implications of the 'Interim Target Year' as well as the 'Control Figures' which are specified in the draft Higher Educational Perspective Plan-Frame are explained in subsequent chapters of this report.
It is recommended that the Government of India and all the State Governments should jointly take the draft into consideration, examine the implications thereof, and in the light of the consensus reached on such examination,finalize and settle the control figures and agree to adopt the higher educational perspective plan-frame as the common all- India basis for formulation of programmes of development and reform.
III. SCHEME OF SPECIFICATION OF EXCUTIVE RESPONSIBILITY OF THE
GOVERNMENT OF INDIA AND EACH OF THE STATE GOVERNMENTS After achieving agreement on a common all-India policy and a common all-India basis for planning programme of development and reform in pursuance of that policy, it would become necessary to specify the nature and extent of executive responsibility to be severally undertaken by the Government of India and each of the State Governments in respect of planning and implementing specific individual schemes of development and reform. Suggestions have been offered in the final chapter of this report about how such specification may be best effected.
It is recommended that the Government of India and all the State Governments should jointly take these suggestions into consideration; examine the implications thereof; and, in the light of the consensus reached on such examination,finalize, and settle a scheme of specification of executive responsibility of the Government of India and each of the State Governments.
IV. STATUTORY BASIS FOR 'MANPOWER-PLANNED DEVELOPMENT AND REFORM
OF HIGHER EDUCATION The reforms proposed to form part of the new all-India policy will require legislative sanction. It will also be necessary, in order to assure stability and continuity of purpose, to provide a statutory basis for the agreed scheme of specification of executive responsibility and the administrative machinery required for giving effect to the scheme. For these reasons it is recommended that appro- priate Acts of Parliament and State Legislatures should be enacted, so as to provide the statutory basis required for manpower-planned development and reform of higher education in India up to the Interim Target Year.
ANNEXURE TO CHAPTER I
(DRAFT) HIGHER EDUCATIONAL PERSPECTIVE PLAN-FRAME PART I. GROWTH OF
THE NATIONAL STOCK OF HIGHER EDUCATED MANPOWER AND MAJOR OCCUPATIONAL
GROUPS THEREOF
Perspective Planning Items Computed Control
Actuals Figures for
(1960-61) Interim
Target Year
TOTAL 1,432,000 4,000,000
I. National Stock of Higher INDUSTRIAL Employment 191,000 1,100,000
Educated Manpower SERVICE Employment 1,004,000 2,200,000
FARM-HOME Employment 142,000 400,000
EMPLOYMENT-SEEKERS 95,000 300,000
II. Higher Educated Manpower 1. Higher Educated Teaching
Groups Manpower 222,000 900,000
2. Engineering Manpower 133,000 750,000
3. Scientific and Technical
Manpower (other than
1and 2) 181,000 650,000
4. Public Administrative and
Corporate Managerial
Manpower (other than 1 to
3.) 266,000 500,000
Higher Educated Manpower (other than 1 to 4) 630,000 1,200,000
NATIONAL STOCK TOTAL 1,432,000 400,000
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948 EDUCATION AND NATIONAL DEVELOPMENT
(DRAFT) HIGHER EDUCATIONAL PERSPECTIVE PLAN-FRAME
PART III GROWTH OF PUPIL ENROLMENT AND TEACHER EMPLOYMENT IN HIGHER
EDUCATIONAL INSTITUTIONS AND FINANCIAL PROVISION FOR DIRECT
EXPENDITURE THEREON
Computed Computed Control
Perspective Planning Items Actuals Actuals Figures
1956-57 1961-62 Interim
Target
Year
1 2 3 4
HIGHER EDUCATIONAL
I. Cohort Out-turn (in thousands) National 48.7 81.4 150.0
Regional 79.0 129.1 250.0
TOTAL 127.7 210.5 400.0
II. Pupil Enrolment (in thousands) National 116 205 750
Regional 448 686 1000
TOTAL 564 891 1750
Ill. Pupil-Teacher Ratio National 11 10 10
Regional 19 17 15
TOTAL 17 15 12
IV. Teacher Employment (in thousands) National 11 20 75
Regional 23 40 66
TOTAL 34 60 141
V. Funds for Direct Expenditure for National 9,862 11,682 12,000
Teachers (Rs. at constant 1960-61
prices) Regional 7,465 7,757 9,000
TOTAL 8,231 9,048 10,640
VI. Funds for Direct Expenditure
(in crores of rupees) National 11 23 90
(at constant 1960-61
prices). Regional 17 31 60
TOTAL 28 54 150
CHAPTER II. INTRODUCTORY EXPLANATION
SECTION 1. DEFINITION OF HIGHER EDUCATION 1. There is a twilight zone within which 'secondary education' ends and 'higher education' begins. It is necessary that this zone should be lighted up and a clear dividing line drawn between secondary education and higher education. This is necessary because we are dealing with estimates for large numbers of pupils and teachers and expenditure of large amounts of public funds and there should be no misunderstanding about what we are dealing with.
2. To begin with, what is education ? For the purpose of this report,'education' means an aggregate of curricula provided in educational institutions. Educational institutions are known by different names. We treat every institution of which particulars are included in the annual statistical returns of the Ministry of Education of the Government of India as the educational institution with which we are concerned. Every curriculum is a planned programme of study and/or training. Whether it is study or whether it is training, in either case it is 'education' (by definition) so long as it is provided in an educational institution as defined. There are programmes of study and training, outside educational institutions. Such programmes are distinguished from 'education' as 'apprentice training' or 'in-service training'.
3. All university degree courses plainly form part of higher education, according to current usage. What about two types of courses provided in colleges which do not lead to the award of university degrees-the Pre-University course and the Intermediate course? Our answer is as follows:
(a) The pre-university course is deemed to be part of secondary education and not part of higher education.
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(b) The intermediate course consists of programmes for two years. The first year programme (the junior intermediate course) is deemed to be part of secondary education and not part of higher education. The second year programme (senior intermediate course) is deemed to be part of higher education.
4. At this point, we propose to make an innovation. There is not merely a twilight zone of college education, but a zone not clearly defined which is at present called 'Vocational and Technical Education-School Level'. This has to be divided into three parts, one to be included in higher education, another to be included in secondary education and a third to be included in elementary education. We are concerned here only with identifying and defining that part which is to be included in higher education and giving it a distinctive name. An outstanding instance of the higher types of curricula which we have in mind is the three-year-programme of technical education in polytechnics (conforming to curricular specifications drawn up by the All India Council of Technical Education), which leads to the award of diplomas by Regional Boards of Technical Education. There is need for developing varied courses of this type and emphasizing their importance and distinctive role in manpower-planned development and reform of higher education. Let us refer to such courses as 'Sub-professional courses'.
5. We define 'Sub-professional courses' by the following characteristic features:
(a) Admission to such courses should be selectively limited to persons who have successfuly completed what is called the 'high stage' of general school education (or its equivalent penultimate year programme of what is called the 'higher secondary stage').
(b) The course should require, for its completion not less than three years of institutional education after the completion of the 'high stage' of general school education or its equivalent.
(c) The course should conform to prescribed all-India specification and it should lead to awards such as diplomas made by competent educational authorities.
6. We may now define 'higher education' for the purpose of this report as comprising:
(a) All university degree curricula;
(b) all sub-professional curricula leading to diploma; and
(c) the senior intermediate course.
SECTION 2. LEVELS, SUB-LEVELS, TYPES AND DETAILED
CLASSIFICATION OF HIGHER EDUCATIONAL CURRICULA AND
AWARDS 7. `Higher Education', as we have defined it, will not be accepted or recognized as higher education in the U.S.A., the U.S.S.R., the U.K., France, Japan or any other educationally developed country of the world. This is so not merely because we have included sub-professional diploma courses in the definition, but also and mainly because the curricular specifications of many of our university degrees fall short of the minimum requirements of university education (or other education recognized as higher education) in these countries.
8. The foregoing statement applies to the B.A./B.Sc./B.Com. degrees, which account for a large proportion of the annual out-turn of our universities. We cannot very well cease to recognize these degrees as 'higher education'. But we ought to focus attention on the distinction between those university degree courses which are recognisable as 'higher education' in the developed countries of the world and those which are not. We shall refer to the former as 'National Higher Education' and to the latter as 'Regional Higher Education'.
9. These are the two main 'levels' of higher education. Within 'Regional Higher Education' there are two sub-levels of which one is represented by University Degree Courses and the other by Sub- professional diploma courses, Similarly, within 'National Higher Education' we may distinguish two sub-levels, one represented by 'advanced' courses and the other by 'ordinary' courses.
10. Our M.A./M.Sc./M.Com. degrees, as well as our degrees in engineering and medicine clearly qualify for inclusion in 'National Higher Education'. Our B.A./B.Sc./B.Com. degrees are clearly disqualified and must be included in 'Regional Higher Education'. There is, again. a twilight zone between the two levels of higher education, which we shall deal with as below:
(a) Any university degree course which can be completed after not more than four years of institutional education following the completion of the high stage or its equivalent in general school education is to be classified as 'Regional Higher Education', along with sub-professional diploma courses and the Senior Intermediate Course.
(b) All other university degree courses are to be classified as 'National Higher Education'.
Existing higher educational curricula and awards will be classified on this basis. It will be Recognized that the 'ordinary' courses of national higher education (as now defined) may initially include courses which are not up to minimum standards of higher education in the developed countries. The intention is that such cases should be identified, reviewed and revised with reference to actual requirements for purposes of employment. They should have their standards
950 EDUCATION AND NATIONAL DEVELOPMENT
raised up to the internationally accepted level, if that is really necessary for purposes of employment. Otherwise, their duration should be shortened, and the contents adapted to actual needs. In either event, these borderline courses will get properly classified as National Higher Education or Regional Higher Education, with reference to the criterion of international comparability of standards.
11. The Central Statistical Organization of the Government of India and the Directorate General of Employment and Training in the Ministry of Labour have in recent years development appropriate all- India schemes of classification by 'industry' as well as by 'occupation'.These important schemes are essential planning tools; and they have begun to come into practical use as such.It is essential that the toolkit should be added to. These two schemes of classification should be supplemented by an approval all-India scheme of classification of 'Higher Educational Award'. All that is required for the purpose is that the Ministry of Education should maintain a classified scheduled of all university degrees and other approved higher educational awards. The numbers used to designate the place of any particular higher educational award in the classified schedule would also serve as the code-number identifying that award. Periodical employment returns secured from establishments in the private sector and public sector should provide for the classification of higher educated manpower by the code-numbers identifying the higher educational awards held by them.
12. In this report, we have proposed the beginning of such an all-India scheme of classification of higher educational awards; first by the demarcation of the two levels already proposed and then by the specification of the 'five types' of higher education referred to in Part II of the Higher Educational Perspective Plan-Frame annexed to Chapter I. These five types include three types of 'Scientific and Technical Education' and two types of 'Arts Education'. They also include two types of 'academic-pedagogical' education and three types of 'specialized' higher education. The names indicate which among all the higher educational awards are to be included under each of the five types. The two levels and five types will yield ten major heads of classification which can form the first digit of the code-number identifying every higher educational award. Each major head of classification should be divided and sub-divided into subheads, minor heads and detailed heads, in the manner familiarized by the authorities who deal with the budgeting and accounting of public funds. The proposed scheme of detailed classification of higher educated manpower Will then serve as the starting-point of systematic budgeting and accounting of higher educated manpower.
SECTION 3. DEFINITION OF 'MANPOWER', 'COHORTS' AND THE CONCEPT
OF 'MANPOWER-PLANNED DEVELOPMENT AND REFORM' 13. The word 'manpower' may be used in an abstract sense to refer generally to the human capacity to perform useful work of any kind. More commonly, however, the word is used as a collective name for an aggregate of human beings who possess such capacity.
It is customary to use the word 'manpower' as meaning the same thing as the 'labour force'. This practice causes no difficulty in industrially developed countries, wherefrom the concept of 'labour force' has emerged. In the conditions of our country it is convenient to use the word manpower to mean not only the labour force but also housewives. This is so because experience has shown that it is very difficult to draw the line which separates those rural housewives who 'participate' in the 'labour force' from others who do not. Statistics of the labour force and the derivation of the so-called participation rates, which are based on such a dividing line are apt to prove misleading. Manpower information becomes much more intelligible and easily usable when housewives are included.
For purposes of statistical calculation, working age-limits have to be specified. In this report, accordingly, we proceed on the following definition of manpower, as comprising all persons aged 16 to 59, with the exception of such of them as are enrolled as pupils in educational institutions.
14. Though this report is limited in its scope to higher education and higher educated manpower, it has been found necessary to refer Frequently to secondary education and secondary educated manpower. Hence the following definitions:
(i) A 'higher educated person' is any person who holds a higher educational award. A 'Secondary educated person' is any person (not being a higher educated person) who has successfuly completed either the high stage or the higher secondary stage of general school education. An 'educationally classified person' means either a higher educated person or a secondary educated person.
(ii) Higher educated manpower means an aggregate of higher educated persons from which persons enrolled as pupils in educational institutions and persons aged 60 and above have been excluded. The expressions 'Secondary Educated Manpower' and 'Educationally Classified Manpower' refer to similar aggregates of secondary educated persons and educationally classified persons, subject to similar exclusions.
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