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Madhya Prakdesh - Schools should function as a centre for educational and cultural activities of the community as a whole. There is a need to established relationship between the class-room teaching and education of the child which occurs through the community.
- Community much be involved for mobilisation of local resources, especially towards improving the physical facilities in the schools and also in the supplementing the teaching work. Locally available human resurces in the villages, viz. village artisans, religious leaders and village elders can make their services available to schools without must expenditure.
- Voluntary organisations and private and public undertakings should actively be involved in the organisation of the school.
Manipur - In view of the ineffectiveness of pre-primary education run by voluntary organisations and social welfare department the pre-primary, classes should be attached to the lower primary schools.
Meghalaya - Village education committee may be formed to obtain community participation for education expansion and retention.
- At present large number of schools are run by voluntary agencies and district councils themselves. The agencies continue to run primary schools under the management and supervision of the board. The board should set up selection committees for recruitment of teachers in every district.
Nagaland - Community participation should be ensured at elementary and secondary, levels of education.
- Voluntary agency should be involved in adult education programmes.
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Orissa - Community should be geared to meet at least a part of the infrastructural needs of the educational institutions.
- Community involvement through committees right from the institution level to the village level would need to be formalised.
- The local community should closely be associated with the management and functioning of the adult education centre for community education.
- Adult education programmes should be made a joint venture of government and community.
- With an inspiring and persuasive approach it should be possible to mobilise siseable resources, both physcial and financial from the community. Community contribution can, however, be expected only when the community is substantially involved in the planning and management of educational institutions established to cater to the neeeds of that community. Community involvement could be in the share of contribution of land, buildings and infrastructural facilities for educational institutions.
- To ensure the total coverage of all adult illiterates, assistance of voluntary agencies would be required on a significant scale. while involving the voluntary agencies, it has to be ensured that the total cost of running the centres does, not have to be borne by the government and that there is in fact a substantial voluntary component in the programme.
- A scheme of incentives should be evolved for rewarding good work done by voluntary agencies and other institutions in the field of adult education. Such incentives may be in the form of grants for the construction of permanent buildings, for libraries, sports equipment etc.
Rajasthan - The compulsory education can never become effective in rural areas until the local community is actively involved in the mangement of local schools and is made statutorily responsible for the enforcement of compulsory attendance. The management of
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local primary schools be assigned to village school development committees consisting of enlightened persons and the Sarpanch/Panch the village. This should be achieved by active involvement of the local community and by providing suitable incentives.
- Voluntary agencies should be provided with financial and administrative support to enable them to make a positive contribution in the field of adult education.
Uttar Pradesh - Primary school should be developed as a culture centre of the village.
- At Blocklevel education sub commmittees may be formed with the representatives from village pradhans. The gram sabha should be made responsible for organisational and fiancial matters pertaining to the schools in its area.
- An educational committee may be constituted at each nayay panchayat level under the chairmanship of Sarpanch. It should have officers from all the development departments like health, panchayat, cooperative socities, industries etc. This committee should be responsible and accountable for non- formal and adult education programmes.
- To make adult education programme a mass movement of all educational and voluntlary agencies should be involved in this venture.
- Voluntary agencies which are involved in the field of education should be made more active so that they can become an instrument in the programme of literacy, social-reform and cultural awareness.
- With the cooperation of these agencies formal, non-formal, female and adult education should be activised.
Arunachal Pradesh - Active participation of local people and voluntary organisations may be enlisted for the management of schools.
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- People in Arunachal Pradesh help school authorities by providing land and buildings for school free of cost.
- The school should be the centre of all social activities and the local authorities should have a say in management of school.
- The school should have close links with society by working and living, with society.
- More and more voluntary organisations should come forward to serve the people with their devotion, dedication and expertise they have and that they enjoy the respect and confidence of the people. Adequate funds should be made available to such organisation to carry on their work in the field of education.
- An institutional plan should be made fixing targets and strategies for carrying out the programmes in stipulated time.
Dadra and Nagar Haveli - A committee should be constituted consisting of tribal villagers, teachers and some prominent persons/officials in every village to function as a watch dog. It is mostly seen in tribal area that sometime teachers absent from duties wilfully and mostly parents do not send their children to the school. The committee shall take care of both.
- Universalisation of education should be give more emphasis in tribalareas and to succend voluntlary organisations should be permoted and given adequate financial incentives. Informal education should be imported more effectively by the voluntary organisations.
Delhi - Community participation must aim at helping the institution and not interfering with day to day schools programmes.
- Community should be taken in confidence in planning, monitoring implementing and evaluating all programmes with regard to curriculum, media, communication, resource mobilisation etc.
- Maximum utilisation of the infrastructure and facilities available in the community should be planned.
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- School and community should be linked by involving schools in community service programmes like literacy etc. and by the utilisation of the school plant for the community.
- Community should be involved more and more in planning and management of minority schools but the negative role of the community agencies should be checked.
- Resource mobilisation through community participation needs imaginative planning and encouragement from the top administration.
- A central apex body of the Parents-Teachers Association representing local levels PTAS should be set up with a view to sensitising the top administration on the currents and crisis of school education and providing feed back and Plan evaluation.
- Some key institutions of all India reputation and glorious tradition should be taken over as pace setting model institutions by the centre without hindering community participation and contribution. Some community agencies like Rama Krishna Mission should be financed by the centre for their educational activities.
- Dedicated people and idealists and their organisations need to be identified, recognisled and encouraged by the state and society.
Pondicherry - Attempt should be made to motivate parents to send children to schools and to retain them there. The assistance of mass media, village panchayats, municipalities and the formal school system should be enlisted to this matter.
- Every, elementary school should have a parent-teacher association. This will help the school to establish close links with parents.
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III. School Complexes
Bihar - In order to make the programme of elementary education a total success in terms of quantity and quality and establishment of school complex is of added importance this will bring the schools together other than ensuring inter- school visits by the teachers of the adjoining areas faciliting there, by an integrated approach to the growth and development of the elementary education.
Jammu and Kashmir - The schemes of complex centres, has yielded poor results and therefore:
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Programme should, be strengthend with men and material to make sharing of resources possible.
System should be monitored regularly.
Madhya Pradesh - School complexs must be constituted. To begin, with, such complexes may be formed with middle schools as the focal points and their feeder primary schools as their satellites.
Orissa - The school complex system should be received with a view to improving supervision and academic guidance.
Uttar Pradesh - Keeping in view the present status of supervision in primary schools it is desired that for supervising qualitative aspects of education, Principals of Middle Schools should be entrusted with this task Similar Principals of Secondary Schools should do this task in regard to middle schools.
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Arunachal Pradesh - An institutional plan should be made fixing targets and strategies for carrying out the programmes in stipulated time. The school complex system be revived and necessary facilities available should be shared by all schools belonging to that particular complex.
Delhi - School complex is essential for economy, better utilization of physcial and technical facilties and proper intergrated planning and exchange of expertise, experience and research findings.
- There should be about four boys' and four girls' secondary schools, four middle boys' schools and four middle girls' schools, eight primary schools, one technical/vocational schools, and one nodal institutions (say S.I.E.) in the complex where possible.
- There should be one central workshops, one library, one laboratory, one multimedia resource centre, gymnasium, auditiorim, conference hall, sports complex with swimming pool, museum, art centres etc.
- Services of expert teachers will be utilized in each of these schools. School programmes should be planned accordinly in a coordinated manner, so that exchange of expert teachers in school within the schools is made possible.
- Now higher institution teachers will help in content orientation of teachers. Research wing attached to the institution will guide teachers in research and experimentation.
- One administrator will look after administration of all these schools in the complex with regard to planning, management and in financial and purchase matters.
- Principals of the complex will from a team of supervisors.
- Students will also use the central library, laboratory, workshop auditorim, sports complex etc. according, to a planned programme.
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IV. Linkages with Developmental Sectors
Assam - Every one should explore the possibility of educational institutions having linkages with the organisations of public and private sector.
Bihar - The linkages of educational institutions should be established with rural development programmes in rural areas and in urban areas the educational institutions should establish linkages with commerce and trade.
Gujarat - Adult education centre should be the agency through which different agencies of government may seek to approach the community for purposes of educational development, health, family welfare, economic development etc. Such a model would ensure linkages between different educational programmes and each programme will contribute to the success of the others. It would also create an integrated team responsible for various aspects of community education. Even though different members of the team would nave well defined duties and specific target groups functionally speaking, they would approach the total task of community education as a close- knit unit.
- In ICDS Blocks where special programmes are being taken up for women and children, the existing school teachers and Anganbadi workers may be required to take up female literacy programme on payment oil extra remunerations. The Mahila Samitis may be assigned a leading role in adult education programme for women. Mahila Samitis doing work may be suitably rewarded.
Haryana - Interaction between employment market and educational institutions at district and sub-divisional levels to know the requirements of different vocations and trades. This would facilitate changes and correction in education and training.
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Himachal Pradesh - There should be proper coordination between the various departments like, health and family planning, agriculture, husbandry, sheep breeding and fisheries so that the platforms used by them for the propagation of their programme are also used for adult education classes.
- Due to lack of coordination among different agencies there is colossal waste and overlapping in the programme. This should be curbed at the earliest.
- Better linkages between industry and vocational courses need be established.
Jammu & Kashmir - Institutional planning should keep in view development of linkages - both horizontal and vertical, ensuring community participation.
- Establish link between elementary level planning and high schools.