 NAVODAYA VIDYALAYAS

7.1 The members of the NPERC had, admittedly, sharp differences about this scheme; these are reflected in the recommendation which appeared to be hesitant and wanting in specificity. The NPERC 3Þ3 Š enumerated at length the points in favour of and against the scheme and proceeded to present a recommendation (R.No.103) with three alternatives. The NPERC did not indicate any preference among the three alternatives.

7.2 The main considerations which weighed with those members critical of the scheme were the following:

i) the cost-intensity of the scheme and the impropriety of incurring heavy expenditure on a relatively small number of students;

ii) in reality, the scheme may be working to benefit the privileged few; the validity and reliability of the admission tests are in doubt;

iii) it is an exclusive system inconsistent with the long- cherished Common School System;

iv) teaching of science through English medium and of social studies through Hindi medium is pedagogically unsound;

v) the legitimacy of Central Government operating in school education;

vi) the unlikelihood of Navodaya Vidyalayas (NVs) playing the pace-setting role expected of them.

7.3 The points which were adduced in favour of the scheme were the following:

i) It will be inappropriate to arrive at a decision on the NVs merely on the basis of aversion to elitism.

ii) Operational deficiencies if any, e.g., the alleged bias towards students from better off families, could be remedied.

iii) The existence of residential schools for talented children does not militate against the concern of the neighbourhood schools. No great harm is done if a small number of talented rural children are provided with opportunities to go to good residential schools.

iv) Initiatives are needed at different levels to improve present standards of educational attainments; NV Scheme is one such initiative.

v) NVs can develop linkages with DIETs, SCERTs and schools in the district and emerge as outstanding learning resource centres. 33 Š vi) It is unfair to evaluate a scheme so shortly after its commencement, more so as adequate resources were not made available.

7.4 The three alternatives posed by NPERC were the following:

i) No further NVs need be opened. The existing 261 NVs may be restructured, adequate resources provided and continued. The scheme be reviewed at the end of 1992-93. Restructuring should cover

(a) the re-definition of talent

(b) broadening the selection process

(d) prescribing an income limit for admission, and

(e) providing for admission of students from districts not having NVs.

ii) Transferring the 261 NVs to States for being run on the lines of the Andhra Pradesh model of residential schools. This would imply that fees could be charged from students who can pay.

iii) Transforming NVs into broadly talent-nurturing and pace-setting institutions. This alternative would seem to imply combining the functions of a Bal Bhavan and DIET in one place in a district, along with a lead day-school serving only the particular village or community. If so, it is likely to be very complex and expensive.

We have given very careful consideration to these different points of view.

7.5 The majority view is that the scheme should continue and that a NV should be set up in each district as originally envisaged subject to the following observations:

i) constant review to keep the scheme as cost effective as possible,

ii) ensuring the continued validity and reliability of the admission tests by periodic evaluation and appropriate modification of admission procedure, and

iii) more particular attention to the pace-setting role of these institutions. 3L3 Š 7.6 In coming to this conclusion, we take note of the information furnished by the Navodaya Vidyalaya Samiti that 40 per cent of the NV students come from families below the poverty line, 60 per cent are first generation learners, 30 per cent are girls, 19 per cent Scheduled Castes and 11 per cent are Scheduled Tribes. The academic results of the first board examination faced by NV students, viz., class X CBSE examination, 1991, were very good. The composition of students and the class X test results adumbrate that objective of providing quality education to talented children from rural disadvantaged families is being realised. The validity and reliability of the selection procedure are central to the whole scheme; therefore, we advocate periodic evaluation of the admission tests and implementation of corrective measures.

7.7 We also find that the cost per student is reasonable in comparison with the costs of the "public schools," which predominantly cater to the urban. children. However, a constant effort needs to be made to make the scheme as cost-effective as possible. We have reflected a great deal on the question of equity which is the main reason why some find it difficult to go along with the scheme. That talented children should be provided special facilities for quality education cannot be gainsaid. Equality cannot mean that all children are or can be equal in ability, or in merit; so long as the admission tests do not discriminate against the children from disadvantaged families and are a valid test of merit, the principle of equity cannot be considered to have been violated.

7.8 In our view, the most attractive feature of the scheme is the facility for migration of students from one region of the country to other regions. Some of us had the opportunity to personally visit NVs and meet the students who migrated from other regions of the country. We can vouch for the contribution such migration can make to promote a national outlook among the students and teachers of NVs and to spread awareness among the communities in the vicinity of NVs of the rich diversity and unity of the Indian culture and polity. In these trying times, the importance of national integration cannot be exaggerated. The scheme would in course of time create a group of well-educated people who have been brought up in an environment which is conducive to national integration, devotion to national ideals and to our Constitution and who are sensitive to the concerns of the disadvantaged groups of society and the rural masses having been largely drawn from such a background., This group, which would enlarge year after year, can be a great source of strength to the nation. The language policy and Central management of NVs are designed to promote this objective. If the scheme were to be transferred to the States, it would be difficult to ensure uniformity and consistency. Besides, the scheme would be subject to the financial and other compulsions which constrain

educational system in several States. We also take note of the fact 3ƒ3 Š that almost all States have evinced keen interest in taking advantage of the scheme and there is an increasing demand for more NVs.

7.9 It is also necessary to begin thinking about the future course of the scheme after NVs have been established in all districts with the requisite facilities and investment. A choice has to be made between establishment of new institutions and expansion of facilities in the existing institutions. Planning has also to begin for catering to the higher educational needs of students who pass out of NVs. A scheme needs to be formulated for central financial support to residential schools. In this scheme priority should be given to ST areas and areas predominantly inhabited by SCs.

7.10 During our deliberations, we were informed by the Navodaya Vidyalaya Samiti of the measures that are being initiated to promote the pace-setting role of NVs such as total literacy campaigns in the neighbourhood of the schools, networking with other institutions in the districts and community health services. We attach considerable importance to the pacesetting role which is an important objective of the scheme and would provide cost-effectiveness to NVs. Greater efforts must be made in this vital area.

7.11 Some of us, however, cannot subscribe to the concept underlying the Navodaya scheme, particularly on the following considerations:

i) It is inegalitarian

ii) there are more compelling priorities like provision of minimal facilities in primary schools

iii) The medium of instruction at all stages should be the mother tongue or the regional language.

iv) Management of secondary education should be left to the States.