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Education in India

                                 Education in India

A ritual called Upanayana marked beginning of education; it was considered as a second/ spiritual birth.

Women Scholars of Ancient India: Maitreyi and Gargi

Buddhist Education: Two Ordinances-

1. Prabbajja: Preparatory Ordinance at the age of 8 years.

2. Upasampada: Final Ordination at the age of 20 years.

Buddhist International School of Learning: Nalanda, Valabhi, Vikramshila.

Qutbuddin’s Lieutenant Bakhtiyar Khilji by his destructive work jeopardised indignous learning. Vikramshila, the great monastic university at Bihar was completely razed alongwith Odantpuri University.

Feroz Shah Tuglaq: established Firoz-Shahi-Madrasah (a residential College).

Jalaluddin Rumi was made in-charge of it.

Sikandar Lodhi: Pen Name- Gulrukh; composed poetry; first Sultan who insisted that military officers would be educated.

Shah-Jahan established Imperial College at Delhi.

Gaekwar of Baroda introduced compulsory education throughout State in 1906.

The Govt. Resolution on Educational Policy, 1913 state that local govt. should extend the application of the principle of free elementary education for the poorer and more backward sections of the population.

The Bombay Legislation Council was the first to pass the Bombay Primary Education Act, 1918, was followed by other provinces.

The expansion of primary education was very rapid in the quinquenium 1922-27.

The Hartog Committee, 1929 recommended a policy of consolidation in preference to one of diffusion. This policy was accompanied by the financial stringency caused by the Great World Depression.

Basic Education Concept was propounded by Mahatama Gandhi.

The plan of Post- War Educational Development in India prepared by the Central Advisory Board of Education, Popularly known as the Sargent Plan (1944), adopted the scheme of Basic Education with some modifications.

In 1781, Warren Hastings founded Calcutta Madarssa.

In 1792, Jonathan Duncan Founded the Benaras Sanskrit College.

Charles Grants’ “observations” was the first most important document in the history of Modern Indian Education in 1792. His advocacy for English Language anticipated Macaulay’s Minutes.

Lord Minto, the Governor General of India from 1806 to 1813, was personally an admirer of Oriental Literature. He strongly advocated for its revival.

Section 43, of the Charter of the Company 1813, was passed to the effect that “ a sum of not less than one lac of rupees in each year shall be set apart and applied for the revival and improvement of literature and for the introduction and promotion of the knowledge of science.

Section 43, is justly famous for the containing the first legislative admission of the right of education to appear in the public revenues and  need to educate the natives of India.

In 1823, the Governor General in Council appointed a ‘General Committee of Public Instruction for the Bengal Presidency and placed the grant of one lac of rupees granted by the Charter Act of 1813 at its disposal.

DISPUTE REGARDING LANGUAGE OF INSTRUCTIONS: President of the General Committee and also the Law Member of the Executive Council of the Governor- General did not take part in the controversy during the General Committee’s meetings but when the dispute was referred to the Executive Council, he wrote his famous minutes in 1835.

Lord Willian Bentick fully accepted the arguments advanced by Macaulay and endorsed it. Further on 7/3/1835, he passed the concerned orders.

The credit goes to Lord Auckland, the next Governor General to help close the controversy by assigning additional funds to both parties- Orientalists and Anglicists.

Wood’s Educational Dispatch, 1853: Recommended ‘education for all’

                                                          Immediate Outcome: 3 Universities Acts of 1857 establishing universities at Calcutta, Madras and Bombay and creation of an educational department in each province of British India.

1854: Indian University Commission

1854 to 1902: Victorian Era in Indian Education.

Lord Rippon appointed the first Indian Education Commission in 1882 under chairmanship of Sir William Hunter; key recommendations:

Special attention to primary education, encouragement of indigneous education,Secondary education ( at least one model high school in each district), Bifurcation of secondary education, forbade religious education.

Lord Curzon appointed Indian University Commission, 1902, to enquire into the condition and prospects of the universities; finally passed Indian University Act in 1904 which made the condition for recognition and affiliation rigorous.

Lord Curzon’s view in Primary and Secondary education were reflected in the Resolution of Govt. on Educational Policy (1904)

1910: Gokhale’s Resolution

Govt. Passed the Resolution on Educational Policy in 1913. Key Points: student teacher ratio- 30,40:1; inspection of private schools; more emphasis on standard.

Calcutta University Commission (1917-19) : Chairman - Sadler

Lala Lajpat Rai wrote the book;” The Problem of National Education in India” in 1918.

Under the Diarchy System; under the Govt. of India Act, 1919, the Indians first obtained the control of education department.

Simon Commission (1929) appointed Hartog Committee (1929) to report the growth of education in India.

Central Advisory Board of Education (CABE)

The Central Advisory Board of Education, the oldest and the most important advisory body of the Government of India in education was first established in 1920 and dissolved in 1923 as a measure of economy. It was revived in 1935 and has been in existence ever since.

Origin of the Board:

The idea that there should be a central Advisory Board of Education was first put forward by the Calcutta University Commission (1917-19) which felt "that the Government of India could perform an invaluable function by defining the general aims of educational policy, by giving advice and assistance to local governments and to the development of educational ideas in the various provinces, and also elsewhere than in India." Almost simultaneously the Government of India Act, 1919 decided to make education mainly a provincial and a transferred subject and to limit the `control' of the Central Government over it to the minimum. This fundamental decision changed the character of the Government of India from that of an executive to an advisory authority; and consequently, the Secretariat Procedure Committee set up to implement the Government of India Act, 1919, observed that, in future, the executive authority of the Government of India should be mainly exercised through moral persuasion and recommended that, "in place of giving executive orders it should tend more and more to become a centre of the best information, research and advice." This recommendation made the adoption of the recommendation of the Calcutta University Commission all the more imperative and accordingly, a Central Advisory Board of Education was set up in 1920 under the chairmanship of Education Commissioner to the Government of India. It is a good deal of useful work but, owing to a financial crisis calling for drastic retrenchments, was abolished in 1923.

Revival and Reconstitution of the board:

For the next twelve years, there was no Central body to advise the Government of India in educational matters. However, a feeling of regret at the discontinuance of the Board began to grow, especially after the Report of Hartog Committee (1928) which observed that the divorce between the Government of India and education had been unfortunate. consequently, the present Central Advisory Board of Education was revived in 1935.

The CABE was set up in 1921 to enable the Central Government to play an effective role in education, based on consensus among the representatives of the then provincial governments.  However, for reasons which need not be elaborated here, the operation of CABE was kept in abeyance till it was revived in 1935 after a gap of 14 years of its establishment. It was to meet once every year and was to function through its Committees.  The CABE met 50 times between 1935 and 1994. Practically all important matters concerning education till 1994 were debated in the CABE and a national consensus was reached. The CABE remained dormant for almost a

decade since  1994, and it is only in 2004 that this important body in the field of education has been revived by the Government of India.The Education Commission (1964-66) refers to the CABE as the most important advisory body in the field of education.  The National Policy

on Education (NPE) 1986 (with modifications undertaken in 1992) states that “ the CABE will play a pivotal role in reviewing educational development, determining the changes required to improve the system and monitoring implementation”.

In 1936, CABE instituted Abbot and Wood Committee on Vocational and General Education.

The first Congress of National Education was called at Wardha on 22nd and 23rd October, 1937 to discuss Basic Education System. Zakir Hussain Committee submitted report known as Wardha Scheme of Basic Education.

Union Minister of HRD is the Chairman of CABE.

“Plan of Post- War Educational Development” (1944) was the first document that visualised a national system of education.

M.C. Chagles, then Education Minister appointed the Education Commission in 1964.

Major Education Commissions of India

S.No.	Name of the Commission	Year	Chairman
1	Indian Education Commission	1882-83	Hunter
2	Indian University Commission	1902	Raleigh
3	Calcutta University Commission	1917	Sadler
4	University Education Commission	1948-49	Radhakrishnan
5	Secondary Education Commission	1952-53	Mudaliar
6	Sanskrit Commission	1956-57	Suniti Kumar Chatterji
7	Education Commission	1964-66	Kothari; Chairman UGC

EDUCATION COMMISSIONS AND
COMMITTEES IN RETROSPECT

Origin of the Present System of Education

The origin of the present system of education which is prevalent in this country today can be traced to the beginning of the nineteenth century when a controversy had been raging over the issue whether oriental learning and science should be spread through the medium of Sanskrit, Arabic or Persian or Western sciences and literature be spread through English as the medium of instruction. The Government conducted surveys of the then prevalent systems of education with a view to re-organising education to suit the needs of the times. Consequent on Macaulay's Minute regarding the educational policy of the future, Lord William Bentick's Government issued a communique wherein it was stated “that the great object of the British Government ought to be the promotion of European literature and science among the natives of India; and that all the funds appropriated for the purpose of education alone". The Government Resolution, however, stated that provision should be made for the continuance of schools and colleges where indigenous learning was being imparted.

Wood's Despatch of 1954 on Education

By 1853 a number of problems concerning education in the country had risen which required immediate solution. As a result of an inquiry made by the Government, Sir Charles Wood, the then Secretary of state, sent a despatch popularly known as Wood's Despatch *3 ) to the Court of the Directors of the East India Company in 1854. The despatch enunciated the aim of education as the diffusion of the Arts, Science, Philosophy and Literature of Europe. It laid down that the study of Indian languages was to be encouraged and that the English language should be taught wherever there was a demand for it, and that both English and the Indian Languages were to be regarded the media for the diffusion of European knowledge; a scheme to establish universities was to be formulated, whose functions were to hold examinations and corder degrees. The despatch also recommended that a number of high schools should-be set up4. This eventually led to the establishment in the country of the first three universities in 1857.

The Education Commission of 1882

In 1882 the Government of India appointed a Commission, known as the Hunter Commission, "to enquire into the manner in which, effect had been given to the principles of the Despatch of 1854 and to suggest such measures as it may think desirable in order to further carrying out of the policy therein laid down". The Commission, inter alia, recommended the gradual withdrawal of the State from the direct support and management of institutions of higher education. With regard to vocational and technical education, the Commission recommended that in the particular class of high schools there should be two avenues, one leading to the entrance examination of the University and the other of a more practical character intended to fit the youth for commercial, vocational and non-literary pursuits.

The Universities Commission of 1902

The recommendations of the Hunter Commission led to a rapid expansion of higher education during the next two decades, giving rise to problems which necessitated the appointment of a Commission on January 27, 1902, "to enquire into the condition and prospects of the universities established in British India; to consider and report upon any proposals which have been, or may be made for improving their constitution and working, and to recommend such measures as may tend to elevate the standard of university teaching, and to promote the advancement of learning".

Government Resolution on Educational policy in 1913

There was a growing popular demand in the country for mass education. A Government Resolution on education policy was issued in 1913, enunciating three cardinal principles:

(i) that the standard of existing institutions should be raised in preference to increasing their number;

(ii) that the scheme of primary and secondary education for the average scholar should be steadily diverted to more practical ends; and

(iii) that-provision should be made for higher studies and research in India, so that Indian students might get enough facilities for higher work without having to go. abroad.

Though the Resolution was immediately carried into effect, the out break of the World War I delayed the developments planned in the Resolution. However, some new universities were established.

The Calcutta University Commission of 1917

The next important stage was the appointment of the Calcutta University Commission in 1917 under the Chairmanship of the late Sir Michael Sadler. This Commission went into the question of secondary education and held the view that the improvement of

secondary education was essential for the improvement of University education. The Commission made the following important re- commendations:

(i) The dividing line between the University and Secondary courses should properly be drawn at the Intermediate examination than at the Matriculation Examination.

(ii) The Government should, therefore, create a new type of institution called the intermediate colleges which would provide for instruction in Arts, Science, Medicine, Engineering and Teaching etc; these colleges were to be run as independent institutions or to be attached to selected high schools.

(iii) The admission test' for universities should be the passing of the Intermediate examination.

(iv) A Board of Secondary and Intermediate Education, consisting of the representatives of Government, University, High Schools and Intermediate Colleges be established and entrusted with the administration and control of Secondary Education.

The Sadler Commission Report was a comprehensive one and many of the universities in India implemented its suggestions. It was also for the first time that a Commission had recommended the attachment of Intermediate Classes to the high schools and the setting up of a Board of Education to control High School and Intermediate Education.

The Hartog Committee

In 1929, an Auxiliary Committee of the Indian Statutory Com- mission, known as the Hartog Committee after its Chairman Sir Philip Hartog was appointed to review the position of education in the country. In the opinion of this Committee. the Matriculation of the University still dominated the whole of the secondary course. In order to obviate this defect, the Committee recommended that a large number of pupils intending to follow certain avocation should stop at the middle school stage and there should be "more diversified curricula in the schools". The Committee also recommended diversion of more boys to industrial and commercial careers at the

end of the middle stage, preparatory to special instruction in technical and industrial schools". The Committee also reviewed the problems relating to the training of teachers and the service conditions of the secondary teachers".

The Sapru Committee

The Sapru Committee appointed in 1934 by the U.P. Government to enquire into the causes of unemployment in U.P. came to the conclusion that the system of education commonly prevalent prepared pupils only for examinations and degrees and not for any avocation in life. The Committee suggested that-

(i) diversified courses at the secondary stage should be introduced, one of these leading to the University degree;'

(ii) the intermediate stage be abolished and the secondary stage be extended by one year;

(iii) the vocational training and education should begin after the lower secondary stage; and

(iv) the Degree course at the University should extend over a period of three years.

The Abbot-Wood Report, 1936-37

In persuance of the Resolution of 1935 of the Central-Advisory Board of Education (an advisory body set up in 1921), two expert advisers, Messrs. Abbot and Wood were invited in 1936 to advise the Government "on certain problems of educational reorganisation and particularly on problems of vocational education". The Abbot-Wood Report, submitted in 1937, suggested a complete hierarchy of vocational institutions parallel with the hierarchy of institutions imparting general education.

As a result of their recommendations "a new type of technical institution called the Polytechnic has come into existence". The provinces also started technical, commercial or agricultural high -schools conducting non-literary courses

Zakir Hussain Committee's Report

In 1937, the Congress Ministry assumed responsibility of administration in seven major Provinces of India and concentrated their attention on educational reforms. In October 1937, an all-India National Educational Conference was summoned at Wardha under the presidentship of Mahatma Gandhi and the following resolutions were adopted:

1. That in the opinion of this conference free and compulsory education be provided for seven years on a nation-wide scale;

2. That the medium of instruction be the mother- tongue;

3. That the conference endorses the proposal made by Mahatma Gandhi that the process of education throughout this period should centre around some form of manual and productive work, and that all other abilities to be developed or training to be given should, as far as possible, be integrally related to the central handicraft chosen with due regard to the environment of the child; and

4. That the conference expects that this system of education will be gradually able to cover the remuneration of teachers.

The conference then appointed a committee 'with Dr. Zakir Hussain as its chairman. The Committee submitted its report on December 2, 1937, and the scheme of education suggested by it is popularly known as the "Wardha Scheme", the main features of which are as follows-

(i) A Basic Craft is to serve as the centre of instruction. The idea is not to teach some handicraft side by side with liberal education, but the entire education is to be imparted through some industry or vocation;

(ii) The scheme is to be self-supporting to the extent of covering teachers' salaries and aims at makng pupils self-supporting after the completion of their course;

(iii) Manual labour is insisted on so that every individual may learn to earn his living through it in liter life. It is also considered non-violent, since an individual does not snatch away the living of others with the help of a machine; and

(iv) Instruction is closely coordinated with the child's life, i.e., his home and village crafts and occupations.",

The Sargent Report

In 1944, the Central Advisory Board of Education submitted a comprehensive Report on Post-War Educational Development, known as the Sargent Report, visualising a system of universal, compulsory and free education for all boys and girls between the ages of 6 and 14, the Senior Basic or the Middle School to be the final stage in the school career of majority of the pupils. The Report also recommended that at the Middle School stage, provision should be made for a variety of courses, extending over a period of five years after the age of 11. These courses while preserving an essentially cultural character should be designed to prepare the pupils for entry into industrial and commercial occupations as well as into the Universities. It was recommended that the High School course should cover 6 years, the normal age of admission being 11 years and that the High Schools should be of two main types (a) academic, and (b) technical. The objective of both should be to provide a good all-round education combined with some preparation in the later stages for the careers which pupils will pursue on leaving schools.

The University Education Commission of 1948

The era of educational reconstruction inevitably followed in the wake of social and economic reconstruction initiated by the National Government after 1947, education being the chief instrument for reconstruction and transformation of society. The first steps taken in the direction of educational reconstruction were the appointment of a series of commissions to survey, study, review and recommend improvements in the different sectors of education.

To look into the problems of University education, the University Education Commission was appointed by the Government of India in 1948 under the Chairmanship of Dr. S. Radhakrishnan in pursuance of the recommendations of the Central Advisory Board of Education and also of the Inter-University Board. The Commission made important suggestions for improving the standard of university education in the country. Introduction of a three-year degree course for the first university degree, greater use of tutorial system of instruction, formulation of new aims, emphasis on developing knowledge and critical thinking rather than mechanical passing of exami nations, establishment of Rural Universities and introduction of moral education were some of its salient recommendations. The Commission, however, thought it unfortunate that neither the public nor the Government had realised the importance of Intermediate Colleges in the Indian educational systems. To coordinate University Education in the country, the establishment of the University Grants Commission was also recommended.

The Secondary Education Commission, 1952

The Radhakrishnan Commission had surveyed the field of secondary education in a passing manner and had admitted that 'our secondary education remains the weakest link in our educational machinery and needs urgent reform' *18. This fact was the raison d'etre of an All India Commission for Secondary Education appointed in 1952 under the Chairmanship of Dr. A. Lakshmanswamy Mudaliar. This Commission offered a numbers of suggestions to adjust secondary education with the new goals and needs of free India. The aim was now to train our youth for intermediate leadership and for democratic citizenship. Secondary education was to be a terminal stage for a large majority of the nation's youth, who would take up their places in society after their school education and provide leadership to the general masses. The Commission was equally concerned with qualitative improvement of the schools. To develop individual talent, curricular offerings were extended and diversified. To achieve the new aims of education, changes in methods of teaching were suggested. New trends in examination, guidance and extra curricular work were brought into the school programmes. Multipurpose secondary school was a new concept recommended by the Commission. Inclusion of craft, social studies and general science in the curriculum was aimed at orienting students towards an industrial and science-centred democratic life.

The following were the main recommendations of the Commission:

1. New Organization pattern.-(i) Secondary education should commence after four or five years period of primary or junior basic education and should include (a) the middle or senior basic secondary stage of 3 years, and (b) the higher secondary stage of 4 years; (ii) The present intermediate stage should be replaced by the higher secondary stage which should be of four years' duration, one year of the present intermediate being included in it; (iii) As a consequence of the preceding recommendations, the first degree course in the university should be of three years' duration; (iv) For those. who pass out of the High School, there should be provision of a pre-University course of one year; (v) Admission to professional colleges should be open to those who have completed the higher secondary course, or have taken the pre-University course; (vi) Multi-purpose schools should be established wherever possible to provide varied courses of interest to students with diverse aims, aptitudes and abilities.

2. Technical Education.-Technical schools should be started in large number either separately or as part of multi-purpose schools. Such schools should be located in close proximity to appropriate industries and they should function in close cooperation with the industry concerned.

3. Study of Languages-(i) The mother-tongue or the regional language should generally be the medium of instruction throughout the secondary school stage, (ii) During the middle school stage, every child should be taught at least two languages. English and Hindi should be introduced at the end of the junior basic stage, subject to the principle that no two languages be introduced in the same year. (iii) At the high and higher secondary stage, at least two languages should be studied, one of them being the mothertongue or the regional language.

4. Curriculum.-(i) At the middle School state, the curriculum should include, (a) languages, (b) social studies, (c) general science, (d) mathematics, (e) art and music, (f) craft and (g) physical education. (ii) In the second year of high school or higher secondary stage, diversified courses' of instruction should be provided. They- should include following seven groups: (a) humanities, (b) sciences, (c) technical subjects, (d) commercial subjects, (e) agricultural subjects, (f) fine arts and (g) home science. (iii) A certain number of core subjects should be common to all

students whatever diversified course of study they may take. These should consist of (a) languages, (b) general science, (c) social studies and (d) a craft.

5. Miscellaneous.-(i) Educational guidance should receive much greater attention on the part of educational authorities; the services of trained guidance officers and career masters should be made available gradually and in increasing measure to all educational institutions. (ii) The number of external examinations and subjectivity in the essay-type tests should be minimised by introducing objective tests and also by changing the type of questions.

The Commission's recommendations were integrated in the successive five-year plans and began to be implemented, both at the Centre and in the States, in 1954.

The National Committee on Women's Education, 1958

The problems of education of girls and women in the country, acquired a new significance since the attainment of Independence. The Educational Panel of the Planning Commission, in July 1957, re- commended that "a suitable Committee should be appointed to go into the various aspects of the question relating to the nature of education for girls at the elementary, secondary and adult stages and to examine whether the present system was helping them to lead a happier and more useful life". The Conference of the State Education Ministers in 1957 also agreed that a special committee should be appointed to examine the whole question of women's education

The National Committee on Women's Education was accordingly set up by the Government in May 1958, with Shrimati Durgabai Deshmukh as Chairman. The Committee, in its report published in 1959, recommended that the highest priority should be given to establishing a parity between the education of boys and girls and a bold and determined effort should be made by the Centre and the States to face the difficulties and magnitude of the problem. It recommended co- education upto the middle school stage but separate institutions for girls at the high school stage where more diversified curriculum suited to girls should be introduced. The Committee desired ample provision for school mothers, creches, training of women teachers and employment facilities for adult women. It also desired that suitable atmosphere should be created for greater enrolment girls, for greater efforts by voluntary organisations, more provision for scholarships for girls at all stages and particularly at university stage.

Some of the important recommendations of the Committee are below:

1. The education of women should be regarded as a major and special problem in education for a good many years to come, and that a bold and determinate effort should be made to face its difficulties;

2. Steps should be taken to constitute as early as possible a National Council for the Education of Girls and Women;

3. A separate unit for Women's Education, under a Educational Adviser, should be set up at the Centre;

4. In each State, a women should be appointed as Joint Director and placed in charge of education. of girls;

5. Lady teachers should be appointed in all schools where there are no women;

6. There should be identical curricula for boys and girls at the primary stage. At the secondary stage, there is need for differentiation of the courses;

7. Vocational training courses with 'Primary' as basic qualification may be conducted in school during the day, along side general education. Courses with 'Middle' and 'Secondary as basic qualifications may be organised in vocational sections of middle and secondary schools, in multipurpose schools, in separate vocational schools, in apprenticeship classes, in training centres, in workshops and/or in continuation schools.

8. Educational facilities for adult women in the form of condensed courses (i) that prepare women for the middle school examination, and (ii) those that prepare them for the high school or higher secondary examination should be provided more extensively in all States; and

9. Part-time employment of women teachers should be encouraged as largely as possible in order to enable women to manage their responsibilities at home as well as to do some teaching work.

On the recommendations of the Committee, the Government of India has set up a  National Council for Women's Education at the Centre.

EDUCATION COMMISSION 1964-66

In view of the important rote of education in the national development and in building up a truly democratic society the Government considered it necessary to survey and examine the entire field of education in order to realise a well balanced, integrated and adequate system of national education capable of making a powerful contribution to all aspects of national life. To achieve these objectives speedily, the Government of India in October 1964, set up an Education Commission, under Resolution of July 14, 1964.

The Commission in particular was to advise the Government on the national pattern of education and on the general policies for the Development of education at all stages-ranging from the primary to post-graduate stage and in all its aspects besides examining a host of educational problems in their social and economic context. The Commission was, however, not to examine legal and medical education. The Commission, tinder the chairmanship of Dr. D. S. Kothari, Chairman. University Grants Commission, consisted of sixteen members. eleven being Indians and five foreign experts. in addition, the Commission had the benefit of discussion with and advice of a number of internationally known consultants in the educational as well as scientific field.

The Commission began its task on October 2, 1964, and submitted its report on June 29, 1966 to the Union Education Minister.

The Commission set up 12 Task Forces and 7 Working Groups. The 'Task Forces' were set up on the following:

(i) School Education;

(ii) Higher Education;

(iii) Technical Education;

(iv) Agricultural Education;

(v) Adult Education;

(vi) Science Education and Research;

(vii) Teacher Training and Teacher Status;

(viii) Student Welfare;

(ix) New Techniques and Methods;

(x) Manpower;

(xi) Educational Administration, and

(xii) Educational Finance.

The 'Working Groups' were set up on the following:

(i) Women's, Education;

(ii) Education of Backward Classes;

(iii) School Buildings;

(iv) School Community Relations;

(v) Statistics;

(vi) Pre-Primary Education; and

(vii) School Curriculum.

Before 1976, education was the exclusive responsibility of the States. The

Constitutional Amendment of 1976, which included education in the Concurrent

List, was a far-reaching step. The substantive, financial and administrative

implication required a new sharing of responsibility between the Union Government

and the States. While the role and responsibility of the States in education remained

largely unchanged, the Union Government accepted a larger responsibility of

reinforcing the national and integrated character of education, maintaining quality

and standard including those of the teaching profession at all levels, and the study

and monitoring of the educational requirements of the country.

The Central Government continues to play a leading role in the evolution and

monitoring of educational policies and programmes, the most notable of which are

the National Policy on Education (NPE), 1986 and the Programme of Action (POA),

1986 as updated in 1992. The modified policy envisages a National System of

education to bring about uniformity in education, making adult education

programmes a mass movement, providing universal access, retention and quality in

elementary education, special emphasis on education of girls, establishment of pacesetting

schools like Navodaya Vidyalayas in each district, vocationalisation of

secondary education, synthesis of knowledge and inter-disciplinary research in

higher education, starting more Open Universities in the States, strengthening of the

All India Council of Technical Education, encouraging sports, physical education,

Yoga and adoption of an effective evaluation method, etc. Besides, a decentralised

management structure had also been suggested to ensure popular participation in

education. The POA lays down a detailed strategy for the implementation of the

various policy parameters by the implementing agencies.

ELEMENTARY EDUCATION

SARVA SHIKSHA ABHIYAN

Launched in 2001 Sarva Shiksha Abhiyan (SSA) is one of India's major flagship

programmes for universalisation of elementary education. Its overall goals include

universal access and retention, bridging of gender and social category gaps in

elementary education, and achieving significant enhancement in learning levels of

children.

SSA is implemented in partnership with the State Governments and reaches

out to 19.4 crore children in 12.3 lakh habitations across the country.

SSA Goals are :

a. Enrolment of all children in school, Education Guarantee Centres,

Alternative school, 'Back-to-School' camp by 2005;

b. Retention of all children till the upper primary stage by 2010.

c. bridging of gender and social category gaps in enrolment, retention and

learning; and

d. Ensuring that there is significant enhancement in the learning achievement

levels of children at the primary and upper primary stage.

Since inception, SSA has provided support for: Opening 3,02,872 new schools;

Construction of 2,42,608 school buildings; Construction of 10,77,729 additional

classrooms in existing schools ; Provision of drinking water facilities in 1,92,486

schools; Provision of toilets in 3,19,607 schools; appointment of 10.30 lakh teachers;

Textbook support for approximately 10 crore children annually; Teacher training

support for approximately 35 lakh teachers; and Establishing 2573 KGBVs in which

2,38,600 girls are enrolled, with priority to girls from SC, ST, Muslim, and BPL groups.

SSA has an annual outlay of  15,000 crore for the year 2010-11. Under SSA

India has not only been able to improve access to 99 per cent of primary level but has

also been able to reduce out of school children to 3-4 per cent of the age cohort of 6-14

years. Under this programme, special focus is on girls, children belonging to SC/ST

Communities, other weaker Sections, Minorities and urban deprived children.

EDUCATION GUARANTEE SCHEME AND ALTERNATIVE AND INNOVATIVE

EDUCATION

Education Guarantee Scheme and Alternative and Innovative Education (EGS and

AIE) is an important component of Sarva Shiksha Abhiyan (SSA) to bring out-ofschool

children in the fold of Elementary Education. The scheme envisages that

child-wise planning is undertaken for each out-of-school child.

Under EGS, educational facilities are set up in habitations that do not have a

primary School within a distance of 1 km. Any habitation with 25 out-of-school

children in the 6-14 age group (15 in the case of hilly and desert areas and tribal

hamlets) is eligible to have an EGS Centre. It is a transitory facility till Primary School

replaces it within a period of two years.

Alternative Education interventions for specific categories of very deprived

children e.g., child labour, street children, migrating children, working children,

children living in difficult circumstances and older children in the 9+ age group

especially adolescent girls are being supported under EGS and AIE all over the country.

A sizeable number of out-of-school children are in the habitations where

schooling facility is available but these children either did not join the school or

dropped out before completing their schooling. These children may not fit into the

rigid formal system. To bring such children back to school, back to school camp and

Bridge Courses strategies have been implemented. Bridge courses and Back to school

camps can be residential or non-residential depending upon the need of children.

The NPEGEL Scheme

NPEGEL Scheme is a holistic effort to address obstacles to girl's education at the

micro level through flexible, decentralized processes and decision making. It is

implemented in educationally backward blocks and addresses the needs of girls

who are 'in' as well as 'out' of school. It also reaches out to girls who are enrolled in

school, but do not attend school regularly.

Children become vulnerable to leaving school when they are not able to cope

with the pace of learning in the class or feel neglected by teachers/peers in class. The

scheme emphasizes the responsibility of teachers to recognize such girls and pay

special attention to bring them out of their state of vulnerability and prevent them

from dropping out.

The scheme works through village level women's and community groups to

follow up girls' enrolment, attendance and achievement. The community is engaged

in recommending village specific action based on their understanding of local issues.

Kasturba Gandhi Balika Vidyalaya Scheme

Kasturba Gandhi Balika Vidyalaya Scheme provides for setting up of residential

upper primary schools for girls of SC, ST, OBC and Muslim communities. This scheme

targets areas of scattered habitations, where schools are at great distances and are

challenge to the security of girls. This often compels girls to discontinue their

education. KGVB addresses this through setting up residential schools in the block

itself.

The Scheme provides for a minimum reservation of 75 per cent seats for girls

from SC/ST/OBC and minorities communities and 25 per cent to girls from families

that are below the poverty line.

MID-DAY MEAL SCHEME

With a view to enhancing enrollment, retention and attendance and simultaneously

improving nutritional levels among children, the National Programme of Nutritional

Support to Primary Education (NP-NSPE) was launched as a Centrally Sponsored

Scheme on 15 August 1995, initially in 2408 blocks in the country. By the year 1997-

98 the NP-NSPE was introduced in all blocks of the country. It was further extended

in 2002 to cover not only children in classes I-V of government, government aided

and local body schools, but also children studying in EGS and AIE centres. Central

Assistance under the scheme consisted of free supply of food grains @ 100 grams per

child per school day, and subsidy for transportation of food grains up to a maximum

of Rs 50 per quintal.

In September 2004 the scheme was revised to provide cooked mid day meal

with 300 calories and 8-12 grams of protein to all children studying in classes I-V in

Government and aided schools and EGS/AIE centres. In addition to free supply of

food grains, the revised scheme provided Central Assistance for (a) Cooking cost @

1 per child per school day, (b) Transport subsidy was raised from the earlier maximum

of  50 per quintal to  100 per quintal for special category states, and  75 per quintal

for other states, (c) Management, monitoring and evaluation costs @ 2 per cent of the

cost of foodgrains, transport subsidy and cooking assistance, and (d) Provision of

mid day meal during summer vacation in drought affected areas.

In July 2006 the scheme was further revised to enhance the cooking cost to

1.80 per child / school day for States in the North Eastern Region, provided the

NER States contribute minimum  0.20 per child/school day, and 1.50 per child /

school day for other States and UTs, provided these States and UTs contribute minimum

0.50 per child/school day. It has also revised the nutritional norm from existing 300

calories and 8-12 gram protein to minimum 450 Calories and 12 gram of protein.

Central Government has also decided to provide assistance to construct kitchencum-

store, in a phased manner, utilizing the fund of the Scheme itself where

convergence with other programme as stated in the MDM guidelines 2004, is not

feasible. Assistance for cooking / kitchen devices (gas stove with connection, stainless

steel water storage tank, cooking and serving utensils etc.) in a phased manner @

5,000 per school.

In September 2007, the name of the Scheme was changed from 'National

Programme of Nutritional Support to Primary Education 'to 'National Programme of

Mid Day Meal in Schools' and the Scheme was extended to cover children of upper

primary classes (i.e. class VI to VIII) studying in 3,479 Educationally Backward Blocks

(EBBs) w.e.f. 1 October 2007. It was decided to provide food grains @ 150 gram per

child per school day for upper primary stage. The calorific value of the Mid Day Meal

for upper primary stage was fixed at 700 Calories and 20 grams of protein. The

existing system of reimbursement of transport subsidy to States / UTs was modified

to grant-in-aid system like other components of Central assistance under the Scheme.

It was also decided to increase the Central assistance for cooking cost by 5 per cent

every 2 years beginning 2008-09.

The Scheme was further revised in April 2008 to cover all upper primary schools

of country and also to include recognized Madrasas / Maqtabs supported under SSA

as Government Aided schools as well as those Madrasas / Maqtabs which may not

be registered or recognized but supported under SSA as EGS / AIE intervention in

coordination with State Project Directors of SSA.

The Scheme was again revised in November 2009.

The objective of the mid day meal scheme is to address two of the pressing

problems for majority of children in India, viz. hunger and education by:

(i) Improving the nutritional status of children in classes I-VIII in Government,

Local Body and Government aided schools, and EGS and AIE centres.

(ii) Encouraging poor children, belonging to disadvantaged sections, to attend

school more regularly and help them concentrate on classroom activities.

(iii) Providing nutritional support to children of primary stage in drought

affected areas during summer vacation.

The National Programme of Mid Day Meal in Schools (NP-MDMS) presently

covers all children studying in Classes I-VIII in Government, Government Aided and

Local Body Schools, Education Guarantee Scheme (EGS) and Alternative and

Innovative Education (AIE) centres including Madrasas and Maqtabs supported

under SSA.

The Scheme has the following Components:

(i) Borne entirely by Central Government

(a) Supply of free food grains @ 100 gms per child per school day for

primary and @ 150 gms for upper primary stage from FCI godowns.

(b) Assistance for transportation of foodgrains from FCI godowns to the

schools.

(c) For North Eastern States and Jammu & Kashmir, Himachal Pradesh

and Uttarakhand at the rate prevalent under the public distribution

system (w.e.f. 1 December 2009).

(d) For all other states and UTs @  75 per quintal.

(e) Assistance for Monitoring Management & Evaluation, (MME) at the

rate of 2 per cent of total cost of (a) food grains, (b) transport cost and

(c) cooking cost.

(ii) Shared with the states /UTs.

(a) Cooking cost  2.69 per child per day for primary classes and  4.03

per child per day for upper Primary Classes w.e.f. 1 April 2010.

(b) Payment of honorarium of  1000 per month to cook-cum-helper.

(c) Assistance for the cost of construction of kitchen cum store to be

determined on the basis of plinth area norm and State Schedule of

Rates.

(d) The cooking cost, honorarium for cooks-cum-help and the cost of

construction of kitchen-cum-stores will be shared between the Centre

and the NER States on 90:10 basis and with other States/UTs on

75:25 basis.

Under the Mid-Day Meal Scheme, a total budget provision of  48,000.00 crore

has been allocated by Planning commission during the 11th Five Year Plan. This

includes both, the Gross Budgetary Support (GBS) as well as the contribution from

the Prarambhik Shiksha Kosh (PSK).

To offset the rise in prices, the Government brought out following changes in

the scheme in 2009.

i) Cooking cost for primary and upper primary stage was enhanced to  2.50 per

child for Primary and  3.75 per child for Upper Primary children for the balance

period of financial year 2009-10 from 1 December 2009 and further enhanced

by 7.5 per cent w.e.f. 1 April 2010. Accordingly, the share of the Centre and the

minimum share of the State/UTs. with effect from 1 April 2010 is as under:

Stage Total Cost Centre-State sharing

per meal Non-NER States (75:25) NER States (90:10)

Centre State Centre State

Pry.  2.69 2.02  0.67 2.42 0.27

U. Pry.  4.03 3.02  1.01 3.63 0.40

Cooking cost includes costs of pulses, vegetables, cooking oil and condiments,

fuel etc.

ii) Honorarium of  1000 per month from 1 December 2009 to cook-cum-helper

and engagement of one cook-cum-helper for schools upto 25 students, two

cooks-cum-helpers for schools with 26 to 100 students and one additional cookcum-

helper for every addition of 100 students. The expenditure towards the

honorarium of cook-cum-helper is shared between the Centre and the NER

States on 90:10 basis.

iii) Instead of a flat rate of  60,000 for construction of kitchen-cum-store per school

across the country, the construction cost is to be determined on the basis of

plinth area norms and State Schedule of Rate prevalent in the State/UT. The

cost of construction of Kitchen-cum-stores is shared from 1 December 2009

between the centre and the NER States on 90:10 basis. 20 sq. mt. plinth area has

been prescribed for construction of Kitchen-cum-Store in schools having upto

100 children. For every additional upto 100 children, additional 4 sq. mt. plinth

area will be added. States/UTs have the flexibility to modify the slab of 100

children depending upon the local conditions.

iv) Transportation assistance in the 11 Special Category States (viz. Assam,

Arunachal Pradesh, Himachal Pradesh, Jammu & Kashmir, Manipur,

Meghalaya, Mizoram, Nagaland, Sikkim, Uttarakhand and Tripura) at par with the PDS rates prevalent in these States.

Monitoring Mechanism

The Department of School Education and Literacy, Ministry of Human Resource Development has prescribed a comprehensive and elaborate mechanism for monitoring and supervision of the Mid-Day Meal Scheme. The monitoring mechanism includes the following :

Arrangements for local level monitoring

Representatives of Gram Panchayats/Gram Sabhas, members of VECs, PTAs, SDMCs

as well as Mothers' Committees are required to monitor the (i) regularity and

wholesomeness of the mid day meal served to children, (ii) cleanliness in cooking

and serving of the mid day meal, (iii) timeliness in procurement of good quality

ingredients, fuel, etc. (iv) implementation of varied menu and (v) social and gender

equity. This is required to be done on a daily basis.

Display of Information under Right to Information Act

In order to ensure that there is transparency and accountability, all schools and

centres where the programme is being implemented are required to display information

suo-moto. This includes information on :

i. Quality of foodgrains received, date of receipt.

ii. Quantity of foodgrains utilized.

iii. Other ingredients purchased, utilized

iv. Number of children given mid day meal.

v. Daily Menu

vi. Roster of Community Members involved in the programme.

Inspections by State Government Officers

Officers of the State Government/UTs belonging to the Departments of Revenue,

Rural Development, Education and other related sectors, such as Women and Child

Development, Food, Health are also required to inspect schools and centres where

the programme is being implemented. It has been recommended that 25 per cent of

primary schools/EGS & AIE centres are visited every quarter.

Responsibility of Food Corporation of India (FCI)

The FCI is responsible for the continuous availability of adequate food grains in its

Depots (and in Principal Distribution Centres in the case of North East Region). It

allows lifting of food grains for any month/quarter up to one month in advance so

that supply chain of food grains remains uninterrupted.

For the NP-NSPE, 2006, the FCI is mandated to issue foodgrains of best available

quality, which will in any case be at least of Fair Average Quality (FAQ). The FCI

appoints a Nodal Officer for each State to take care of various problems in supply of

food grains under the MDM Programme. The payment of cost of food grains to the FCI

has been decentralized to the district level.

The District Collector/CEO of Zila Panchayat ensures that food grains of at

least FAQ are issued by FCI after joint inspection by a team consisting of FCI and the

nominee of the Collector and/or Chief Executive Officer, District Panchayat, and

confirmation by them that the grain conforms to at least FAQ norms.

MAHILA SAMAKHYA SCHEME

Pursuant to the objectives of the NPE, 1986, the Mahila Samakhya Scheme was started

in 1989 to translate the goals enshrined in the NPE into a concrete programme for the

education and empowerment of women in rural areas particularly those from socially

and economically marginalized groups. The MS scheme recognizes the centrality of

education in empowering women to achieve equality. The Mahila Sanghas or

women's collectives at the village level provide the women a space to meet, reflect,

ask questions and articulate their thoughts and needs and make informed choices.

The Mahila Sanghas through various programmes and awareness campaigns

have brought about a change in the outlook of rural women and the effects can now

be seen in various facets of life at home within the family, the community and at the

block and panchayat levels. The programme has also focused on awareness of the

need to educate the children, especially girls, to give the equal status and opportunities

which has resulted in a direct impact on enrolment and retention of girls in schools.

The Mahila Samakhya Scheme is currently being implemented in ten States,

viz., Andhra Pradesh, Assam, Bihar, Chattisgarh, Jharkhand, Karnataka, Kerala,

Gujarat, Uttar Pradesh and Uttarakhand spread over 102 districts and covering more

than 21,000 villages. Currently, DFID (UK) is providing assistance of £ 35 million

sterling to this programme on the basis of a 90:10 fund sharing pattern between DFID

and Government of India for a seven year period 2007-14. The projected budgetary

outlay for the 11th Plan is  210 crore.

TEACHER EDUCATION SCHEME

I. Centrally sponsored scheme of Teacher Education was launched in 1987-88 with,

inter alia, the following components:

1. Establishment of District Institute of Education & Training (DIETs)-by

upgradation of existing Elementary Teacher Education Institutions (ETEIs)

wherever possible, and establishment of new DIET where necessary.

2. Upgradation of selected Secondary Teacher Education Institutions (STETIs)

into :

(a) Colleges of Teacher Education (CTEs) and

(b) Institutes of Advanced Study in Education (IASEs).

3. Strengthening of State Council of Educational Research and Training (SCERTs).

II. The Scheme was revised under the 10th Plan in 2003 and the revised guidelines

were issued in January 2004. The main objectives of the Teacher Education

Scheme are as follows:

1. Speedy completion of DIET/CTE/IASE/SCERT projects sanctioned but not

completed up to the end of the 9th Plan period.

2. Making DIETs, IASEs sanctioned (and SCERTs strengthened) upto the 9th Plan

period, optimally functional and operational.

3. Sanction and implementation of fresh DIET/CTE/IASE/SCERT projects to the

extent necessary.

4. Improvement in the quality of programmes to be undertaken by DIETs, etc.

especially those of pre-service and in-service training, so as to enable them to

effectively play their nodal role of improving quality of elementary and

secondary education in their respective jurisdiction, as measured in terms of

levels of learner achievements.

III. Criteria for setting up of DIETs/District Resource Centre (DRC) are :

1. One DIET for each district having a minimum of 2,500 teachers. If there is an

existing Government ETEI in the district, it would be upgraded into a DIET. If

no Government ETEI exists in the district, a new institution (DIET) will be

established.

2. District Resource Centres in districts with less than 2,500 teachers. If a

Government ETEI exists in the district, it would be upgraded into a DRC,

otherwise, a new DRC would be established in which case it would not conduct

pre-service course.

3. If in a district with more than 2,500 teachers, State Government wishes to

establish a DRC in preference to a DIET, it would be able to do so.

IV. In order to make proposals for the 11th Plan for Teacher Education, a sub-group

under the chairmanship of Director, NCERT was set up. Based on the

recommendations of the sub-group, in addition to strengthening the existing

provisions of the scheme, certain new schemes are proposed to be incorporated

during 11th Plan. Some of the recommendations of the Report are:

• Funding should have a 75:25 Centre-State sharing ratio (90:10 for North

Eastern States).

• 10-12 per cent DIETs to be upgraded to College level.

• DIETs should have linkages with universities, colleges and well established

private institutions.

• Establish a DIET in a block in 196 identified districts with minority/SC/

ST concentration.

• 2-Year B.Ed Programme should be gradualy promoted in the CTEs. Stipened

may be provided to the trainee during internship with schools.

• Recruitment should focus on proper qualifications.

• Central funds should be routed directly to State Education Secretaries, then

to the SCERTS for onward disbursement to the IASEs, CTEs and DIETs.

NATIONAL BAL BHAVAN

The National Bal Bhavan is an autonomous organisation fully funded by the Ministry

of Human Resources Development, Department of School Education and Literacy.

Since its inception in 1956, it is a creativity resource centre for children in the age

group of 5-16 years. The Bal Bhavan as a movement has grown by leaps and bounds

throughout the length and breadth of the country and today there are 124 State Bal

Bhavans and 70 Bal Bhavan Kendras affiliated to National Bal Bhavan. Through

affiliated Bal Bhavans and Bal Kendras, National Bal Bhavan reaches out to school

drop-outs, children of socially and economically backward class, street children and

also the special children. Several schools of Delhi have also taken up the membership

of National Bal Bhavan and this joint and consolidated effort of non-formal institution

has indeed made creative enhancement of children a grand success. The total

membership has now reached to 7164.

National Bal Bhavan is engaged in pursuits for the integrated growth of the

child by involving them in various activities in a tension free environment irrespective

of their gender, caste, creed, colour etc. To mention a few, the activities are clay

modelling, papier mache, music, dance, drama, painting, crafts, museum activities,

photography, videography, indoor & outdoor games, home management, traditional

art & craft, educational & innovative games/chess, science is fun etc. Some of the

special attractions of the National Bal Bhavan are Mini Train, Mini Zoo, Fish Corner,

Science Park, Funny Mirrors and Culture Craft Village. It has National Training

Resource Centre (NTRC) within its premises which imparts training to teachers on

diverse activities. The main aim and focus of this resource centre is to train the teachers

in the all round growth and personality development of children as the teacher's

community is well versed with the social, economical, emotional, intellectual and

psychological needs of children. The workshop of NTRC also aims to make both

teaching and learning a joyful experience for teachers and students respectively.

National Bal Bhavan has also launched a scheme to identify, honour and nurture

the creative children of India irrespective of their socio-economic status. The rationale

behind this scheme—'The Bal Shree Scheme'—is that creativity is a human potential

that directly relates to self-expression and self-development. This scheme seeks to

identify creative children within the age group of 5-16 years in four identified areas of

creativity, i.e. creative art, creative performance, creative scientific innovations, and

creative writing. This scheme was put into effect in 1995 and since then children

have been identified and honoured for their creative elegance in their concerned

fields.

In addition National Bal Bhavan organises several Local, National and

International Programmes, viz. Workshops, Trekking Programmes, Talk Shows,

Camps, Observance of various days i.e. Earth Day, Environment Day, International

Children's Assembly, Youth Environmentalist Conference, Education for All, All India

Chairperson's and Directors Conference under the able guidance of Ministry of Human

Resource Development. Besides, National Bal Bhavan also deputes its children from

different parts of India to various countries under the Cultural Exchange Programmes

and these children act as young ambassadors of the subcontinent's socio-cultural

ethos. Besides, member children of National Bal Bhavan, affiliated Bal Bhavans across

the country and member school/institute of National Bal Bhavan also participate in

International Painting Competition on the themes that are of global concern.

NATIONAL COUNCIL FOR TEACHER EDUCATION

The National Council for Teacher Education (NCTE) was established on 17 August

1995 with a view to achieving planned and co-ordinated development of teacher

education system throughout the country and for regulation and proper maintenance

of norms and standards of teacher education. Some of the major functions of NCTE

are: laying down norms for various teacher education courses, recognition of teacher

education institutions, laying down guidelines in respect of minimum qualifications

for appointment of teachers, surveys and studies, research and innovations,

prevention of commercialisation of teacher education, etc.

Four Regional Committees of the Council have been set up for Northern, Southern,

Eastern and Western regions respectively. These regional Committees primarily look

after recognition of teacher training institutions in their respective regions and are

empowered to grant permission to these institutions to run teacher training courses

as per the provisions of the National Council for Teacher Eduction Act. As on 31

December 2009, 12,482 teacher training institutions offering 15,101 courses have

been recognised by NCTE with an approved intake of 7.72 lakh teacher trainees.

The NCTE revised its existing regulations and norms and standards and

notified NCTE (Recognition norms and Procedures) 2009. While norms and standards

for M.Ed. (Part time) and B.P.Ed (Integrated) courses have been dropped, the norms

and standards for diploma in visual arts and performing arts have been introduced

for the first time.

RIGHT TO EDUCATION

The Constitution (86th Amendment) Act, 2002, inserted Article 21A in the Constitution

which provides for free and compulsory education of all children in the age group of

six to fourteen years as a Fundamental Right in such manner as the State may, by law,

determine.

In order to put in place a suitable legislation as envisaged under Article 21A,

The Right of Children to Free and Compulsory Education (RTE) Act, 2009 was passed

by the Parliament on 4 August 2009 and the RTE was published in the Gazette of

India on 27 August 2009. The RTE Act, inter alia, seeks to provide that every child has

a right to be provided full time elementary education of satisfactory and equitable

quality in formal school which satisfies certain essential norms and standards.

The Constitution (Eighty-sixth amendment) Act, 2002 and the Right of Children

to Free and Compulsory Education Act, 2009 have come into force w.e.f. 1 April 2010.

The RTE Act provides children in the 6-14 age group the legal entitlement to free

and compulsory education. It has considerable implications for the implementation

strategies of SSA. Steps have been taken to harmonise the vision, strategy and norms

under SSA with the RTE mandate.

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

(NCERT)

Established in 1961, National Council of Educational Research and Training (NCERT)

is an apex resource organization of Government of India in the field of school

education. It is an autonomous organization registered under Societies Registration

Act to advise and assist the Ministry of Human Resource Development, Government

260 India 2011

of India and Departments of Education in States/Union Territories in formulation

and implementation of their policies and major programmes in the field of education,

particularly for qualitative improvement of school education.

NCERT undertakes programmes related to research, development, training,

extension, international cooperation, publication and dissemination of educational

information. Besides, NCERT acts as major agency for implementing the bilateral

cultural exchange programmes with other countries in the field of school education.

The agency also interacts and works in collaboration with international organizations,

visiting foreign experts and delegations and offers various training facilities to

educational personnel from developing countries.

Some of the major ongoing programmes of the NCERT include: innovative preservice

teacher education and counselling courses, All India School survey, survey of

research in education, transmission of educational video programmes on DD and

AIR educational channels 'Gyan Darshan' and 'Gyan Vani', and teachers training on

new textbooks through teleco teleconferencing using EDUSAT facility etc

NAVODAYA VIDYALAYA SAMITI

The National Policy on Education – 1986 envisaged setting up of model schools, one

in each district of the country. Accordingly, a scheme was formulated under which it

was decided to set up co-educational residential schools (now called Jawahar

Navodaya Vidyalayas).

Navodaya Vidyalayas are fully residential co-educational institutions

providing education up to senior secondary stage. The scheme, which started with

only two schools on experimental basis in 1985-86, has grown to 576 schools in 2009

covering as many districts in 34 States/UTs, with over 2 lakh students on rolls as on

30 September 2009.

The Vidyalayas envisaged a new style of growth with identification and development of talented, bright and gifted children predominantly from rural areas who may otherwise be denied good educational opportunities. Efforts are made to ensure that at least 33 per cent of the students enrolled are girls.

Migration is a unique feature of Navodaya Vidyalaya scheme whereby 30 per cent of students of Class IX from a Vidyalaya located in Hindi speaking area spend one academic year in a Vidyalaya located in Non-Hindi speaking area and viceversa to promote national integration through understanding of the diversity and plurality of the country’s people, their language and culture.

National Book Trust, India: The National Book Trust, India, an autonomous organisation under the Ministry of Human Resource Development was established in 1957. The activities of the NBT are: (i) publishing, (ii) promotion of books and reading, (iii) promotion of Indian books abroad, (iv) assistance to authors and publishers, and (v) promotion of children’s literature. It produces books in Hindi, English and 15 other major Indian languages under its various series and in Braille. Every alternate year, NBT organises the World Book Fair in New Delhi, which is the largest book fair in Asia and Africa. The Trust also observes 14-20 November every year as National Book Week. The trust organised 16 book fairs and participated in 8 international book fairs during 2009.