SPREADING THE LIGHT OF EDUCATION PROGRAMME FOR COMMEMORATION OF 50TH ANNIVERSARY OF INDIA'S INDEPENDENCE

 PART - I
FIFTY YEARS OF EDUCATIONAL 
DEVELOPMENT- A REVIEW

India made its tryst with destiny on 15th August 1947. Independence meant the important task of rebuilding the nation and in this, education had an important place. It convened two conferences in January 1948, within a few months from attaining Independence viz. The Conference of the Central Advisory Board of Education (CABE) and an All India Conference of Provincial Ministers of Education. At these Conferences, consideration was given to urgent educational problems confronting independent India and some important and far- reaching decisions were made including the one of attainment of compulsory basic education.

Status of education inherited

At the time of Independence, there were 1,40,794 Primary schools (1,26,982 for boys and 13,812 for girls), each school serving an area of approximately 5 miles; there were 12,899 middle/secondary schools (11,081 for boys and 1,818 for girls), there were 20 Universities and 591 colleges (459 Arts and Science colleges and 132 professional). The enrolment in primary schools stood at 115.38 latch (84.28 lakh boys and 31.10 lakh girls) representing 36.3% of the school-going population at the primary school stage (6 to 11 years). The literacy percentage in accordance with the census data of 1951 was 16.67% only (24.95% for male and 7.93% for female). Thus, the education system was beset with a number of problems e.g. fewer educational institutions, regional imbalance, gender disparities, absence of vocational and technical education, lack of uniform curricula and an emphasis on English education in the main.

The need for a literate population and universal education were given due recognition during the freedom struggle. Mahatma Gandhi while leading the freedom struggle against colonial rule advocated basic education and proposed an alternative village and community based system of education.

Management of Education

Constitutional basis

In the pre-independence era, development of education was guided by the Acts, Despatches (Wood's despatch) Reports of Commissions and Committees. In the post-Independence era, the framers of the Constitution accorded due importance to education and Article 45 of the Constitution enjoined that "The State shall endeavour to provide, within a period of 10 years from the commencement of the Constitution, for free and compulsory education for all children until they complete the age of 14 years." The Constitution thus placed an obligation on the State to provide, free and compulsory education. The Constitution also enjoined educational tights fix minorities and for the educational development of weaker sections of society.

The subject of education continued to be on the State List till 1976 when, through the 42nd Amendment of the Constitution, it was brought to the Concurrent List in the Constitution for fulfilment of nationally accepted goals. The 73rd and 74th Constitutional Amendments further contributed to educational development. Panchayati Raj Institutions were strengthened by these amendments which opened a new era for development of education at the grass roots level. In 1997, the Central Government has introduced a Fundamental Rights Bill for making elementary education into a Fundamental Right and making it obligatory for parents to educate their children in the age group 6-14 years.

Participatory Involvement

Educational development is a Participatory process. Contributions made by educational experts have been immense, given byway of recommendations of CABE and a number of other Commissions and Committees from time to time. Although a number of Commissions have made recommendations on various aspects of educational policy, mention can only be made of a few such as the Radhakrishnan Commission (1949) relating to University Education, the Mudaliar Commission (1952) relating to Secondary Education,the Kothari Commission (1964-66) which was a more comprehensive Commission suggesting reforms in all sectors of education.

Policy and Educational Developments through Five Year Plans

When in 1951, India took to the nation rebuilding process through Five Year Plans, educational development efforts were also regulated through the plan mechanism. On the basis of the Kothari Commission Report as well as the report of the Committees of the Members of Parliament, a Resolution on National Policy on Education was issued by the Government on July 24, 1968 which came to be regarded as the first National Policy on Education in free India. The National Policy Resolution called for a transformation of the system of education, to regulate it more closely to the lives of the people, called for continuous efforts to expand educational opportunities and for sustained efforts to raise the quality of education at all stages. It emphasised also on the development of science and technology, and laid stress on qualitative moral and social values. The National Policy Resolution inter-alia also gave importance to work experience, social and national services as an integral part of education at all stages. Expansion of education through part time, distance education and vocational studies were also to be a part of overall educational strategy.

Concept of Human Resource Development

In the evolution of educational policy, the year 1985 is another landmark as in that year the

Ministry of Human Resource Development was set up which marked institutionalisation of the idea i.e. to build the country's human resource holistically which should be looked upon as the most valuable resource and that development should look beyond economic growth with its calculus of the Gross National Product (GNP). Emphasis was placed oil development aiming at the integrated development of citizens beginning with childhood and continuing right through life. The objective was to bring about a coordinated integrated approach ill regard to programmes affecting human resource development.

Subsequently, the government reviewed the education system and initiated a national debate on education. Based on the suggestions received, a new National Policy on Education (NPE) 1986 and its Programme of Action, 1992 were prepared in consultation with the State Governments and adopted by the Parliament. The NPE, 1986 operationalised the meaning of concurrency and reflected in true spirit a meaningful partnership between the Centre and the States and at the same time placed on the Union Government the responsibility of ensuring the national and integrated character of education, maintaining quality and standards, requirements for advanced study, international aspects of education, cultural and human resource development. This policy document was reviewed by a Committee under the Chairmanship of Shri Acharya Ramamurti, which submitted its report in December 1990 on alternative modalities of implementation. The N. Janardhana Reddy Committee set up by the CABE again reviewed the Policy in 1992. The Committee recommended a revision of the Programme of Action (POA) and laid special emphasis on education for women's equality, education for SCs/STs, and educationally backward minorities. The NPE and its POA were adopted in 1992. Over the years, a number of programmes have been taken up In the true spirit concurrently between the Union Government and the States. Mention may be made of programmes like Operation Blackboard, Non-formal Education, establishment of District Institutes of Education and Training (DIETs), National Literacy Mission, Scheme of Nutritional Support to Primary Education (Mid-day Meals), District Primary Education Programme (DPEP), Vocational Education, Cultural and Value Education, Environmental Education, Improvement of Science Education in Schools, Educational Technology, Computer Literacy and Studies in Schools, Community Polytechnics and such like..

Programmes

The most critical area here is elementary education which currently absorbs about 50% of plan funds for education as a whole. Among the more important schemes, mention may be made of 'Operation Blackboard' which aims at qualitative improvement of primary schools by providing two reasonably large all-weather rooms along with separate toilet facilities for boys and girls

and at least two teachers, one of them being preferably a woman. Provision of essential teaching and learning material including blackboard, maps, charts, a small library, toys and games and some equipment for work experience is also part of the scheme. The scheme has now been operational since 1987-88. 5.22 lakh primary schools have already been covered under the scheme which has now been expanded to the upper primary school system where 47,000 schools have been covered. 1.8 lakh additional teachers have also been provided for and 1.72 lakh school rooms constructed.

The District Primary Education Programme (DPEP) is also one of the major interventions in the field of primary education. It is currently operational in 54 districts of different states and 60 more districts are expected to be brought under its purview soon. The DPEP is a multifaceted holistic programme based on principles of decentralisation and community initiative in the sphere of primary education. Low female literacy districts are focussed upon, the other factor being districts where the total literacy campaign have been successful.

For those out of school, the Programme of Non-formal Education is also an integral part of the strategy to achieve universal elementary education. The Programme was started in 1979 to cover those out of school in educationally backward states. It has now been extended to cover urban slums, tribal areas, hilly and desert areas with a special emphasis on working children. The Programme now covers 21 States/UTs. 2.79 lakh NFE centres have been sanctioned out of which 38,000 centres are being managed by 544 Non-Governmental Organisations.

The National Programme of Nutritional support to Primary Education, popularly known as the Mid-day Meal Scheme is also a major intervention for increasing enrolment and retention in schools. The programme which was started on 15th August, 1995 will cover 11 crore children studying in classes I to V by 1997-98. Cooked meals are supposed to be served in schools. However, States have the flexibility to distribute foodgrain at the rate of 3 kg. per child per month.

In the domain of adult education, the National Literacy Mission alms to cover 100 million illiterates by 1998-99 and to make the nation fully literate by 2005 A.D. Literacy campaigns have been extended to cover 417 districts and post-literacy campaigns to sustain the impact will cover 178 districts. Under the National Literacy Mission, 58 million persons have been made literate so far.

Teacher training which is a critical input in quality education and in achieving universal

elementary education had been given due importance under the National Policy on Education, 1986. The principal institution at the grass roots level for providing pre-service and in-service training to school teachers was to be the District Institutes of Education and Training. 424 DIETs have been sanctioned so far and 4.5 lakhs teachers covered under the special orientation programme for primary teachers. The training has been principally in the matter of use of Operation Blackboard material as also orienting them towards the minimum levels of learning strategy. At the apex level,, the National Council of Teacher Education has been set up as a statutory body to plan and co- ordinate development of teacher education systems as also for regulation and maintenance of norms and standards in teacher education.

At the secondary level an important intervention has been in the vocationalisation of education for which the scheme of vocationalisation of secondary education was introduced in February, 1988 with the three-fold objective of enhancing individual employability, reduction of the mismatch between demand and supply of skilled manpower and to provide all alternative to those pursuing higher education without particular interest or purpose. The Programme is being implemented by all the States/UTs (except Lakshadweep). Up to the end of 1995-96, 18,709 vocational sections had been approved in 6,476 schools, creating capacity for diversion of 9.35 lakhs students which is I I% of the enrolment at the +2 level. Vocational courses are to be introduced based on an assessment of local manpower requirement. About 150 vocational courses have been introduced in six major areas, viz., Agriculture, Business and Commerce, Engineering and Technology, Health and Para-Medical services, Home Science, Services and others.

There has been considerable advance in the techno-economic sector coupled with investment in the technical education system. With a view to bringing the benefits of such advances to remote and inaccessible areas, the Department of Education has been running the scheme of Community Polytechnics. This is being implemented through a network of 373 polytechniques and a large number of village extension services, which are proposed to be further expanded. About 4.5 lakhs of people in the rural areas have been trained. There has also been a sizeable component of self-employment through this scheme.

The National Policy on Education and its accompanying Programme of Action has given emphasis on the education of minorities, weaker sections of society and those physically handicapped. Schemes have been drawn up with an exclusive focus in these areas. Mention may be made of the Area Intensive Programme for Educationally Backward Minorities, which provides infrastructural support at the primary, upper primary and secondary levels in 331

minority concentration blocks, identified as such by the Ministry of Welfare.There is also the scheme for modernisation of Madarsas by Introduction of subjects like science and mathematics, social studies, Hindi and English in their curriculum. This scheme is purely voluntary in character. Besides, the above, general schemes such as the District primary Education Programme, the Adult Literacy Programme, the Non-Formal Education Programme have an added focus on educationally backward communities and sectors. In the area of higher education, the education of minorities has also a special focus with schemes for remedial coaching, regional facilitation centres and such like.

In all schemes of the Department of Education, women are in special focus. Under the expanded scheme of Operation Blackboard for instance, it is a guiding principle that the third teacher will be a woman. Special financial assistance is granted for NFE centres which cater to women. The DPEP is being implemented in districts where the female literacy level lower than the national average. There is also the Mahila Samakhya Project which deals with the entire gamut of women's empowerment. Free education is provided to girls in Kendriya Vidyalayas and Navodaya Vidyalayas.The enrolment of girls has increased from 28% of total in 1951 to 43% of total in 1991 at the primary level, for middle schools it has increased from 16% to 39% and for secondary and senior secondary schools from 13% to 35%.The dropout rate has declined from 71% In 1961 to 56% in 1995 at the upper primary level.

Importance is also being given to implementation of educational schemes and programmes in SC/ST areas. In order to enhance access to primary education, the norms for school facilities a primary school within one kilometre of walking distance and an upper primary school with three kilometres of walking distance are further relaxed. Most states provide assistance to SC/ ST students towards other costs of education such as text-books, uniforms, schoolbags, transport, etc. A fair percentage of SC/ST students are likely to benefit from central and centrally sponsored schemes like Nutritional Support to Primary- Education (Mid-day Meals), Operation Blackboard, Non-Formal Education, DPEP, Total Literacy Campaign etc. Reservations in admission to technical institutions under relaxed norms, priority in admissions to Community Polytechnics, remedial coaching for SC/ST students in' IITs, Regional Engineering Colleges are among other measures for the educational upliftment of SCs/STs.The thrust programmes for the educational development of SCs/STs is provided through special component plans and through the tribal sub-plan. Comparative data of literacy rates reveals encouraging trends.The literacy percentage for SCs increased from 10.27% in 1961 to 37.4 1 % in 1991. Female literacy is also picking up and has increased from 3.29% in 1961 to 23.36% in 1991. For STs also the literacy rate has increased from 8.53% in 1961 to 29.60% in 1991. The female

literacy rate for STs has increased from 3.16% to 19% over the same period.

The Department has also been running the scheme of Integrated Education for Disabled Children. Under the Scheme, children who are moderately handicapped are integrated into the general education system by providing such schools with special inputs such as resource rooms, equipment, special education teachers, books, transport allowance, etc. The scheme is at present operational in 13,000 schools all over the country and is proposed to be further expanded.

Education is a powerful tool for the cultivation of social and cultural values in the context of India's pluralistic society. Education also helps to fight obscurantism, religious fanaticism and superstition. There are, therefore, schemes for improvement of science education in schools, environment orientation to school education, schemes for computer literacy as well as for promotion of universal values in society.

The central expenditure on education has increased substantially over the last ten years. The Central plan expenditure was Rs.621.54 crores for the 6th five year plan and increased to Rs.3,036 crores for the 7th five year plan. The outlay for the 8th five year plan increased to Rs.7,443 crores. For the first year of the 9th five year plan, viz. 1997-98, a plan allocation of Rs.4,045 crores has been made. This increasing financial participation of the Central Government through Central and Centrally Sponsored Schemes in the process of education development is in keeping with the spirit of concurrency characterised by ongoing consensual processes and understanding between the Central and the State Governments.

Our Elementary Education System today is one of the largest systems in the world with 150 million enrolments in the age group of 6-14 years covering about 90% of the children of this age group. Gross enrolment ratio at the primary stage has increased from 42.6% in 1950-51 to 104% in 1995-96 and at the upper primary stage (class VI-VIII) from 12.7% to 67.6%.

Side by side with the national effort to achieve Universal Elementary Education by 2000 AD and Education for All by 2005 AD, the secondary education sector as well as the infrastructure for technical, higher and management education are also being nurtured and strengthened. In the secondary education sector, the Government has endeavoured to promote the Kendriya Vidyalayas and the Navodaya Vidyalayas as exemplar institutions. Curriculum and examination reform are the other areas where the Government has focussed its intervention. India has one of the largest technical, engineering and university systems in the world. There are more than 200 universities and 8000 colleges besides six IITs, five Indian Institutes of Management,