers in integrated schools. The Group recommends that decision on this should be expedited.
BORDER AREA DEVELOPMENT PROGRAMME (BADEP) - People living in areas close to the international border suffer from serious handicaps in the area of education. The benefits of the Border Area (Educational) Development Programme which is now under implementation, have not yet started flowing. The same should continue to be implemented as a Centrally Sponsored Scheme with 100% assistance during the VIII Plan as well. Substantial allocations should be made too.
- In addition to other components under BADEP, particular attention needs to be paid for provision of housing for teachers posted in border areas. This would ensure availability of teachers in schools located in border areas.
General - Studies on educational achievements of SCs/STs.
- Preparation of primers/text-books.
- Production of exampler materials on womens' equality.
- Training of minority teachers, principals and managers.
- Identification of learning disabilities of handicapped children.
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- Training of teachers of the disabled.
- Video programmes and computer assisted programmes for the education of the disabled.
The above NCERT activities should be reviewed by the CABE Committee on SCs/STs and other educationally deprived groups. The Committee may also go into how NCERT Programmes could be integrated with those of the States and vice-versa.
Fisher folk in many parts of the country are educationally backward and are deprived. They also often live in inaccessible areas. During VIII Plan, educational programmes for them should be developed too.
PARTICIPANTS IN THE GROUP OF SC/ST/MINORITIES/ BORDER AREA
DEVELOPMENT (EDUCATION) PROGRAMME 6-7 July,
IIT, New Delhi
1. Dr. Rajendra Kumari Bajpayee
Minister of State for Welfare Chairperson
2. Shri S. Gopalan
Additional Secretary
Department of Education Rapporteur
3. Shri R. V. Vaidyanatha Ayyar
Secretary (Education)
Government of Andhra Pradesh
Rapporteur
4. Shri P. G. Lele
Joint Secretary Ministry of Welfare
5. Shri D. K. Panwar
Director
Department of Education
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6. Shri G. Balachandran
Deputy Director
Department of Education
7. Shri A. P. Srivastava
DPI
Government of Arunachal Pradesh
8. Shri A. R. M. Iqbal Ahmed
Education Secretary-II
Government of Karnataka
9. Shri S. Subbiah
Deputy Secretary (Education) & Director (NLM)
Government of Kerala
10. Prof. Javed Khan
Minister of State for Education
Government of Maharashtra
11. Shri R. S. Jambhule
Director (Education)
Government of Maharashtra
12. Shri P. Tlitemhen AO
Education Secretary
Government of Nagaland
13. Miss. Frida Topno
Minister of State for Education & Youth
Services and Sports
Government of Orissa
14. Shri Rajendra Singh
Education Secretary
Government of Punjab
15. Shri S. L. Sharma
Deputy Director (Education)
Government of Rajasthan
16. Shri A. K. Mangotra
Education Secretary
Government of Tripura
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17. Shri Shardindu
Deputy Secretary (Education)
Government of Uttar Pradesh
18. Shri O. B. Pant
Director, SCERT
Government of Uttar Pradesh
19. Shri N. I. S. Jhala
Secretary (School Education)
Government of West Bengal
20. Shri A. K. Srivastava
Director, ClIL
Mysore
21. Mrs. Nirmala Deshpande
Member CABE