EXTERNALLY ASSISTED PROJECTS ON BASIC EDUCATION
Introductory 6.1 The reflective process which culminated in the formulation of the National Policy on Education, 1986 (NPE) and the Programme of Action highlighted two factors which inhibited the achievement of the goal of UEE resources and systemic deficiencies. The Government of India has been trying to harness the interest of bilateral and multilateral agencies in basic education an outcome of the World Conference on Education For All, held in Jomtien, Thailand, in March 1990 to take up projects which would serve as the lead and model for the systemic changes needed to realise the elusive goals.
6.2 Over the last few years there has been a qualitative change in the perceptions on primary education and adult education. A holistic view of basic education has replaced sectoral and narrow view of primary, non-formal and adult education. In this context Basic Education comprises:
a) Universalisation of Primary Education, viewed as a composite programme of (i) access to primary education for all children upto 14 years of age; (ii) universal participation till they complete the primary stage through formal or non-formal education programme; and (iii) universal achievement at least of minimum levels of learning;
b) functional literacy, in which self reliant skills in three R's are emphasised, alongwith relevant educa- tion relating to the needs of the individual, the family and the community;
c) special emphasis on women's education and development in order to ensure that they move towards equality in education and become the instruments and beneficiaries of the development process; and
d) post-literacy, continuing education and inculcation of basic skills for survival and general well-being.
6.3 An access syndrome afflicts educational planning. Physical access and inputs opening of new schools, construction of school buildings and appointment of teachers are predominant concerns to the neglect of other inter-related issues which have a bearing on the ultimate outcomes. What is required is a holistic approach which, inter alia, encompasses the following:
(i) address the more difficult aspects of access,viz., setting up and operating a really good system of NFE for out of school working children and girls;
(ii) focus on the education of girls and women;
(iii) attention to issues of quality, content and process of education;
(iv) decentralised planning, community involvement and enlistment of all the 'concerned' persons and agencies such as NGOs and teachers in the formulation and implementation of the project;
(v) effective and participative management structures from the village to state level which would make the system work better, e.g., teacher atten-
Externally Assisted Projects on Basic Education 49
dance, timely supply of textbooks, improved retention and achievement, etc.;
(vi) development of resource institutions;
(vii) training of teachers and all other functionaries involved in the project; and
(viii) innovation testing, trial and ex- perimentation of new models of programmes and management.
6.4 The modalities for raising external resources for basic education were discussed by the Central Advisory Board of Education (CABE) at its 46th meeting on 8-9 March, 1991. The following parameters for external funding approved by the CABE are being followed in negotiations with donor agencies and within the Government:
i) The external funding should be an additionality to the resources for education.
ii) The project must be in total conformity with the national policies, strategies and programmes.
iii) The project formulation should be the responsibility of the Centre/State Governments/other national agencies and that project formulation should be a process of capacity building.
iv) The project must be drawn up on innovative lines emphasising people's participation, improvement of quality and equality of education and a substantial upgradation of facilities.
6.5 The CABE had noted that in the implementation of the externally aided projects, the State Governments were handicapped by the stipulation requiring the States to first incur expenditure from their own resources and claim reimbursement subsequently. The CABE, there- fore, recommended a specially earmarked ways and means advance to the States for the implementation of externally aided projects. At the 47th meeting of CABE on 5-6 May, 1992, the Board reiterated these recommendations of the 46th meeting and further advised that the external assistance should be used for educational reconstruction which should go beyond conventional measures such as opening new schools, appointing teachers and address issues of content, process and quality. This approach is necessarily more process oriented.
6.6 The following Projects with funding by external resources in the area of basic education are in various stages of formulation and im- plementation:
Under implementation * Andhra Pradesh Primary Education Project (APPEP) with Overseas Development Administration (UK) assistance.
* Rajasthan Project (Shiksha Karmi) with Swedish International Development Authority (SIDA) assistance.
* Mahila Samakhya (Education for Women's Equality Programme) with Dutch assistance.
* Bihar Education Project with UNICEF assistance.
* Rajasthan Lok Jumbish Project with Swedish International Development Authority (SIDA) assistance.
Under formulation U.P. Basic Education Project with World Bank assistance.
Under Conceptualisation * South Orissa Project
* M.P. Basic Education Project
* M.P. Tribal Education Project
The Andhra Pradesh Primary Education Project (APPEP),Shiksha Karmi and Mahila Samakhya were formulated before the Jomtein Conference and deal with primary schooling, teacher absenteeism in remote areas and women's education respectively. After the Jomtien Conference the holistic view of Basic Education is being accepted while formulating externally assisted projects.
50 Development of Education in India
ODA Assisted Andhra Pradesh Primary Education Project (APPEP) 6.7 This project is being implemented in Andhra Pradesh, since April, 1983 with the assistance of Overseas Development Administration (ODA) of U.K. The objective of the project is to improve the quality of primary education in the project area by (a) providing primary school buildings and class rooms of improved quality; and (b) enhancing the professional competence of teachers and supervisors of primary schools through HRD programme.
6.8 Phase-I of the project covering 330 schools spread across 11 districts in A.P. came to an end in 1987. Phase-II of the project spans the period 1989-90 to 1995-96 and would cover all the primary schools in A.P. The project envisages an outlay of 31.1 (in Pound) million.
Shiksha Karmi Project 6.9 The Shiksha Karmi Project in Rajasthan seeks to tackle the problem of teacher absenteeism. The crucial innovation is the substitution of the primary school teacher by a team of voluntary education workers Shiksha Karmis who would be selected by the local community and imparted intensive training. The project has a strong component of training inputs. It aims to cover in a phased manner about 1050 remote villages in 70 blocks of Rajasthan. The total outlay on the project for the period June 1991 to June 1996 is Rs. 41.23 crore. Ninety per cent of the outlay is being reimbursed by Swedish International Development Authority (SIDA).
Mahila Samakhya 6.10 Mahila Samakhya Programme (Education for Women's Equality) was launched with Dutch assistance in 10 districts of Gujarat, Karnataka and Uttar Pradesh in April 1989. The programme has been designed keeping in view the existing situation of women in the rural areas and addresses itself to the poorest women. The Mahila Samakhya Project pre-supposes that education can be a decisive intervention towards women's equality. Its overall goal is to create predicament, to move from a state of abject dis-empowerment towards a situation in which they can determine their own lives and influence their environment, and simultaneously create for themselves and their family an educational opportunity which serves the process of their development.
6.11 Over the last three years the project has had a visible impact in the villages covered. Women have been able to address themselves to problems like access to drinking water, payment of minimum wages, access to health services, ensuring 30 per cent reservation in the Jawahar Rozgar Yojana, functioning of the village school, children's participation in education, and domestic and social violence. Systematic inputs to educate rural women on their legal rights has been an important focus in the project. Hundred per cent Dutch assistance is available for the project on reimbursement basis. During the Eighth Plan period, it is proposed to cover ten additional districts in the existing three States and also to expand the scheme into Andhra Pradesh.
Lok Jumbish 6.12 The project 'Lok Jumbish: People's Movement for Basic Education for All Rajasthan' is being taken up with SIDA's assistance in Rajasthan. The Project relics heavily on people's mobilisation and seeks to bring about maximum possible decentralisation of management, accountability and relevance to the educational system. The overall goal of the project is to achieve education for all in Rajasthan by the year 2000. The expenditure is proposed to be shared among SIDA, Government of India and Government of Rajasthan in the ratio 3:2:1. It is estimated that the total project outlay over a ten year period would be approx. Rs.5000-6000 million. In the pilot phase (1992-94) 25 blocks are being covered.
Bihar Education Project 6.13 The Bihar Education Project (BEP) has been conceived as a societal mission for bringing about fundamental change in the basic education system and through it the overall socio-cultural situation. The BEP covers all components of basic education and will be expanded in a phased manner to cover 150 blocks in 20 districts.
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Project activities have begun in seven districts. An outlay of Rs.3600 million is envisaged for BEP during 1990-95 of which the UNICEF will contribute Rs. 1 800 million, Government of India Rs.1200 million and Government of Bihar Rs.600 million. A simultaneous process of mobilization and micro-planning characterizes the project. The most important characteristic of the BEP management is a mission mode which pre-supposes a time bound scheme of things in which specific responsibility is attached to institutions, agencies, or individuals. Accordingly, the management of the project has been vested in a State-level autonomous registered body namely 'Bihar Shiksha Pariyojana Parishad' (BSPP) which has been constituted having two bodies a Council with the Chief Minister as Chairman, and an Executive Committee with State Education Secretary as its Chairman. Representation of teachers, NGOs, Government of India and institutions of national stature has been secured in the deliberative bodies of BSPP. The executive responsibility vests with the State Project Director,
Uttar Pradesh Basic Education Project 6.14 It is proposed to formulate a test case basic education project in U.P. with World Bank assistance covering ten districts of U.P. with ten Piggy Bank districts to be treated as reserve for speedy utilisation of funds. The State Government of U.P. has prepared a project which is with the World Bank for appraisal. The draft project envisages an outlay of approx. Rs.5500 million during the period 1992-97.
South Orissa Project 6.15 Possibility is being explored to mobilise external resources for a project in the four most backward tribal districts of South Orissa. The South Orissa Project outline seeks to impart education oriented to the problems of the local environment and combines education with skill and enterpreneurship development.
'Roopantar' an Education For All Project in Madhya Pradesh and
'Dhumkuria' an Educational Project for Tribal Areas of Madhya Pradesh
6.16 Possibility is being explored to mobilize external resources for an Education for All Project in M.P. and another educational project for tribal areas of M.P. with assistance from EEC and UNESCO respectively. It is proposed that in the project 'Roopantar' the EFA project in M.P. in the first phase the four districts of Mandsaur, Sidhi, Raisen and Raigarh will be covered in full while there will be partial coverage of two districts of Satna and Dhar. The outlay for Phase I is Rs.648 million. The second phase will be spread over July 1994 to June 1999. Hundred blocks are proposed to- be covered,and the estimated outlay for this phase would be Rs.4035.3 million. The project proposal 'Dhumkuria' an educational project for tribal areas of M.P. is also under preparation with the assistance of UNESCO. Five districts are proposed to be covered over a period of three years at an estimated outlay of Rs.605.3 million.