EXPANSION OF EDUCATIONAL FACILITIES
it was stated in the Sixth Five Year Plan that despite a network of over 6.5 lakhs schools and colleges, the employment of over 3 million teachers and an annual budget of the order of Rs. 3000 crores, it had not been possible for the education system to achieve the goal of universal education of all children upto the age of 14 years as enshrined in the Directive Principles of the Constitution. The total enrolment in elementary education had increased from 223 lakhs in classes I-VIII in 1950-51 to around 905 lakhs during 1979-80. Nevertheless, for every three children enrolled in primary and middle schools, one other eligible child was left behind.
There were also socially disadvantaged groups, such as the economically poor, scheduled castes and scheduled tribes whose children were on the periphery of the schooling system. About 38 per cent of the scheduled caste children and 56 per cent of the scheduled tribe children were yet to receive elementary education. Socio- economic compulsions in families particularly in rural areas and among the weaker sections, not-too-relevant nature of curricular programmes and lack of essential facilities in schools seem to be some of the more important factors contributing to the slow progress.
In the areas of secondary and higher education, facilities had been expanded. Nonetheless, the reforms for qualitative improvement and system reorganization as envisaged in the National Policy on Education (1968) were yet to be completed effectively.
This has resulted, among other things, in an undesirable growth of facilities for general higher education, especially at the under graduate state in arts, commerce and humanities and in the consequent increase in incidence of unemployment among the educated.
The approach in the Sixth Plan is characterised by concern for the all round development of children,especially those from under- privileged sections and poverty groups who may suffer serious consequences in the future because of negligence at the present stage of life.
The plan envisaged a balanced strategy of educational planning with the long range goal of making available diverse networks of facilities and programmes for education, combining formal and non- formal modes of learning.
The programme of universalisation of elementary education was given serious consideration and highest priority. In terms of physical targets, the enrolment of students in classes I to V was
10 Sixth Five Year Plan, pp. 353-54
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expected to be raised from 83.6 per cent of the relevant age group to 95.2 per cent by the end of the Plan, while the enrolment in classes VI to VIII was similarly expected to be increased from 40.2 per cent to 50.3 per cent. These targets implied an additional enrolment of about 180 lakhs children in classes I to VIII in full time institutions. In addition, non-formal education programmes for children in the age-group 9-14 were to be developed to cover 80 lakh children during the Sixth Plan although it was recognised that it would be unrealistic to lay down any specific targets for the purpose.
Similarly, while no physical targets were laid down, Adult Education programmes were to be developed on a large scale for the age-group 15 to 35 to combat the problem of illiteracy. In the field of secondary and higher education facilities were to be extended to rural and backward areas and access provided to the weaker and more backward sections of the people with consolidation of existing and improvement of standards. A major effort was to be made in the area of vocationalisation of secondary education. In the area of higher education consolidation of facilities and improvement of standards and quality with emphasis on restructuring of courses envisaged. In technical education, emphasis was laid on furtherance of national efforts to develop science and technology as an instrument of the country's economic progress.
An appraisal of the implementation of the different programmes mentioned above indicates considerable progress in the directions indicated.
Elementary Education: While the overall targets of enrolling an additional 180 lakh children in full-time educational institutions was likely to be achieved by the end of the Plan as is evidenced from the following figures, the progress in this regard was lagging in certain States:
1980-85 1980-83
VI Plan Target Achievement
(in thousands) (in thousands)
Additional Enrolment
(Targets & Achievements)
(i) Classes I-V (Total) 11,684 6,332
(ii) Classes VI-VIII (Total) 6,352 4,183
11 Sixth Five Year Plan : Mid term Appraisal, pp. 180-81
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There is need to accelerate the implementation of the new strategies envisaged in Plan viz:
a) intensified use of existing facilities including adjustment of schooling hours according to local conditions;
(b) provision of new facilities which would be economically viable and educationally relevant; and
(c) introducing measures with a view to eliminating wastage and reducing drop outs in elementary education.
Under the non-formal system of elementary education for the age- group 9-14 it was estimated that the coverage may be of the order of 35 lakhs in the plan period as against the 80 lakh envisaged.
The total achievement of enrolment in elementary classes (6-14 age-group), both under formal and non-formal system, is estimated to be of the order of 110 million by the end of the Sixth Plan. As the estimated population of the 6-14 age-group on the basis of 1981 census is of the order of 140 million there is expected to be backlog of about 30 million non-attending children of this age group in 1984-85. If universalisation of elementary education is to be achieved by 1990, as envisaged under then 20 point programme, nearly 50 million additional children of the age-group 6-15 will have to be covered in the Seventh Plan, as the estimated population of age-group 6-14 would be of the order of 160 million in 1990.
Secondary Education: The Plan emphasised the importance of paying special attention to the quality of education at this stage and to improving internal efficiency of the system and enhancing the employability of its products. There is great need for more sustained and planned effort and clear targets in respect of these qualitative improvement programmes.
Vocationalisation: A major programme of manpower development through 'vocationalisation' of higher secondary education related to employment opportunities which were to be developed. In this regard satisfactory progress had been made in a few states. The number of vocational courses and their coverage needs to be enhanced considerably and substantial number of students attracted to these courses. Vocational courses also need to be developed in close association of available facilities in factories and other establishments.
Higher Education: In the field of higher education the main emphasis is on consolidation of existing facilities, tackling the problem of non-viable institutions and preventing proliferation of new
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higher educational institutions and improvement of quality of higher education with special emphasis on:
(a) re-structuring of under-graduate courses to make them purposeful and also terminal for those who would seek employment;
(b) provision for vocational course leading to employment and stress on certificated for diploma rather than on academic degree;and
(c) promotion at post-graduate level of research on practical problems of local and regional relevance as well as of fundamental research.
While significant initiative have been taken by U.G.C. in all these areas, a major impact on the higher education system in these directions is yet to be made.
Adult Education: The total achievement by the end of the Sixth Five Year Plan is estimated at around 20 million. A big leeway is yet to be made in this regard. The consolidation and expansion of the programme in the Sixth Five Year Plan would be crucial for the achievement of the estimated target of 115 million by the year 1990.