EDUCATION OF THE SCHEDULED CASTES, SCHEDULED TRIBES AND OTHER EDUCATIONALLY BACKWARD SECTIONS
NPERC Perspective 4.1 In keeping with its philosophic approach to the relationship between education and socioeconomic development, the NPERC expressed the view that upliftment of SCs and STs should not be an isolated activity in individual departments but instead should be part of an "equity" package. Reforms in education should not be isolated phenomena but part of an all-round reform in all related areas. The NPERC was of the view that the participation of the weaker sections in educational process will be a far cry unless they were put in possession of means of production and livelihood through measures such as land reforms, meaningfully provided with essentials of life such as fuel, fodder and water, and assured of fair wages. While the existential dilemma highlighted by the NPERC is valid, the basic question is how to operationalise the equity package. In concrete operational terms the NPERC does not propose any departure from NPE/POA or come out with new strategies or measures different from those in operation. The NPERC had reviewed in detail the different schemes and activities and offered suggestions for improving their effectiveness.
Planning and Management 4.2 The point implied in the NPERC report that there is a two way relationship between education and socioeconomic change is valid. It needs to be stressed that the District Collectors and all the agencies and personnel dealing with development in the districts need to be sensitised to the inter-relationships amongst the various programmes designed for the socioeconomic amelioration of weaker sections. Another dimension that is critical for the delivery of educational services is the empowerment of local communities. To a certain extent, empowerment is promoted by a strong Panchayati Raj system, particularly at the village level. However, it should be ensured that weaker sections have an effective say on the functioning of these institutions. Experience with Mahila Samakhya has adumbrated the possibility of organising women's groups who are articulate and demand 33 accountability of the educational system. Such organisations, when they take root, can ensure that the various programmes and activities are really accountable to the community -- a denouement which would make the delivery systems more effective.
4.3 The NPERC rightly highlighted the need for predicating the choice of strategies on the need profiles of different communities and groups. This view is not variant from what NPE and POA had prescribed. For example, NPE and POA suggested microplanning as an important strategy to achieve UEE. By microplanning what was intended was family-wise and child-wise design
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of action to ensure that every child regularly attended school or NFE centre, continued his education at a pace suitable to him and completed at least five years of schooling, or its equivalent at an NFE centre. Such a design would indeed be based on household educational profile which can be aggregated to form a 'need profile' of different communities.
4.4 The NPERC laid strong emphasis on area-intensive approach and more vigorous monitoring, an emphasis conducive to the effectiveness of programme implementation. The recommendation of the NPERC that a single focal agency should be identified in each State for the purpose of monitoring and reporting to the Central Government is welcome. Particularly in regard to SCs, STs and minorities, there is a multiplicity of implementing agencies in State Governments because of the multiplicity of the problems. Many programmes are administered by the State Welfare Departments and some by the Education Departments. Even in Education Departments activities are spread over many Directorates. There is really a need for a State-level nodal agency which can have an overview of the various programmes and can assess what the programmes all add up to. Monitoring has indeed been the Achilles' heel of programme implementation. Effective monitoring systems therefore have to be established. Representatives of beneficiaries have to be associated with the monitoring system so that they can give a fillip to programme implementation from within the system. We also suggest constitution of a standing CABE Committee on education of SCs, STs and other educationally backward sections; educationists from these groups should have representation in that Committee. The CABE Committee should review the progress of the schemes and submit reports for consideration by the CABE.
curriculum 4.5 R.No.69 suggests a separate curriculum for the educationally backward sections. We are of the view that all students, irrespective of caste, community and religion, should have a common curriculum. While instruction should be child-centred and cater to individual differences, it is not advisable to differentiate students in the matter of syllabus and curriculum. Even the educationally backward would not agree to be segregated through a separate curriculum. They 33 are likely to perceive such a curriculum to be second rate. Science and Mathematics, language competencies, and contribution of different communities regions and women to the nation's life, culture and development should be inculcated in all students.
Recognition of Minority Institutions 4.6 R.No.80 suggested that a standing machinery be established by the Government of India to closely monitor the issue of detailed guidelines by the States for the purpose of granting recognition to minority managed educational institutions; to review the pace of disposal of applications for recognition of these institutions; and thereby to ensure the
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quality of education in institutions so recognised. Article 30 of the Constitution confers on minorities, whether based on religion or language, the right to establish and administer educational institutions of their choice. There has been a plethora of case law on these issues. The establishment of the educational institutions is regulated by the State Education Acts. Therefore, recognition of an educational institution as a minority institution falls within the competence of the State Governments. In October, 1989, the Government of India formulated policy norms and principles for recognition of minority-managed educational institutions and communicated them to various State Governments. The role of the Central Government is advisory. We feel that monitoring is better left to the State Governments, as they are deeply conscious of the need for proper monitoring. At the Central level, many organisations like the Minority Commission already exist for this purpose of monitoring.
4.7 In addition to the two recommendations dealt with in paras 4.5 and 4.6 above, the NPERC made a wide range of recommendations covering incentive schemes, SC/ST habitations not served by schools, curriculum, remedial coaching, recruitment of SC/ST teachers, Special Component Plan and Tribal Sub-Plan, programmes for educationally backward minorities, and recognition of minority managed institutions.
4.8 We feel that no policy reformulation is necessary and that all recommendations, except R.Nos. 69 and 80, be taken into account while revising the POA.
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