INTRODUCTION
During the year 1986-87, the National Policy on Education(NPE) was finalised after an intensive nation-wide debate on the document 'Challenge of Education'. The Policy adopted by Parliament in May 1986 was followed by the Programme of Action (POA) which is a detailed elaboration of the modalities of implementation for the NPE. Like the Policy document, the Programme of Action was adopted by the Parliament in August 1986. Together, the NPE and the POA reflect the determination of the Government to reconstruct the educational system in the country to make it more relevant to the needs of national integration, development and equity .
A significant beginning was made during 1986-87 with projects and programmes like the National Open University, Navodaya Vidyalayas, National Core Curriculum, Mass Programme of Functional. Literacy, Mass Orientation of School Teachers, Establishment of Autonomous Colleges, consolidation and quality improvement in higher education, and modernization of technical education.
Detailed guidelines for implementation of the operation black board, restructuring and reorganising teacher education, establishment of district institutes of education and training, and vocationalization of education, improvement of science education, were worked out in consultation with the State Governments and circulated. State level empowered committees were set up in each state for considering project proposals, and central assistance has been made available to various states under different schemes.
The Central Advisory Board on Education (CABE) is charged with the responsibility of the implementation of the NPE, to review its progress and appraise the extent and manner in which the education policy has been implemented by the Union Government, the state governments and other concerned agencies. Nine Committees have been constituted to lay down guidelines for formulation of programmes and schemes as well as to monitor and evaluate the implementation of programmes envisaged in the NPE. These Committees relate to the following areas:
1. Elementary Education (including Operation Blackboard and NPE).
2. Content and Processes of Education, particularly at the school stage
3. Housing Facilities for Women Teachers.
4. Transfer of Teachers.
5. Vocationalisation of Education.
6. Scheduled Castes/Scheduled Tribes and other Educationally deprived groups.
7. Management of Education.
8. Common School System.
9. Development of Languages and Language Teaching.
The CABE at its meeting held on 11-12 March, 1988 at New Delhi, reviewed the progress made in the implementation of NPE. It under- scored the importance of elementary education, teacher education, vocationalisation, adult literacy, modernisation of technical education, improvement of standards of higher education upgradation of educational levels of Scheduled Castes and Scheduled Tribes as well as educationally backward minorities and women. It also noted the spectacular response virtually from all the states to the programme of Operation Blackboard, restructuring of teacher education and the revised scheme of non-formal education.
Several organisations/institutions involved in the implementation of NPE as envisaged in POA, in the course of a year or two, initiated several activities. Association of Indian Universities (AIU) being a body of VCs and universities, took up the issue of implementation of NPE. In collaboration with Osmania University, the AIU organised a National Conference on the Role of Universities in the Implementation of National Policy on Education on Dec 18-19, 1987 at Hyderabad. The Conference discussed several issues such as:
1. Education in Human Values
2. Human Resource Development
3. Teacher Training
4. Restructuring of Courses
5. Research & Extension
6. Autonomous Colleges & Departments
7. Evaluation and Accreditation of Institutions
8. State Councils of Higher Education
9. Consolidation and Expansion of Institutions
10. Distance Teaching/Learning
11. Rural Universities
12. Youth Services, Sports & Physical Fitness Programmes
13. Women's Education/Studies
In the light of the deliberations at the conference in Hyderabad, the Department of Education, Ministry of Human Resource Development invited the AIU to organise seminars on the implementation and monitoring of programmes and activities under the NPE in higher and technical education.
The AIU responded to the invitation and organised between April 14, 1988 and July 27, 1988 four seminars. The AIU was aware of the responsibility placed upon it by the MHRD, especially since there is no specific subcommittee of the CABE in higher and technical education to study the
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implementation effected so far and its appropriateness. The seminars attempted to assess the physical, financial and time targets envisaged and achieved, as well as to work out in some detail the tasks involved in the implementation during the remaining period of the VII Plan. Most importantly, the seminars attempted to suggest ways, means and procedures for continuously monitoring the progress in further implementation.
In order to cover all critical aspects of higher and technical education included in the NPE and POA, seventeen topics were identified and grouped into four following clusters to be considered one each at the four seminars.
1. Human Resource Development
2. Consolidation & Expansion of Institutions
3. Academic Staff Colleges
4. Distance Teaching/Learning
5. Youth Services, Sports & Physical Fitness Programmes
6. Improvement in Efficiency
7. Mobility of Teachers & Students
8. Making the System Work
9. Language Development & Cultural Perspective
10. Teachers Training
11. Restructuring of Courses
12. Research & Extension
13. Education for Women, SC & ST, Backward Minorities and the Handicapped
14. Education in Human Values
15. Autonomous Colleges & Departments
16. Evaluation & Accreditation of Institutions
17. State Councils for Higher Education
The main objectives of the seminars were:
1. to record the present status of implementation in these four clusters of topics,
2. to identify impediments and constraints in implementation undertaken so far,
3. to devise methodologies for monitoring and continuously evaluating the progress and, if possible, develop formats to assess the progress of implementation,
4. to consider possible alternative strategies of implementation, particularly in the context of problems faced and to make practical suggestions for further implementation.
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In order to achieve these objectives through the deliberations at the seminars some general suggestions were made for monitoring the progress of implementation, and answering questions like:
1. What are the tasks to be performed in any given programme or activity?
2. What are the components of these tasks, and what are the physical, financial and time targets associated with each task in a given programme or activity?
3. Which agency/agencies is/are involved in implementation? If more than one agency is involved, what is the share of responsibility and how is this to be coordinated?
4. What are the periodic checks that can be carried out for the achievement of physical, financial and time targets?
5. What are the ways, means and procedures for gathering information?
6. Which agency/agencies will perform watch-dog functions?
The seminars were expected to bring together ideas and suggestions based on implementation undertaken so far, as to guide further work and ensure not only proper implementation but also adequate monitoring of the progress of implementation in these areas of policy.
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