COURSE 2: CONTEMPORARY INDIA AND EDUCATION
Wednesday, October 21, 2020
Monday, October 12, 2020
Thursday, June 4, 2020
Unit VII Educational planning and financing
Unit
VII Educational planning and financing
Five
year plans: Educational policy making and budgeting - Funding systems of
education: Public, fees, students’ loans, education chess and external aids.
Planning is the process of preparing a
set of decisions for action during a specific period of time to achieve a set
of goals. Educational planning can be defined as ‘the process of setting out in
advance, strategies, policies, procedures, programmes and standards through
which an educational objective can be achieved”
Need for Educational Planning
Educational
planning is needed to tone up the administrative machinery, to improve the
infrastructure facilities of educational institutions, to increase teacher
efficiency and involve the public in the development of education. The
need for educational planning entails the following:
·
Planning is necessary for
administrative decisions in education, for it aims at putting into action what
educators deems to achieve.
·
Planning enables a nation to make
its choices clear in terms of the aim and objectives.
·
Educational plans are designed to
avoid in balances and enormous wastes
Significance
of Educational Planning
·
Proper educational
planning saves time, effort and money
·
Educational planning is
essential for the best utilization of available resources.
·
It checks wastage and
failure and contributes to the ease and efficiency of the administrative
process in the field of education.
·
Planning in education
is necessary for making one’s educational journey goal-oriented and purposeful.
·
Educational planning is
highly essential for preparing a blueprint or plan of action for every
programme of an educational institution or organisation
·
To bring total development of a
nation in time, in which educational development is one among its various
aspects.
·
To reflect the modern developments
like explosion of knowledge, advancement of science and technology, development
of research and innovation
·
Educational planning facilitates
gathering of educational experts, teachers, supervisors and administrators for
taking decision in relation to the realisation of purposes of educational programme.
Educational Financing
Financing
is defined as the act of providing funds for business activities, making
purchases or
investing.
Financial institutions and banks are in the business of financing as they
provide capital to businesses, consumers and investors to help them achieve
their goals. The Education funding comes from many different sources. All
allocation of funds to education should be determined by the educational budget
and improvement of education should be made within the educational financing
The allocation of funds to education
purely from the economic point of view- should be decided by the future needs
of skilled man power in various sectors of national life.
Essential
Principles of Educational Financing
·
Allocation of funds to education
should be determined by the educational budget
·
Improvement of education should be
made within the financial and human resources available in the country.
·
Enhancement of educational
opportunities to all, a large number of scholarships, stipends and free
studentship should be given to the students.
·
Special grants for physical activities,
libraries and reading rooms, expenses on special programmes like mid-day meals
etc., should be given.
·
The allocation of funds should decided by the future needs of skilled man
power in various sectors of national life.
Five
Year Plans: Educational Policy making and Budgeting:
From the commencement of economic
planning in 1951-52, the education sector has remained the priority sector of
the central as well as the state governments. In the first and subsequent five
year plans, the government provided development finance to the States through the
Planning Commission, to meet the capital needs of their education systems. A
brief description of plan priorities with respect to education is as follows:
The
First Five Year Plan (1951-56)
The First Five Year Plan emphasized
universalaization of primary education and strengthening of the secondary
education. It aimed to achieve 40% to 60% enrollment of those aged up to 11
years in 1950. Total planned budget was Rs.2069 crore. It was allotted 16.74%
for Social activities including Education
Five Indian Institute of Technology (IITs) were started as major technical
institutions. The university Grants Commission (UGC)
was set up to take care of funding and take measures to strengthen the higher education in
the country.
Second Five Year Plan (1956-1961)
The Second Five Year Plan laid stress on basic education,
expansion of elementary education, and diversification of secondary education.
The following were the highlights for the Second Five Year Plan:
• Launched
Indian Statistical Institute, Atomic Energy Commission and Tata institute of
fundamental Research
• Allotment
of money for education is 307 crore
• Primary education :89 crore
• Secondary education : 51 crore
•
Higher education: 57 crore
•
Educational technology and vocational education: 48 crore
•
Social education: 5 crore
•
Administration: 57 crore
•
The Tata Institute of Fundamental Research and Atomic Energy Commission of India were established as research institutes.
•
In 1957, a talent
search and scholarship program was begun to find talented young students to
train for work in nuclear power
•
The number of Students Enrolment in Primary
education increased in 264.6 to 406.3
lakhs
•
No.of schools for Primary Education
increased in 278.13 to 342 thousands
Third Five year Plan:
(1961-1966)
•
Allotment of
money for education in third plan was 400 crore
• The Third Five Year Plan envisages increase in the
number of primary schools by 73,000, of middle schools by 18,100 and of high
schools by 5,200.
•
State Secondary
Education Boards were formed.
•
Education Commission (1964-66) was appointed to advice
‘on the national pattern of education and on the general principles for
development of education at all stages and in all respects’.
Plan Holidays (from 1966–69)
The main reason behind
the plan holiday was the Indo-Pakistan war & failure of third plan.
Fourth Five Year Plan: (1969-1974)
At this time Mrs. Indira
Gandhi was the Prime Minister. Incorporating the recommendations of the
Education Commission, the Fourth Five year plan aimed at providing free and
compulsory education up to the age of 14. It was stated that “Facilities for
universal elementary education are pre-requisite for equality of opportunity.” The fourth
plan also focused on for higher education: The highlights of the Fourth
Five Year Plan are as follows:
·
Nationalization of 14 banks
·
Pokran I Nuclear test
·
Allotment of money for education from Central
271, state 499.89 and union territories 51.77crore
·
Importance to Science and technology
·
Focused on In-service training, Curriculum
reform and preparation of books
The Fifth Five Year
Plan (1974 to 1979)
The Fifth Five Year Plan laid emphasis
on ensuring equality of opportunities as part of the overall plan of ensuring
social justice. Following are the Fifth Five Year Plan highlights:
• Allotment
of money for education was 1284.29 crore
• Allotment
of money for Elimentary and Middle school was 742.8 crore
• Focused
on increasing the employment opportunity, eradicating poverty and social
justice
The Sixth Five Year
Plan (1978-83)
The basic objective
of this plan was poverty eradication and technological self reliance. The Sixth Five-Year Plan marked the beginning
of economic liberalization. Following are its highlights:
·
Allotted more money for higher education
·
It was proposed that
universalisation of primary education (for the age group 6-11) would be
achieved by the end of the plan (1985) and universalisation of upper primary
level (11-14) by 1990.
The Seventh Five Year
Plan (1985-90)
Rajiv Gandhi as the prime minister and the plan laid
stress on improving the productivity level of industries by upgrading of
technology.
The main objectives of the Seventh Five-Year Plan were
to establish growth in areas of increasing economic productivity, production of
food grains, and generating employment through “Social Justice”. For the
first time the private sector got the priority over public sector. Its
highlights are
·
Universalaization of
elementary education will continue to be part of the Minimum Needs Programme
·
Special care was taken
to spread education among girls
·
The objective is sought
to be achieved through a combination of formal and non-formal methods, focusing
sharply on the needs of girls and of children belonging to the economically and
socially weaker section
·
The plan was very
successful; the economy recorded 6% growth rate against the targeted 5%.
Annual Plan (1990 –
1992)
The
Eighth Five Year Plan (1992-97):
In this plan the top priority was given
to development of the human resources i.e. employment, education, and public
health. During this plan Narasimha Rao Govt. launched New Economic Policy of
India. It was the beginning
of liberalization, Privatization and Globalization (LPG) in India. The
following were the highlights of the Eighth Five Year Plan on Education:
·
Universalaization of
elementary education,
·
Eradication of
illiteracy in the age group of 15 to 35
·
Strengthening of
vocational education
·
Focused on girl’s
education and women's literacy which has a beneficial impact on children’s
literacy as well as other national objectives like population control and
family welfare.
·
Special attention was
paid to increase retention, improvement of quality, specification of minimum
levels of learning (MLL) and their attainment by the learners.
The
Ninth Five Year Plan (1997-2002):
The Ninth Five-Year Plan came
after 50 years of Indian Independence. Atal Bihari Vajpayee was the
prime minister of India during the Ninth Plan. Special Action Plans (SAPs) were
evolved during the Ninth Plan to fulfill targets within the stipulated time
with adequate resources. The SAPs covered the areas of social infrastructure,
agriculture, information technology and Water policy. Following are its
highlights:
·
Primary education was a
major thrust area during the 9th Plan. It was estimated that there
would be an additional enrolment of 2.5 crore children at the lower primary
stage and 1.6 crore children at the upper primary level.
·
It was targeted that
75000 additional rooms /buildings will be constructed at the elementary stage.
·
2, 36,000 teachers will
be appointed additionally at the lower primary level and 1, 75,000 teachers at the upper primary level.
·
There were equity
concerns like low enrolment of girls, educational requirements of special need
groups, like SCs/STs, OBCs, minorities, disabled children, working children,
children from disadvantaged locations like deserts, hilly, coastal and deep
forest areas, children from migratory families etc.
The Tenth Five Year
Plan (2002-2007):
The Tenth Plan targets in respect to elementary
education were:
·
All children in the 6-14 age groups should have access to primary
schools, upper primary schools or their alternatives within a walking distance
of one Km and three Kms. respectively.
·
There should be one upper primary school for every two primary
schools.
·
All schools should have buildings, toilets, drinking water, electricity,
playgrounds, blackboards and other basic facilities.
·
There must be provision of one classroom for every teacher at the
elementary stage.
·
Enrolment of all children in schools or alternative arrangements by 2003
·
All children to complete five years of primary schooling by 2007,
Universal retention in the primary stage by 2007
·
Dropout rate to be reduced to less than 10 percent for grades VI-VIII by
2007.
·
Improve the quality of education in all respects to ensure reasonable
learning outcomes at the elementary level, especially in literacy, numeracy and
in life skills.
·
Bridge all gender and social gaps in enrolment, retention and learning
achievement in the primary stage by 2007 and reduce the gap to 5 percent in the
upper primary stage by 2007.
·
Although the Tenth Five
Year Plan recommended that the outlay by the central government on Sarva Shiksha Abhiyan (SSA)
during 2002-03 to 2006-07 should amount to Rs 17000 crore, it remained short of
funds till 2004-05.
The
Eleventh Five-Year Plan (2007–11):
It was in the period of Manmohan Singh as a
prime minister. Plan focuses on education with objectives of reduce dropout
rates and develops minimum standards of educational attainment in elementary
school, and by regular testing monitor effectiveness of education to ensure
quality, increase literacy rate. Highlights of this
plan are as follows:
·
It aimed to increase the enrolment in
higher education of 18–23 years of age group by 2011–12.
·
It focused on distant education,
convergence of formal, non-formal, distant and IT education institutions.
·
Rapid and inclusive growth (poverty
reduction).
·
Emphasis on social sector and delivery
of service therein.
·
Empowerment through education and skill
development.
·
Reduction of gender inequality.
·
Environmental sustainability.
Twelfth
Five Year Plan (2012-17):
Twelfth
five year plan focuses on universalaization of elementary educations.
The twelfth five year
plan has total gross budgetary support of Rs 3,43,028 crores to school education and literacy, out
of this, share for SSA is Rs.
1,92,726 crores, for MDM, Rs. 90,155
crores, for RMSA Rs. 27,466 crores and for other components is Rs. 32,681
crores.
The
objectives of the Twelfth Five-Year Plan were:
·
To create 50 million new work
opportunities in the non farm sector.
·
To remove gender and social gap in
school enrolment.
·
To enhance access to higher education.
·
To reduce malnutrition among children
aged 0–3 years.
·
Integration of pre-school education into
schooling especially in the government schools. Funding for pre-school children
under ECCE,
·
Stepping up provision of infrastructure
through convergence with schemes strengthening of monitoring and evaluation
mechanism
Funding
systems of education:
Sources of Fund for
Education in India categorize as External Internal Sources, Public Private Fees,
Endowment Donation and funds from Central Government, State Government,
District administration, Municipalities and Panjayath
The
Funding systems of education in India is coming under Public Funding, funds
from fees, students’ loans, education chess and external aids.
i.
Public
Funding:
Funds for education
were distributed from Central Government, State Government, District
administration, Municipalities and
Panjayath through Finance Commission on the basis of the allotment by the
Planning Commission
Planning
Commission
Planning Commission was
established during 1950 when the Five-Year Planning Process was launched. All
Plans are discussed and finalized by it. The Level of plan expenditure by state
and central govt. is determined by it. The Programme and their goals to be
realized
Finance
Commission
The
Finance Commission takes care of the transfer of non-plan resources between the
centre and states. The Finance Commission in India is a statutory body
appointed by the President of India once every five years. It makes its
recommendation on the distribution of resources
Procedure for Fund Allocation
The
Finance Commission receives detailed statements from the states of their
requirements for each head of account including the details of receipts and
expenditures. The Finance Commission, in its turn, reassesses these state
forecasts and recommendations for an allocation of resources to be made.
ii. II. Fees: Student fee is
a fee charged
to students at a school, college, university or other place of learning. It may
be charged to support student organization or activities or for intercollegiate programs
such as intramural sports or visiting academics. Fees may collected as a means to
remedy shortfalls in state funding. At Public University or college, further
fees may be charged for features and facilities such as insurance, health and
parking provision.
iii.
Students’
loans: An education loan covers the basic
course fee and other related expenses such as college accommodation, exam and
other miscellaneous charges. Presently, the banks do not ask for any collateral
or third-party guarantee for loan up to Rs 4 lakh. For loans above Rs 4 lakh up
to Rs 7.5 lakh, a third-party guarantee is required. Collateral is asked for
loan exceeding Rs 7.5 lakh. Once the loan application is accepted, the banks
disburse the amount directly to the college/university as per the given fees
structure.
Interest rate: The
banks uses the Marginal Cost of Funds based Lending Rate (MCLR), plus an
additional spread to set an interest rate. Presently (in 2017), the additional
spread is in the 1.35-% range.
Repayment: The
loan is repaid by the student. Generally, the repayment starts when the course
is completed. Some banks even provide a relaxation period of 6 months after
securing a job or a year after the completion of studies for repayment. The
repayment period is generally between 5 and 7 years, but can be extended beyond
that as well. During the course period, the bank charges simple interest rate
on the loan. The Ministry of Human Resource Development implements Central
Scheme of Interest Subsidy for Education Loans (CSIS)
Vidya Lakshmi: Vidya Lakshmi is a portal for
students seeking Education Loan. This portal has been developed under the
guidance of Department of Financial Services, Department of Higher Education
and Indian Banks Association. Students can view, apply and track the education
loan applications to banks anytime, anywhere by accessing the portal.
iv.
External
Aids: At the request of the Indian government, the World Bank has
announced plans to increase its support to India. The bank’s programming will
focus on expanding access to education, health care and other basic services.
Apart from world bank, India also got financial aid from Japan,
Germany, Asian Development Bank, United Kingdom, France, United States and European Union
Wednesday, May 13, 2020
Unit VI Policy frameworks on education: Post-independent India
Unit VI Policy frameworks on education: Post-independent India
Major recommendations of Kothari Commission (1964-1966) - Iswar Bhai Patel Committee (1977)- Malcom Adiseshiah Committee (1978)- New Education Policy (1986) - Programme of Action (1992)- Sachar Committee (2005) - Salient features of National Curriculum Framework (2005)- National Knowledge Commission (2005).
Introduction
In
pursuance of the constitutional mandate, the Government of India, has initiated
several measures for social and economic reconstruction of the country. The
educational reconstruction has been one among such measures. Various
commissions and committees were appointed at different times to survey, study,
review and recommend improvements in the existing system, policies and
programmes of education.
Major recommendations of Kothari Commission (1964-1966)
Appointment of the Kothari Commission
Kothari Commission was appointed on 14th
July, 1964, consisted of 17 members, and Dr. D.S. Kothari, chairman of the
U.G.C. was appointed as the chairman of the commission. Among the members of
the commission 5 educationists were from England, America, France, Japan and
Russia.
The Unique Features of the Education Commission
·
All the earlier commissions
did not deal with education as a whole but focused attention on different
levels of education. But this commission has a comprehensive review of the
Entire Educational System.
·
The commission believed
that education is the most powerful instrument of the national development. The
crucial role of education in national development appears in all its vividness
on every page of the report.
·
The international
composition of the commission is also significant. So that the commission included
7 Indian members and 5 others; 1 each from Japan, France, U.K., U.S.A. and
USSR. Besides, 20 consultants from different countries of the world were
available.
Terms of Reference
Report of the Kothari Commission
·
Section I: deal with
general problems.
·
Section II: deal with
education at different stages and in different sectors.
·
Section III: deals with
implementation of the various recommendations and programmes suggested by the commission.
·
Section IV: consists of
supplementary papers.
The programmes of educational reconstructions
proposed in this report fall into three broad categories:
·
Internal transformation of
the educational system
·
Qualitative improvement of
education and
·
Expansion of educational
facilities
Recommendations of the Kothari Education Commission
i) Education and National Objectives
In order to relate education, the
commission recommended the following objectives;
1)
Increase in Productivity
2)
Promoting social and
National Integration
3)
Education and
Modernization
4)
Developing social, moral
and spiritual values.
1)
Increase in Productivity
The Commission suggested that
education must be related to productivity to increase national income. In order
to link education and productivity the Indian Education Commission made the
following recommendations:
a. Science is the basic component of education and culture; so it
should be made an integral part of school education.
b.
To inculcate the value of
manual work the commission recommended the introduction of work experience in
school education.
c. To meet the increasing needs of technical personnel in Industry,
agriculture and trade the commission recommended introducing vocational
subjects in school curriculum. It also opined that the vocationalisation will
bring education into closer relationship with productivity.
2) Promoting social and National Integration
The commission made the following
recommendations for strengthening social and national integration through
education:
a. To make education a powerful instrument of national development,
common school system of public education should be adopted.
b.
Bridge the gulf between
the educated and the uneducated intellectuals and masses, social and national
service should be made an integral part of school education.
c. A language is a firm adhesive for social and national
integration, suitable provisions should be made for teaching mother tongue,
Hindi and other Modern Indian languages in schools.
3. Education and Modernization
The present society is the science
based society and had rapid social change. In the situation of change, the
school must always be alert if it is to keep abreast of significant changes. To
keep pace with modernization the International Education Commission (IEC) is of
the opinion that “greater emphasis must be placed on vocational subjects,
science education and research.”
4. Social, moral and spiritual values
To cultivate the social, moral and
spiritual values among students the commission made the following
recommendations.
·
The Central and State
governments should adopt measures to introduce education in moral, social and
spiritual values in all institutions
·
In order to develop
social, moral and religious values, some periods should be provided in the time
table. Instruction of this type should be given by general teachers.
·
The University departments
should be especially concerned with the ways in which these values can be
taught wisely and effectively and should undertake preparation of the special
literature for use by students and teacher.
ii) Removing the isolation of Teacher Training:
The commission recommended the teacher
education must be brought into the main stream of academic life of the
universities on one hand and school life and educational developments on the
other.
1) Following were recommended to
remove the existing isolation of teacher education from university life.
a. Education should
be recognized as an independent academic discipline and introduced as an elective
subject in courses for the first and second degree.
b. Schools of
education should be established in selected universities to develop programmes
in teacher education and studies and research in education, in collaboration
with other University discipline.
2) To remove the existing isolation of
teacher education from schools.
·
Extension work should be
regarded as an essential function of a teacher training institution
·
Effective alumni
associations should be established to bring old students and faculty together
to plan programmes and curricula.
·
Practice teaching for
teachers should be organized in active collaboration with selected schools
·
Periodic exchange of the
staff of the cooperating schools and of the teacher training institutions should
be arranged.
3) An intensive effort should be made
to remove the existing separation among the institutions
·
Comprehensive colleges of
education should be established in each state.
·
Establishing a state board
of teacher education in each state to the responsible for all functions related
to teacher education at all levels and in all fields.
iii) Improving Professional Education:
The commission has emphasized the
importance of improving the quality of teacher education. It can be done
through;
·
Organization of
well-planned subject orientation or content courses in collaboration with university
departments.|
·
Introducing integrated
courses of general and professional education in universities.
·
Using improved method of
teaching and evaluation.
·
Improving practice
teaching and making it a comprehensive programme of internship.
·
Developing special
programmes and courses.
·
Revising the curricula and
programmes at all levels in the light of the fundamental objectives of preparing
teachers for their varied responsibilities in an evolving system of education.
Duration of Training Courses:
The duration of professional courses
should be two years for primary teachers who have completed the secondary
school course. It should be one year for the graduate students; but the number
of working days in a year should be increased to 220.
v) Improving the Quality of Training Institutions:
Secondary Teachers:
·
The staff of secondary
training colleges should have a double master’s degree in an academic subject
and in education. A fair proportion of them should hold doctorate degrees. They
should all have taken induction or orientation courses in teacher education.
·
Qualified specialists in
subjects like Psychology, Sociology, Science or Mathematic may be appointed on
the staff even if they have not had professional training.
·
Summer institutes should
be organized for the in-service training of staff.
·
No student should be
allowed to specialize in the teaching of a subject unless he has studied it for
his first degree or obtained an equivalent qualification prior to training.
·
States and Union
territories should adopt a rule that teachers in secondary schools will
ordinarily teach only those subjects which they had studied for a university
degree.
·
Attempts should be made to
recruit first and good second-class students to teacher training institutions
and adequate scholarships should be provided for them.
General
§ All tuition fees in training institutions should be abolished
and liberal provision made for stipends and loans.
§ Every training institution should have an experimental or a
demonstration school attached to it.
§ Adequate hostel facilities for trainees and residential
accommodation for staff should be provided.
§ Libraries, laboratories, workshops, etc., are very inadequate at
present in most institutions, especially at the primary level. These need to be
improved.
§ Expansion of training facilities.
In-service Education of School Teachers
·
The commission recommended
that every teacher would receive at least two or three month’s in-service
education in every five years of their service.
·
The programme of summer
institutes for the in-service training of secondary schools should be extended.
Professional Preparation of Teachers in Higher Education
The commission
recommended that the teachers should prepare themselves for higher education. They
should learn higher education for improve their profession.
Standards in Teacher Education
For maintaining standards, the
commission recommended that at the national level the UGC should take the
responsibility for the maintenance of standards in teacher education. The State
Board of Teacher Education should be responsible for the raising of standards
at the state level.
IV. Educational Structure|
The Commission recommended a new
structural pattern of education. The new educational structure should be as
follows:
·
One to three years of
pre-school education.
·
A primary stage of 7 to 8
years divided into a lower primary stage of 4 or 5 years and a higher primary
stage of 3 or 2 years.
·
A lower secondary stage of
3 or 2 years of general education or 1 to 3 years of vocational education.
·
A higher secondary stage
of 2 years of general education or 1 to 3 years of vocational education,
·
50% of the total would be
under vocational education,
·
A higher education stage
of 3 years or more for the first degree course followed by courses of varying
durations for the second or research degrees.
·
The structural pattern
thus recommended by the commission is commonly known as 10+2+3.
Let us know the structural pattern of
education;
·
Pre-school education from
1 to 3 years should also be given.
·
General education should
last for a period of 10 years( 4 years of lower primary, 3 years of higher
primary and 3 years of lower secondary education)
·
Higher secondary education
should be fixed for 2 years
·
Degree course should be of
3 years
·
The age of admission to
class I should not be less than 6+
·
The first public external
examination should come at the end of the first 10 years of schooling
·
Secondary schools should
be of two types:
Ø High schools providing a 10 years’ course and
Ø Higher secondary schools providing a course of 11 or 12 years
·
A new higher secondary
course consisting of classes XI and XII should be introduced. The
pre-university courses should be transferred from Universities and added to the
secondary schools.
·
The Commission has been
suggested the re-organisation of the university stage. At this stage, the three
year degree has been favoured by the Commission.
Ishwar Bhai Patel Committee (1977)
Introduction
The All India Council of
Technical Education at a meeting held during the year 1974-75, made important recommendations relating to the
establishment of appropriate links between industry and educational research institutions,
programmes of vocational education and the establishment of teacher training
centres in the field of management education. With the passage of time, the
Review Committee on the curriculum, for the ten years schooling, popularly
known as Ishwar Bhai Patel Committee (1977), categorically recommended in its
report for the compulsory introduction of Socially Useful Productive Work
(SUPW) at the secondary schools.
Main concept the report (1977)
The Ishwarbhai Patel
Committee Report (1977), while reviewing NCERT’s ten-year school curriculum
framework (1975), observed that the curriculum should be capable of relating
learning “closely to socially productive manual work and the socio-economic
situation of the country” and making it available “in such a way that working
and learning can always be combined.”
Preferring to term
“purposive, meaningful, manual work” in the curriculum as Socially Useful
Productive Work (SUPW), the Committee observed: “The purpose of demarcating a
distinct curricular area as Socially Useful Productive Work is to emphasise the
principle that education should be work-centred”.
Socially Useful Productive Work (SUPW)
Education Commission, 1964-66, identified work experience
and social service
as essential elements of purposeful education. These
two elements were integrated into a holistic concept andwas re-named Socially Useful Productive
Work (SUPW) by the Ishwarbhai
Patel Review Committee (1978).
Aim of this curricular area
The aim of this curricular area is to provide children with
opportunities of participating in social and economic activities inside and
outside the classroom, enabling them to understand scientific principles and
processes involved in different types of work and in the setting in which they
are found in the physical and social environment. It must not be confined to
the four walls of the school, nor can they be provided by the teacher only.
Programmes should, therefore, be so planned and implemented that the local
community, community development organizations and governmental agencies
participate in them and cooperate with the school.
Curriculum for the Ten-Year School – A Framework’
The Ishwarbhai Patel
Committee Report (1977) reviewed NCERT’s document entitled ‘The Curriculum for
the Ten-Year School – A Framework’ published in 1975 and observed that the
10-year curriculum should be capable of:
·
Molding the learner after
the image of citizen as visualised in the Constitution
·
Releasing learning from
its bookishness and elitist character so as to relate it closely to socially
productive manual work and the socio-economic situation of the country;
·
Emphasizing the qualities
of simplicity, integrity, tolerance and cooperation in all aspects of life; and
·
Being available to every
individual in such a way that working and learning can always be combined.
Impact of Socially Useful Productive Work
After the recommendations
of 'Ishwarbhai Patel Committee' (July, 1977), which first coined the term
'Socially Useful Productive Work' or SUPW, the subject was first introduced to
the school curriculum in
1978, by Ministry of Education, Government of India. A
period was allotted in the time-table for this purpose. The main purpose of
this scheme was to inculcate in learners, the liking and love for the dignity
of labour. To begin with, there was much enthusiasm for the implementation of
SUPW. But as time went on, initiative and zeal gradually slackened. In-fact,
tangible result was not achieved. This explains the wide-spread continuing
practice of confusing vocational education with the pedagogic role of work in
curriculum.
Malcolm S. Adiseshiah
Committee (1978)
A Committee was appointed
under the Chairmanship of Macolm S. Adiseshiah on 1978, for higher secondary
education and the report was entitled ‘Learning to do, towards the Learning and
Working socially. It also recommended for SUPW at the school level and vocationalisation
of the higher secondary education. It also pleaded eloquently for the effective
implementation of relating education to productivity.
Major recommendations of
the Committee
·
Learning must be based on
Socially Useful Productive Work (SUPW) or through vocationalised courses
·
Vocational courses should
be in agriculture and related rural occupational areas
·
In the general and
vocationalised educational spectrum there should be no rigid streaming of
courses. In accordance with the availability of facilities and the demand of
the area, each school should be allowed to offer such general and vocational courses
·
The higher secondary stage
should comprise of a general education spectrum and a vocational spectrum
·
The curriculum should be
so structured that the courses lend themselves for imparting instruction
interns of well-connected modules to enable the students to choose and combine
them according to their needs
·
On a priority basis books
should be written suiting to the local needs for imparting instruction in
vocational courses
·
Semester pattern and
credit system should be introduced in classes XI and XII;
·
To start with counseling
and placement officers be appointed in clusters of 3 or 4 schools, particularly
in rural areas
·
Services of persons who
have had actual experience of on the job may be fruitfully utilized to teach
vocational courses. Wherever necessary part-time teachers may be appointed. In
respect of teachers of vocational courses there should not be insistence on
post-graduate qualification; and
·
For bringing about
proposed changes at this stage of education both pre-service and in-service
teacher education programme should be properly organised.
New Education Policy
(1986)
The National Policy on
Education (NPE) or New Education Policy-1986 is formulated by the Government of
India to promote education. The policy covers elementary education to
collegiate education in both rural and urban India. The first NPE was
introduced in 1968 by the government of Prime Minister Indira Gandhi, and the
second by Prime Minister Rajiv Gandhi in 1986. This new policy called for “special
emphasis on the removal of disparities and to equalize educational opportunity”
Goals
of New Education Policy-1986:
·
To strengthen the principles of equity, freedom and self-dependence.
·
To promote national unity and spirit of excellence
·
To develop a broad national outlook among the
youngsters.
Main
features of the policy
National
System of Education:
To following criteria were recommended for the National System of
Education
·
Promote Quality education
·
Follow the 10+2+3
pattern
·
Developing a national
curricular framework
·
Fixing minimum level of
learning
·
Competencies for each
stage of education
·
Encourage Science
education
·
Work experience at all
level
Reorganization
of education at all levels
Primary
Education:
·
Enrolled and retained in schools
·
Public-centered methods
·
Operation Black-Board
·
Individualized Instruction
·
Eliminate ‘Stagnation’
·
Non-formal system of education
Secondary
Education:
·
Vocationalization of Secondary Education
·
Navodaya Schools
Technical
education
All India Council for Technical Education(AICTE)
was formed to enhance the technical education,
Higher
education
- Autonomous colleges
have been opened in large numbers
- Autonomy will be encouraged for departments in
the universities
- Delinking of Degrees from Jobs
have been followed in selected areas
To
maintain Equality:
This policy provides equal
opportunities to all for education. Navodaya schools have been opened for
socially and economically deprived but to talented children. Regional imbalances
are also being removed
Education of Scheduled Castes:
Scholarships, hostel
facilities, adult education programmes are being introduced to socially and
economically deprived scheduled castes students.
Women’s
Education:
New Education Policy gave
special emphasis to women’s education. This statement owes that women are the
keys to nation’s progress. Eradication of illiteracy, vocational curriculum,
nutrition and child care courses, home management, etc., are given priority.
Education for Tribes:
This policy gave main
emphasis to the education of tribes. Residential Ashram Schools have been
opened for them; and scholarships for higher education are also given to them.
Adult Education:
Education Policy gave a
programme for adult education to remove the illiteracy from the masses. For
this, adult schools, libraries, distance education, T.V. programmes are being
introduced.
Education for Other Backward Classes
(OBCs):
A large
number of backward classes, minority classes have not been given any opportunity
for education. Scholarships, hostel facilities, adult education programmes are
being introduced to socially and economically deprived Other Backward Classes
students.
Integrated Education for Disabled
Children:
To integrate disabled
children with mild handicaps with others in common schools, a revised scheme of
Integrated Education for Disabled Children was started during 1987-88. Under
it, cent percent financial assistance is given to State Governments/UT
administrations/voluntary organisations for creating necessary facilities in
schools.
Educational concessions to children of the defense personnel:
The Centre, State
Governments and Union Territories offer educational concessions to children of
the defense personnel and paramilitary forces killed or permanently disabled
during Indo-China hostilities in 1962 and Indo-Pakistan operations in 1965 and
1971. During 1988, these concessions were extended to children of IPKF/CRPF
personnel who were killed/disabled during action in Sri Lanka and children of
the armed forces personnel killed/disabled in action in ‘Operation Meghadoot’
in Siachen area
Education
of SC/ST/OBC:
The following are the special
provisions for SCs and STs have been incorporated in the existing schemes:
§ Relaxed norms for opening of primary schools
·
A primary school within
one km walking distance from habitations of 200 population instead of habitations
of 300 population;
§ Abolition of tuition fee in all states in government schools at
least up to primary level.,
§ Providing incentives like free text-books, uniforms, stationery,
school bags, etc.,
§ Reservation of seats for SCs and STs in Central Government
institutions of higher education including IITs, IIMs, Regional Engineering
College, Central Universities, Kendriya Vidyalayas and Navodaya Vidyalayas,
etc. Apart from reservation, there is also relaxation in the minimum qualifying
cut off stages for admission in universities, colleges and technical
institutions. The UGC has established SC/ST cells in 104 universities to ensure
proper implementation of the reservation policy;
§ To improve academic skills and linguistic proficiency and raising
their level of comprehension, remedial and special coaching is provided for
SC/ST students
Education
for Minorities:
In pursuance of the
revised Programme of Action (POA) 1992, two new Centrally-sponsored schemes,
i.e.,
(i) Scheme of Area Intensive Programme for Educationally Backward
Minorities, and
(ii) Scheme of Financial Assistance
for Modernisation of Madrasa Education were launched during 1993-94
New schemes launched under NPE:
·
Serva Siksha Abiyan for Universalisation
of Education
·
National Testing Service
·
Minimum Levels of Learning (MLL)
·
Navodaya Schools
·
Delinking Degrees from Jobs
Programme of Action (1992)
The National Policy on
Education (NPE), 1986, aimed at making it “an effective instrument for taking
the country into the 21st century”. It envisages improvement and expansion of
education in all sectors; elimination of disparities in access and stress on
improvement in the quality and relevance of basic education. A modified NPE in
its Programme of Action, 1992, called for making the `plus two stage part of
school education throughout the country.
Major Recommendations
(i) Universalisation of
Elementary Education
Universal access,
universal retention, and Minimum Levels of Learning (MLL) are the broad
parameters to achieve Universalisation of Elementary Education. These are aimed
at providing school facilities within a walking distance of 1 km. for children
of primary schools, and 3 kms for children of upper primary schools and strengthening
of alternate mode of education, non-formal education for school drop-outs, working
children, and girls and Minimum Levels of Learning at the primary and upper
primary stage.
(ii) Nutritional Support
Mid-day Meal Scheme was launched
on August 15, 1995, intended to give a boost to primary education by increasing
enrolment, retention and attendance in schools and at the same time augmenting
nutritional levels.
(iii) Operation Blackboard
Improving classroom
environment by providing infrastructural facilities, additional teachers and
teaching - learning materials to primary schools are the aim scheme of
Operation Blackboard. Significant progress has been made in the area of teacher
training with 444 District Institutes of Education and Training (DIETs)
sanctioned to provide pre-service and in-service training to elementary school
teachers, for adult education and non-formal education personnel.
(iv) National Literacy
Mission
Making 100 million persons
literate was the target of National Literacy Mission (NLM) which was set up in
1988. Under Total Literacy Campaign ( TLC ) and Post Literacy Campaign ( PLC )
68.57 million persons covering 447 districts were made literate. Out of these,
60 percent are women, 23 percent SCs, and 12 percent STs.
(v) Equal Opportunities
For equal opportunities to
the minorities, a provision of Rs.8.8 crore has been made in the Annual Plan
outlay of 1998-99 in the Area Intensive Programme for Educationally Backward
Minorities, Modernisation of Madarsas and coaching classes by UGC. A programme
to provide educational opportunities to disabled children on par with mild to moderate
disabilities in the general schools system has been prepared.
(vi) Secondary Education
To improve the quality of secondary
education, the number of secondary and senior secondary schools has increased
from 0.07 lakh in 1950-51 to 1.02 lakh in 1996-97, resulting in not only an
increase in the enrolment but also increase in the number of teachers,
including female teachers. The Kendriya Vidyalaya Sangathan manages Kendriya
Vidyalayas.
(vii) Technical Education
All India Council for
Technical Education (AICTE) has issued regulations for establishment of new institutions
and starting new courses to streamline Technical Education
(ix) University and Higher Education
To improve the quality of Higher Education, all the Central Universities except the Indira Gandhi National
Open University are funded by the Central Government through the University
Grants Commission. IGNOU is funded directly by the Central Government for
promoting the distance education system.
Sachar Committee (2005)
For preparation of a report on the social, economic and
educational status of the Muslim community of India, Rajinder Sachar Committee
was appointed by the Prime Minister Manmohan Singh. It was a high level
committee.
.Recommendations of
Sachar Committee
Sachar Committee report put forward some recommendations for the upliftment of
minorities and implementation of these recommendations would strengthen the
secular fabric of Indian society as well as increase patriotism due to their
all-inclusive progress. Following are the recommendations:
1. Mechanisms to ensure equity and equality of opportunity and
eliminate discrimination
2. Creation of a National Data Bank (NDB) where all relevant
data for various Socio Religious Communities are maintained
3. Formation of an autonomous Assessment and Monitoring
Authority to evaluate the extent of development benefits.
4. An Equal Opportunity Commission should be constituted to look
into the grievances of the deprived groups.
5. Elimination of the anomalies with respect to reserved
constituencies under the delimitation scheme.
6. The idea of providing certain incentives to a diversity index
should be explored to ensure equal opportunities in education, governance,
private employment, and housing.
7. A process of evaluating the content of the school text books
needs to be initiated and institutionalized.
8. The UGC should evolve a system where part of the allocation
to colleges and universities is linked to the diversity in the student
population.
9. Providing hostel facilities at reasonable costs for students
from minorities must be taken up on a priority basis.
10. The Committee recommended promoting and enhancing access to
Muslims in Priority Sector Bank Advances.
11. Policy initiatives that improve the participation and share
of the Minorities, particularly Muslims in the business of regular commercial
banks
12. The community should be represented on interview panels and
Boards. The underprivileged should be helped to utilize new opportunities in
its high growth phase through skill development and education.
13. Providing financial and other support to initiatives built
around occupations where Muslims are concentrated and have growth potential.
Salient
features of National Curriculum Framework (2005)
National Curriculum
Framework (NCF) developmental process was initiated in November, 2004 by
setting up various structures like National Steering Committee chaired by Prof.
Yash Pal and twenty-one National Focus Groups on themes of curricular areas, systemic
reforms and national concerns.
Different levels of stakeholders
helped in shaping the draft of NCF. The draft NCF was translated into 22 languages
listed in the VIII Schedule of the Constitution. The NCF was approved by
Central Advisory Board on Education in September, 2005.
Major Observations and
Recommendations
Chapter 1: Perspective
·
Knowledge should be
connected to life outside the school
·
Learning should be shifted
away from rote methods
·
Curriculum should be
enriched to provide overall development of children rather than remaining
textbook centric.
·
The national system of
education in a pluralistic society should be strengthened
·
The curriculum load should
be reduced
·
Curricular practices should
be based on the values enshrined in the Constitution
·
Quality education for all
children should be ensured.
Chapter
2: Learning and Knowledge
• Holistic approach in the treatment of learner’s development
• Inclusive environment in the classroom for all students
• The learners should be made active through experiential mode.
• Adequate room for voicing children’s thinking, curiosity
questions in curriculum practices should be provided.
• Knowledge across disciplinary boundaries to provide broader
frame for insightful construction of knowledge should be connected.
• Observing, exploring, discovering, analyzing, critical
reflection, etc should be considered as important as the content of knowledge.
·
Activities for developing
critical perspectives on socio-cultural realities need to find space in curricular
practices.
• Local knowledge and children’s experience are essential
components of textbooks and pedagogic practices.
Chapter 3: Curriculum Areas, School and Assessment
Language
•
Implement 3-language
formula.
·
Emphasis on mother tongue
as medium of instruction.
·
Curriculum should contain
multi-lingual proficiency only if mother tongue is considered as second
language.
·
Focus on all skills
Focuses on teaching
Mathematics, Sciences, Social sciences, Art Education, Health and Physical
Education, Education for Peace, Work and Education.
Chapter
4: School and Classroom Environment
·
Availability of minimum
infrastructure and material facilities for quality improvement
·
Specific activities
ensuring participation of all children – able and disabled – are essential conditions
for learning by all.
·
Participation of community
members in sharing knowledge and experience in a subject area
·
Audio/video programmes on
NCF-2005 and text-books.
·
Source-book on learning
assessment.
·
Exemplar problems in
Science and Mathematics.
·
Science and Mathematics
kits.
·
Teachers’ handbooks and
manuals.
·
Teacher Training Packages.
·
Developed syllabi and
text-books in new areas such as Heritage Craft, Media Studies, Art
·
Education, Health and
Physical Education, etc.
·
Initiatives in the area of
ECCE (Early Childhood Care Education), Gender, Inclusive
·
Education, Peace,
Vocational Education, Guidance and Counseling, ICT, etc. Decentralized planning
of school calendar and daily schedule and autonomy for teachers professionalism
practices are basic to creating a learning environment.
Chapter
5: System Reforms
• Common school system is desirable to ensure comparable quality
in different region of the country
• A broad framework for planning upwards, beginning with schools
for identifying focus areas
·
Meaningful academic
planning has to be done in a participatory manner by headmasters and teachers.
• Monitoring quality must be seen as a process of sustaining interaction
with individual schools in terms of teaching-learning processes.
·
Teacher education
programmes need to be reformulated and strengthened
·
In-service education needs
to become a catalyst for change in school practices
·
Shift from content-based
testing to problem-solving , Examination with a ‘flexible time limit’ and setting up of a single nodal agency for
coordinating the design and conduct of entrance examinations are reducing the
stress
·
Vocational Education and
Training (VET) need to be implemented
·
Availability of multiple textbooks to widen
teachers’ choices
·
Sharing of teaching experiences and diverse
classroom practices to generate new ideas and facilitate innovation and
experimentation.
·
Development of syllabi,
textbooks and teaching learning resources could be carried out in a
decentralized and participatory manner involving teachers, experts from
universities, NGOs and teachers’ organizations
National
Knowledge Commission (2005)
On June 13, 2005, the
Prime Minister of India, Dr. Manmohan Singh constituted the National
Knowledge Commission (NKC) as a think-tank to advise the Prime
Minister’s Office (PMO) on policy related to education, research institutes and
reforms needed to make India competitive in the knowledge economy.
Objectives of National
Knowledge Commission
Following are the main
objectives of National knowledge Commission (NKC):
·
Transforming India into
knowledge society
·
Strengthen the education
system, promote domestic research and innovation, and facilitate knowledge
application in sectors like health, agriculture, and industry
·
Leverage information and
communication technologies to enhance governance and improve connectivity
·
Devise mechanisms for
exchange and interaction between knowledge systems in the global arena.
The scope of National
Knowledge Commission
The scope of NKC is
confined to a variety of subject areas such as language, translations,
libraries, networks, portals, distance learning, intellectual property,
entrepreneurship, application in agriculture, health, small and medium scale
industries, e-governance, etc. National Knowledge Commission has emerged as a
powerful and democratic source of information and knowledge on the Internet.
Knowledge Paradigm
The National Knowledge Commission covers five focus areas
of the knowledge paradigm. They are
- Access,
- Concepts,
- Creation,
- Applications and
- Services
I.
Access
NKC was established with
an aim to provide equal opportunities by providing access to knowledge. It is
the most fundamental way of reaching to the citizens. Access to knowledge deals
with providing the accurate knowledge to general public in the following way:
1. Right to Education : Following are the recommendation on Right to Education
·
Legislation at the
national level is required to affirm the Right to Education
·
The Central Government
must provide additional funds required to ensure the Right to Education
·
To ensure a minimum
quality of education, it is important to have a schedule of norms for all
schools to follow
·
It is necessary to specify
norms for teacher qualification and training
2.
Language: It proposed to
formulate a National Plan for the teaching of English as a language, in
addition to the regional language, starting in Class I. It will also be ensured
that student at the end of twelve years of schooling is proficient in at least
two languages.
3.
Libraries: Libraries foster
global access to information and they are central hubs of our knowledge. The
following are its recommendations:
a) Set up a National Commission on Libraries
b) Prepare a National Census of all Libraries
c) Revamp LIS Education, Training, and Research facilities
d) Re-assess staffing of Libraries
e) Set up a Central Library Fund
f) Modernize Library management
g) Encourage greater community participation in Library
management
h) Promote Information Communication Technology (ICT)
applications in all Libraries
i) Facilitate donations and maintenance of private collections
j) Encourage Public Private Partnerships in LIS development
4. Infrastructure: Recommended to enhance the ICT infrastructure. Set certain
norms regarding infrastructure, number of teachers per school and per student,
teaching methods and other facilities, etc. must be adhere to as necessary
conditions
5.
National knowledge network:
NKC recommended for Knowledge Networks, and Health Information Network as they
purposefully led social entities that are characterized by a commitment to
quality, rigor, and a focus on outcomes
6.
Portals: NKC initiated to set
up portals on certain key areas such as Water, Energy, Environment, Education,
Food, Health, Agriculture, Employment, Citizen Rights, etc.
7.
Health information network: A
common Electronic Health Record needs to be created and disseminated widely
II.
Concepts
1.
School Education: Its
recommendations suggested for providing universal access to quality school
education as a cornerstone of development for Knowledge Society. It further
insisted for making it Central Legislation at the national level to affirm the
Right to Education, which is a fundamental right mandated by Article 21A of
Constitution, Government of India.
2.
Vocational Education Training:
NKC recommends for a model of imparting vocational education that is flexible,
sustainable, inclusive, and creative. It suggests for significant increase in
public and private investment in Vocational Education and Training (VET). It
also put forward that the quality and image of VET needs to be actively
promoted in order to view it as comparable, and relevant general secondary
education.
3.
Higher Education: having
1500 universities nationwide and establishment of an Independent Regulatory
Authority for Higher Education (IRAHE). The grant for higher education should
increase to at least 1.5 percent of GDP, out of a total of at least 6 per cent
of GDP for education. It also recommended for creation of 50 National
Universities which provide education of the highest standard. Also gave
suggestions on reforms in existing universities, restructuring of existing
under graduate colleges and promoting enhanced quality of education
4.
Open and Distance Education and Open Education Resources: It is important to enhance the ICT infrastructure. Websites and
web-based services would improve transparency and accountability. A portal on
higher education and research would increase interaction and accessibility. A
knowledge network would connect all universities and colleges for online open
resources.
III.
Creation: Creating the
knowledge or help in protecting the knowledge
1.
Intellectual Property Right: For
the development of effective legal systems for IPR enforcement and availability
of accurate and detailed ready-to-use IPR information. It also recommended for
the development of a vibrant IPR culture in the processes of knowledge
creation, application and dissemination connected especially with market demand
and rewards
2.
Legal Framework for Public Funded Research: National Science and Social Science Foundation Innovation Entrepreneurship
was set up for Legal Framework for Public Funded Research
IV.
Applications
1. Traditional Health
System : NKC suggested enhancing India’s
Ayurveda, yoga and other traditional health-care systems, establishment of a
10-year national mission on traditional health sciences of India with an
initial investment of Rs1,000 crore. It also recommended for enrichment of
digitization of India’s medical manuscripts project ‘Traditional Knowledge
Digital Library’ (TKDL).
2. Agriculture: It is must to apply knowledge in fields of agriculture and
agricultural education where productivity can be increased. It is necessary to
set up portal for agriculture
3.
Enhancing Quality of Life: Enhancing
Quality of Life, NKC suggested quality
in education
V.
Services
1. E-governence: NKC’s major recommendations are to re-engineer government
processes, and change the basic governance pattern. Similarly to select some
important services that make a significant difference, simplify them and offer
them with web interface.
Conclusion
It covers almost all the important fields and factors that
affect India to become knowledge economy. It is highly appreciable that the
main thrust of the report is on education for achieving rapid and inclusive
growth with special emphasis on expansion, excellence and equity. For becoming
a global knowledge leader and for taking ‘knowledge edge’, India needs to be in
the forefront of creation, application and dissemination of knowledge.
Subscribe to:
Posts (Atom)
-
Salient features of Vedic, Buddhist and Jain system of education – Development of education during the pre-independent period Educa...
-
Unit IV Inequality, discrimination and marginalisation in education S Social inequity in society Causes for inequalit...
-
Unit VI Policy frameworks on education: Post-independent India Major recommendations of Kothari Commission (1964-1966) - I...