UNIT – IX

PROGRAMME AND POLICIES

Centrally sponsored Schemes and Programme : Operation Black Board Scheme – Mid day
meals – DPEP – SSA – RMSA – Mahila Samakya ; Significant recommendations of
commission and committees – National policy on education 1986, 1992. RTE (Right To
Education) Act 2009.

Centrally sponsored scheme and Programme:

Operation Black Board:

The NEP has realized the deficiency that exists in the rural schools and it has decided
to remove it through courageous programme, called Operation Black board. This programme is
expected to improve the physical facilities for and the quality of elementary education
considerably. It is proposed under this programme to ensure the provision of certain minimum
essential facilities in every primary school in the country. These includes:

 Two reasonably large rooms that and useable in all weather condition.
 Black boards and.
 Maps, Charts, and other and play materials. Steps and also proposed to be taken to obtain
land for a play found to be attached to the school.
 A peace a building to withstand the problematic condition.
 The village education committees are responsible to maintain the school building.
 The entire cost of the operation will be provided by the central government.
 At least two teachers to one teacher per class.
 The teacher has to establish a relationship with the rural parents so that the objective of
VEE is fulfilled.
 To get better results the quality of the teacher and this efficiency of class management are
more important.
 The quality of our reveal primary school can be improved only when satisfactory
guidance to the teachers and construction supervision of their work is done.
 The frequent transport of the rural areas has due to dislike or anger of the political
leadership in the locality should be discouraged.
 The current diversion of the teachers towards non-academic academic work like doing
census work or organizing mid -day meals should also be minimized.

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 15th 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 centers. In addition to free supply of food grains, the revised scheme
provided Central Assistance for (a) Cooking cost @ Re 1 per child per school day, (b) Transport
subsidy was raised from the earlier maximum of Rs.50 per quintal to Rs.100 per quintal for
special category states, and Rs.75 per quintal for other states, (c) Management, monitoring and
evaluation costs @ 2% of the cost of food grains, transport subsidy and cooking assistance, (d)
Provision of mid day meal during summer vacation in drought affected areas.

In July 2006 the scheme was further revised to provide assistance for cooking cost at the
rate of (a) Rs.1.80 per child/school day for States in the North Eastern Region, provided the NER
states contribute Rs.0.20 per child/school day, and (b) Rs.1.50 per child/school day for other
States and UTs, provided that these States and UTs contribute Rs.0.50 per child/school day.

Objectives

The objectives of the mid day meal scheme are:

 Improving the nutritional status of children in classes I-V in Government, Local Body
and Government aided schools, and EGS and AIE centres.
 Encouraging poor children, belonging to disadvantaged sections, to attend school more
regularly and help them concentrate on classroom activities.
 Providing nutritional support to children of primary stage in drought affected areas during
summer vacation.
 Avoid classroom hunger.

The programmes of Implementation:

The District primary Education programme (DPEP) and Sharva Shiksha Abiyan (SSA) are
few of the programmes of implementing primary education. Universalisation of primary
education will be possible only if the following conditions are followed.

 Universal provision, Universal enrolment and Universal retention.

It includes the access, retention, attainment (minimum level of learning-MLL) monitoring

(administration and supervision)

i) Universal provision of school facilities:

The provision of school within easy distance from the home of every child and at least single
teacher school is required. Here the building (infrastructure) and teaching learning materials
should be provided.

ii) Universal enrolment:

The prescribed age of 6-7 is observable and enrollment in schools through propaganda,
advertisement etc. In advanced nations, parents are required to pre-register the name of
children at least one year in advance, if they are to be admitted in schools for the first time.
iii) Universal retention:
 The retention of every enrolled child in school till he reaches the prescribed age or completes
the prescribed course. To avoid wastage and stagnation, the retention rate is increased with
the help of giving incentives, method of teaching and revised examinations patterns etc. This
helps retention of the children in the school.

DPEP – DISTRICT PRIMARY EDUCATION PROGRAMME:

Free and compulsory education with quality is the main function of this programme.
Objectives of DPEP:
 Enrollment of the children.
 Retention
 Attainment (MLL)
 InfrastructureBlocks resource control
(BRC) within service
 Literacy of female student.
Strategies:

 Allot Rs.10,000 to Rs.15,000 per unit for toilet and drinking water facilities.
 Reduce wastage and stagnation by suitable steps namely mid-day meals, uniforms,
learning and writing materials, scholarships, etc.
 Open non-formal education center
 Appoint trained instructors and supervisors
 Reduce the teacher student radio
 Start residential schools for SC/ST
 Awareness about educational values

Results of DPEP:

 Universal enrollment
 Increase in the retention ratio
 Completion of 5 years and minimum level of learning 5-10 years or 6-11 years
 Reduced dropouts and increased learners achievement or attainment
 Relation with local community
 Special coaching for children
 In-service training for teachers

SARVA SHIKSHA ABIAN (SSA)

Free and compulsory education for all is given by this programme also. It is one of the
programme in UPE / UEE

What is Sarva Shiksha Abhiyan?

 A programme with a clear time frame for universal elementary education.

 A response to the demand for quality basic education all over the country.
 An opportunity for promoting social justice through basic education.
 An effort at effectively involving the Panchayat Raj Institutions, School Management
Committees, Village and Urban Slum level Education Committees, Parents’
Teachers’ Associations, Tribal Autonomous Councils and other grass root level
structures in the management of elementary schools.
 An expression of political will for universal elementary education across the country.
 A partnership between the Central, State and the local government.
 An opportunity for States to develop their own vision of elementary education..
Objectives of Sarva Shiksha Abian: (SSA)

 All children are admitted in schools by 2003 should be enrolled in schools.

 All children complete 5 years of primary schooling by 2007.
 All children complete 8 years of elementary schooling by 2010.
 Focus on elementary education of satisfactory quality with emphasis on education for life.
  Bridge all gender of social category gap.
 Universal retention by 2010.

Difference between DPEP and SSA:

DPEP SSA
7 districts in Tamil Nadu (specific Places only 29 districts in Tamil Nadu and states in the
chosen). country.
It is for primary level only. For elementary level only.
It is flexible. 100% achievement is possible.

Conclusion:

It is hope that the clear vision, firm will, higher investments, greater dedication and increase
people’s participation, would be able to fulfill our goals for providing satisfactory education to
all the children in the country by 2010. As the new millenniums begin we must take a fresh look
for the better future.

Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

This scheme was launched in March, 2009 with the objective to enhance access to
secondary education and to improve its quality. The implementation of the scheme
started from 2009-10. It is envisaged to achieve an enrolment rate of 75% from 52.26%
in 2005-06 at secondary stage of implementation of the scheme by providing a secondary
school within a reasonable distance of any habitation. The other objectives include
improving quality of education imparted at secondary level through making all secondary
schools conform to prescribed norms, removing gender, socio-economic and disability
barriers, providing universal access to secondary level education by 2017, i.e., by the end
of 12th Five Year Plan and achieving universal retention by 2020.
Important physical facilities provided under the scheme are:
(i) Additional class rooms, (ii) Laboratories, (iii) Libraries, (iv) Art and crafts room, (v) Toilet
blocks, (vi) Drinking water provisions and (vii) Residential Hostels for Teachers in remote areas.
Important quality interventions provided under the scheme are:
(i) appointment of additional teachers to reduce PTR to 30:1, (ii) focus on Science, Math and
English education, (iii) In-service training of teachers, (iv) science laboratories, (v) ICT enabled
education, (vi) curriculum reforms; and (vii) teaching learning reforms.

Important equity interventions provided in the scheme are:

1. special focus in micro planning

2. preference to Ashram schools for up gradation
3. preference to areas with concentration of SC/ST/Minority for opening of schools
4. special enrolment drive for the weaker section
5. more female teachers in schools; and
6. separate toilet blocks for girls.
Implementation mechanism of the Scheme
The scheme is being implemented by the State government societies established
for implementation of the scheme. The central share is released to the implementing
agency directly. The applicable State share is also released to the implementing agency
by the respective State Governments.
Revision of certain norms of the Scheme
The Government of India has approved the following revised norms of RMSA, with effect from
01.04.2013 :
 To permit State/UT Governments to use State Schedule of Rates(SSOR) or CPWD Rate,
(whichever is lower) for construction of civil works permissible under the RMSA.
 To increase the Management, Monitoring Evaluation and Research (MMER) from 2.2
percent to 4 percent of the total outlay under the programme, with 0.5 percent of the 4
percent earmarked for national level and the rest of the 3.5 percent as part of the State
allocation. In cases of States where even with this enhanced allocation of 3.5 percent
MMER would not be adequate and would hamper the activities under the head, within
the 3.5 percent of the overall State MMER component; variations across State/UTs can
be approved by the PAB, subject to a maximum of 5 percent of the outlay in any
particular State/UT.
 To subsume the other Centrally Sponsored Schemes of Secondary Education–
Information and Communication Technology (ICT)@ School, Girls’ Hostel, Inclusive
Education for Disabled at Secondary Stage(IEDSS) and Vocational Education(VE) in
their existing form under the Umbrella of RMSA.
 To extend the benefits of RMSA to aided Secondary Schools (excluding infrastructure
support/core areas, i.e. Teacher’s salary and Staff salary) for quality interventions as per
RMSA umbrella schemes components for aided schools.
 To continue existing fund sharing pattern of 72:25 for the remaining of the 12th Plan the
period for non-NER States and 90:10 for NER States (including Sikkim).
 To authorize the RMSA Project Approval Board (PAB) of the Ministry of Human
Resource Development to consider for approval Integrated Plan of the umbrella scheme
of RMSA, including the four subsumed Centrally Sponsored Schemes of Secondary
Education.
 To authorize the release of funds to the RMSA State Implementation Society directly for
all components of the RMSA umbrella scheme.
Mahila Samakhya Programme
“Education will be used as an agent of basic change in the status of woman. In order
to neutralise the accumulated distortions of the past, there will be a well-conceived edge
in favour of women. The National Education System will play a positive, interventionist
role in the empowerment of women. It will foster the development of new values through
redesigned curricula, textbooks, the training and orientation of teachers, decision-makers
and administrators, and the active involvement of educational institutions. This will be an
act of faith and social engineering…” NPE, 1986
The National Policy on Education, 1986 recognised that the empowerment of women
is possibly the most critical pre-condition for the participation of girls and women in the
educational process. The Mahila Samakhya programme was launched in 1988 to pursue
the objectives of the National Policy on Education, 1986. It recognised that education can
be an effective tool for women’s empowerment, the parameters of which are:
  enhancing self-esteem and self-confidence of women;
 building a positive image of women by recognizing their contribution to the society,
polity and the economy;
 developing ability to think critically;
 fostering decision making and action through collective processes;
 enabling women to make informed choices in areas like education, employment and
health (especially reproductive health);
 ensuring equal participation in developmental processes;
 providing information, knowledge and skill for economic independence;
 enhancing access to legal literacy and information relating to their rights and entitlements
in society with a view to enhance their participation on an equal footing in all areas.

National Policy on Education

History
Since the nation's independence in 1947, the Indian government sponsored a
variety of programmes to address the problems of illiteracy in both rural and urban India.
Maulana Abul Kalam Azad, India's first Minister of Education, envisaged strong central
government control over education throughout the country, with a uniform educational
system. The Union government established the University Education Commission (1948–
1949) and the Secondary Education Commission (1952–1953) to develop proposals to
modernise India's education system. The Resolution on Scientific Policy was adopted by
the government of Jawaharlal Nehru, India's first Prime Minister. The Nehru government
sponsored the development of high-quality scientific education institutions such as the
Indian Institutes of Technology. In 1961, the Union government formed the National
Council of Educational Research and Training (NCERT) as an autonomous organisation
that would advise both the Union and state governments on formulating and
implementing education policies.[1]
1968
Based on the report and recommendations of the Education Commission (1964–
1966), the government of Prime Minister Indira Gandhi announced the first National
Policy on Education in 1968, which called for a "radical restructuring" and equalise
educational opportunities in order to achieve national integration and greater cultural and
economic development.[2] The policy called for fulfilling compulsory education for all
children up to the age of 14, as stipulated by the Constitution of India, and the better
training and qualification of teachers.[2] The policy called for focus on learning of
regional languages, outlining the "three language formula" to be implemented in
secondary education - the instruction of the English language, the official language of the
state where the school was based, and Hindi, the national language.[2] Language education
was seen as essential to reduce the gulf between the intelligentsia and the masses.
Although the decision to adopt Hindi as the national language had proven controversial,
the policy called for use and learning of Hindi to be encouraged uniformly to promote a
common language for all Indians.[2] The policy also encouraged the teaching of the
ancient Sanskrit language, which was considered an essential part of India's culture and
heritage. The NPE of 1968 called for education spending to increase to six percent of the
national income.[2] As of 2013, the NPE 1968 has moved location on the national website.
[3]
1986
Having announced that a new policy was in development in January, 1985, the
government of Prime Minister Rajiv Gandhi introduced a new National Policy on
Education in May, 1986.[4] The new policy called for "special emphasis on the removal of
disparities and to equalise educational opportunity," especially for Indian women,
Scheduled Tribes (ST) and the Scheduled Caste (SC) communities.[4] To achieve such a
social integration, the policy called for expanding scholarships, adult education,
recruiting more teachers from the SCs, incentives for poor families to send their children
to school regularly, development of new institutions and providing housing and services.
[4]
The NPE called for a "child-centred approach" in primary education, and launched
"Operation Blackboard" to improve primary schools nationwide. [5] The policy expanded
the open university system with the Indira Gandhi National Open University, which had
been created in 1985.[5] The policy also called for the creation of the "rural university"
model, based on the philosophy of Indian leader Mahatma Gandhi, to promote economic
and social development at the grassroots level in rural India.[5]
1992
The 1986 National Policy on Education was modified in 1992 by the P.V.
Narasimha Rao government.[6] In 2005, Prime Minister Manmohan Singh adopted a new
policy based on the "Common Minimum Programme" of his United Progressive Alliance
(UPA) government.[7] Programme of Action (PoA), 1992 under the National Policy on
Education (NPE), 1986 envisaged conduct of a common entrance examination on all
India basis for admission to professional and technical programmes in the country. For
admission to Engineering and Architecture/Planning programmes, Government of India
vide Resolution dated 18 October 2001 has laid down a Three – Exam Scheme (JEE and
AIEEE at the National Level and the State Level Engineering Entrance Examinations
(SLEEE) for State Level Institutions – with an option to join AIEEE). This takes care of
varying admission standards in these programmes and helps in maintenance of
professional standards. This also solves problems of overlaps and reduces physical,
mental and financial burden on students and their parents due to multiplicity of entrance
examinations.
Recent Developments
 Sarva Shiksha Abhiyan (SSA)/Right to Education (RTE)
 National Programme for Education of Girls at Elementary Level (NPEGEL)
 Rashtriya Madhyamik Shiksha Abhiyan (RMSA) for development of secondary
education, launched in 2009.[8][9]
 Inclusive Education for the Disabled at Secondary Stage (IEDSS IEDSS)
 Saakshar Bharat (Saakshar Bharat)/Adult Education [10]
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for development of higher education, laucnhed in
2013.[11]
The Main Features of National Policy on Education
What are the Main Features of National Education Policy?
1. Role of Education
Education is responsible for the all round development of the individuals. It is also responsible
for cultural assimilation and provides strength to democracy, secularism. Education constructs
the nation at every level, creates self-sufficiency and search new areas of development.
2. National System of Education
Though Education is a state subject, this policy provides a National System of Education, i.e., 10
+ 2 + 3 system.
3. 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.
4. Education of Scheduled Castes
Socially and economically deprived scheduled castes are the backbone of our society. They need
proper development and place in the society. Scholarships, hostel facilities, adult education
programmes are being introduced.
5. Women Education
New Education Policy gave special emphasis to Women Education. This statement owes that
women are the keys to nation’s progress Education of illiteracy vocational curriculum, nutrition
and child care courses, home management, etc., are given priority
6. Education for Tribes
This policy gave main emphasis to the education of tribes. Residential Ashram Schools have
been opened for them; scholarships for higher education are given.
7. 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.
8. Education for other Backward Classes
A large number of backward classes, minority classes have not been given any opportunity for
education. These classes have a very crucial situation. They are socially and economically
deprived due to their profession, but they usually linked themselves with higher varnas thus
upper castes do not give them social sanction.
Education is the only way to give them chance to co-operation with the society.
As far as the secondary education is concerned, vocationalization of it is introduced. At Higher
education stage, autonomy will be given to good colleges.
Integrated education for disabled children
It has been established scientifically that disabled children with mild handicaps make better
progress academically and psychologically if they study with the normal children.
To integrate these children with others in common schools, a revised scheme of Integrated
Education for Disabled Children was started during 1987-88.
Admissible items of expenditure are books and stationery allowance, transport allowance,
uniform allowance, readers allowance (for blind children), escort allowance (for orthopedically
handicapped with lower extremity disabilities), equipment allowance and wherever necessary
hostel charges.
Training facilities are also provided by NCERT and four regional colleges of education. The
scheme is at present in operation in Andhra Pradesh, Bihar, Goa, Gujarat, Haryana, Jammu and
Kashmir, Himachal Pradesh, Karnataka, Kerala, Madhya Pradesh, Maharashtra, Manipur,
Mizoram, Nagaland, Orissa, Punjab, Rajasthan, Tamil Nadu, Uttar Pradesh, Delhi, Andaman and
Nicobar Islands and Daman and Diu. By the end of 1993-94 about 40,000 disable children in
over 9,000 schools were covered under the scheme.
Educational concessions to children
The Centre and most of the State Governments and Union Territories offer educational
concessions to children of the defence personnel and paramilitary forces killed or permanently
disabled during Indo-China hostilities in 1962 and Indo-Pakistan operations in 1965 and 1971
Education of SC/ST/OBC
Pursuant to the National Policy on Education, the following special provisions for SCs and STs
have been incorporated in the existing schemes of the Departments of Elementary Education &
Literacy and Secondary & Higher Education:
(a) Relaxed norms for opening of primary schools;
(b) A primary school within one km walking distance from habitations of 200 population instead
of habitations of 300 population;
(c) Abolition of tuition fee in all states in government schools at least up to primary level. Most
of the states have abolished tuition fee for SC/ST students up to senior secondary level;
(d) Providing incentives like free text-books, uniforms, stationery, school bags, etc., to these
students;
(e) The major programmes of the Department of Education, viz., District Primary Education
Programme (DPEP), Lok Jumbish, Shiksha Karmi, Non-Formal Education (NFE) and National
Programme for Nutritional Support to Primary Education accord priority to areas of
concentration of SCs and STs;
(f) 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 including Central universities to ensure
proper implementation of the reservation policy;
(g) To improve academic skills and linguistic proficiency of students in various subjects and
raising their level of comprehension, remedial and special coaching is provided for SC/ST
students.
IITs have a scheme under which SC/ ST students who marginally fail in the entrance
examination are provided one year preparatory course and those who qualify are then admitted to
the First Year of the B. Tech. Course;
(h) Out of 43,000 scholarships at the secondary stage for talented children from rural areas
13,000 scholarships are exclusively reserved for SC/ST students, seventy scholarships are
exclusively reserved for SC/ST students under the National Talent Search Scheme;
(i) SC/ST candidates are provided relaxation up to 10 per cent cut off marks for the Junior
Research Fellowship (JRF) test and all the SC and ST candidates qualifying for the JRF are
awarded fellowship;
(j) 50 Junior Fellowships are awarded every year in science and humanities including social
sciences to SC/ST candidates who appear in National Eligibility Test (NET) and qualify the
eligibility test for lectureship;
(k) UGC provides relaxation of 5 per cent from 55 per cent to 50 per cent at the Master’s level
for appointment as lecturer for SC/ST candidates. The Commission has also reduced minimum
percentage of marks required for appearing in the NET examination to 50 per cent at Master’s
level for SCs/STs;
(1) The Central Institute of Indian Languages, Mysore has a scheme of development of Indian
Languages through research, developing manpower, production of materials in modern Indian
Languages including tribal languages.
The Institute has worked in more than 75 tribal languages; and
(m) 146 districts have been identified as low female literacy districts to be given focussed
attention by the Centre as well as States/UTs for implementation of programmes/ schemes.
The allocation of Rs. 889.98 crore and Rs. 436.54 crore have been made under the Special
Component Plan and Tribal Sub-Plan (TSP) for SCs and STs respectively. This accounts for
16.33 per cent and 8.01 per cent of the total outlay.
Minorities Education
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.
The objective of scheme of Area Intensive Programme for Educationally Backward Minorities is
to provide basic educational infrastructure and facilities in areas of concentration of
educationally backward minorities which do not have adequate provision for elementary and
secondary schools. Under the scheme cent per cent assistance is given for:
(i) establishment of new primary and upper primary schools, non-formal education centres,
wherever necessary;
(ii) strengthening of educational infrastructure and physical facilities in the primary and upper
primary schools; and
(iii) Opening of multi-stream residential higher secondary schools for girls belonging to the
educationally backward minorities.
Can literacy can be expanded through distance education
Peter says-‘Distance education is a method of indirect instruction, implying geographical and
emotional separation of teacher and taught whereas, in main stream education, the relationship
between a teacher and student in class room is based upon social norms, in distance education, it
is based upon technological rules.
Jack Foks stated the Distance education-‘Distance education is a mode of learning with certain
characteristics which distinguish it from the campus based mode of learning.
Growth of distance education in India
About 25 years ago, correspondence education in India was started as a pilot project in the
University of Delhi. The success of this experiment encouraged other universities to take up
instructions through the distance education.
By 1985, 31 universities adopted this scheme. About 40000 students at various levels were
enrolled by the universities under this scheme. Though the universities are providing education
through this media, but there was a great demand for an open university. As a result in 1985, the
Govt, of India decided to set up Indira Gandhi National Open University. The focal points of this
university are as under:
(i) To promote Open University and distance education system.
(ii) To determine the standards of teaching evaluation and research in such system.
(iii) To allocate and disburse grants to colleges, whether admitted to its privileges or not, or to
any other university or institution of higher learning as may be specified by the statutes.
Indira Gandhi National Open University is providing Degrees in B.A., B.Sc. and B.Com.,
Diploma Course in Distance education, Creative writing, Nutrition, Management, Local Self-
Government, Library Science, Banking, etc.
Separate Radio and T.V. channels have been started to broadcast and telecast the educational
programmes.
As a measure for implementation, the programme of Action has also favoured and recommended
Open Universities System to provide higher education through non-formal channel. The main
suggestions and recommendations of this Action Programme are given as under:
(i) Action Programme suggested the Open University System. This should be cost-effective,
flexible and innovative.
(ii) Indira Gandhi National Open University has been established and is running effectively.
(iii) Non-formal education system should be structured on modular pattern.
(iv) Network of course is framed.
(v) Quality of programmes be ensured.
(vi) Minimum level of learning should be objectively assessed.
(vii) Separate Radio and Television channels are used for the use of distance education.
(viii) Financial Assistance will be ensured very carefully.
Advantages of distance education
National Education Policy, 1986 has rightly stressed that distance education will provide many
opportunities for education and will lessen the burden of formal education. The advantages of
Distance Education are as under:
1. Reliable
Distance education is reliable. It has the cost- effective alternative and new means of
communication.
2. Education at Learners’ Door
Distance education is the only way which provides the education to the learner at his door. It
provides equal educational opportunities even to those who used to live in remote areas.
3. Beneficial to Adults
Distance education provides many benefits to adults. They may up-to-date themselves for the
development of skills and knowledge.
4. Variety of Programme
Distance education provides variety programmes according to the needs of the learners.
5. Co-ordination
Distance education is the co-ordination of various educational factors, i.e., general, basic,
professional, technical, life-long, in-service and expansion.
6. Learner Centered
Distance education is learner-centered; therefore, there is no doubt in its success.
7. Freedom
This system provides freedom to learner. A learner learns according to his needs, conditions and
facility.
8. Minimizing Pressures
Distance education minimizes the educational pressures caused by the explosion of population.
9. Educational Needs
Distance education fulfils the need of society through variety of educational programmes.
Distance education is still in experimental stage. Even then nobody will disagree that this system
will be helpful to solve our educational problems and minimize the pressure of population over
the traditional system of education.
Right to Education
The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in
the Constitution of India to provide free and compulsory education of all children in the
age group of six to fourteen years as a Fundamental Right in such a manner as the State
 may, by law, determine. The Right of Children to Free and Compulsory Education (RTE)
Act, 2009, which represents the consequential legislation envisaged under Article 21-A,
means that every child has a right to full time elementary education of satisfactory and
equitable quality in a formal school which satisfies certain essential norms and standards.
Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the
RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no
child, other than a child who has been admitted by his or her parents to a school which is
not supported by the appropriate Government, shall be liable to pay any kind of fee or
charges or expenses which may prevent him or her from pursuing and completing
elementary education. ‘Compulsory education’ casts an obligation on the appropriate
Government and local authorities to provide and ensure admission, attendance and
completion of elementary education by all children in the 6-14 age group. With this, India
has moved forward to a rights based framework that casts a legal obligation on the
Central and State Governments to implement this fundamental child right as enshrined in
the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.
The RTE Act provides for the:
 Right of children to free and compulsory education till completion of elementary
education in a neighbourhood school.
 It clarifies that ‘compulsory education’ means obligation of the appropriate government
to provide free elementary education and ensure compulsory admission, attendance and
completion of elementary education to every child in the six to fourteen age group. ‘Free’
means that no child shall be liable to pay any kind of fee or charges or expenses which
may prevent him or her from pursuing and completing elementary education.
 It makes provisions for a non-admitted child to be admitted to an age appropriate class.
 It specifies the duties and responsibilities of appropriate Governments, local authority and
parents in providing free and compulsory education, and sharing of financial and other
responsibilities between the Central and State Governments.
 It lays down the norms and standards relating inter alia to Pupil Teacher Ratios (PTRs),
buildings and infrastructure, school-working days, teacher-working hours.
 It provides for rational deployment of teachers by ensuring that the specified pupil
teacher ratio is maintained for each school, rather than just as an average for the State or
District or Block, thus ensuring that there is no urban-rural imbalance in teacher postings.
It also provides for prohibition of deployment of teachers for non-educational work, other
than decennial census, elections to local authority, state legislatures and parliament, and
disaster relief.
 It provides for appointment of appropriately trained teachers, i.e. teachers with the
requisite entry and academic qualifications.
 It prohibits (a) physical punishment and mental harassment; (b) screening procedures for
admission of children; (c) capitation fee; (d) private tuition by teachers and (e) running of
schools without recognition,

It provides for development of curriculum in consonance with the values enshrined in the
Constitution, and which would ensure the all-round development of the child, building on the
child’s knowledge, potentiality and talent and making the child free of fear, trauma and anxiety
through a system of child friend
INDEPENDENT INDIA AND THE EDUCATION COMMISSIONS
Central Advisory Board of Education
In 1948, the Central Advisory Board held its 14 th meeting, in which it reflected upon
secondary education. It put forth the suggestion for the appointment of a commission, whose
main functions could be to 1. Evaluate the existing secondary education in the country, and 2.
Give suggestions for the problems relation to it.
The government of India was requested to appoint a commission for determining the
objectives and purposes, and suggesting solutions of the problems of basic, secondary and
university education. This requirement was then reiterated in 1951.

University Education Commission 1948

A University Education Commission was appointed in 1948 under the Chairmanship of
Dr.Radhakrishnan. This Commission cane forward with numerous significant suggestions for the
improvement of education at the university level, and in consequence the following changes
occurred.
 Emphasis was placed upon teacher education and training.
 The curriculum was made comprehensive and diverse to accommodate the interests,
abilities and talents of students.
 Research began to hourish.
 Religious and moral education came to be imparted.
 Importance was given to the three-language formula for solving the language problem.
 Many reforms in the system of examination were carried out.

Mudaliar Commission 1952-53

A secondary Education Commission was appointed in 1952-53 for the reorganization of

secondary education. Dr. Lakshmanswami Mudaliar was appointed its chairman. The
recommendations of this commission brought forth the following changes in education-
1) The Higher secondary programme was extended to 11 years.
2) Stress was laid on the establishment of multipurpose schools.
3) The curriculum was made comprehensive and varied.
4) Objective testing was given importance.
5) Schemes for welfare of teachers were proposed.
Jurisdiction: The sphere of operation of this commission and the issues it was to examine were
stated thus- 1.Evaluation of every aspect of secondary education in India and throwing light upon
it. 2. Giving suggestions for the improvement and reorganization of secondary education.
This Commission considered the defects of secondary education and determined its
objectives in the light of the following needs- 1.Development of qualities of character through
education, propagation of nationalism and secularism. 2. Increase in productive capacity so as to
bring about an increase in national wealth. 3. Improvements in education.
Objectives of Education:
o Development of democratic citizenship.
o Training in the art of living.
o Development of personality.
o Supply of professional skills.
o Training for leadership.
o Propagation of love country.
The Secondary Education Commission determined the period of education at 7 years,
intended for children between 11 and 17 years of age. It was divided into two parts- 1) 3 years
for middle education, and 2) 4 years of higher secondary education. Provision was also made for
a three-year degree course.
Kothari Commission 1964-66
Under the Chairmanship of Dr. Daulat S.Kothari, a National Education Commission was
set up in 1964. It put forward national education scheme for the next 20 years. This Commission
has given Indian education a new direction. The Commission has reflected upon the entire
spectrum of education, from its objectives to its economic aspects and in consequence, it has
raised many illumination questions for the country’s educationists to reflect upon.
In the context of establishment of this commission, the Central government stated on July
14, 1964, that the commission had been appointed to reflect upon the advise the government on
educational policies, national standards of education, and the potential for development in every
sphere of education. The prefatory statement throws light on
1. Education and national ideals.
2. Method of education, its structure and level.
3. The standard of the teacher.
4. Teacher training.
5. Enrolment and manpower.
6. Equality in the opportunities for obtaining education.
7. The parameters of educational problems of schools.
8. Method of education, direction or guidance, and evaluation.
9. School education, administration and inspection.
10. Environment for higher education and programmes.
11. Sovereignty of universities.
12. Agricultural education.
13. Professional, technical and engineering education.
14. Scientific education and research.
15. Adult education.
16. Educational planning and administration and
17. The economics of education.
 With reference to the prospectus of this Commission, the contemporary minister for
education, Sh.Muhammed Karim Chagla, said that the prospectus was a kind of Magna Carta for
teachers. In it, thought had been given to national and social service, salaries of teachers, the
three-language formula, etc. This preface led to many important turning points in the sphere of
education. Of these, the three language formula became a subject of considerable discussion.
Conclusion
Since independence, there has been a remarkable quantitative increase in the educational sphere.
The number of schools has increased, and so have the students, but the objectives of education
could not be achieved. Many new professional institutions came into existence, as did many new
universities. There were many and varied experiments in education.

The National Policy on Education

By New Education Policy we refer to three documents which were published one after the other
in a logical sequence;-

Challenge of Education (1985)

National policy on Education (1986)

Programme of Action ( 1992 Revised )

The policy was initiated by Shri. Late Rajiv Gandhi, the then Prime Minister soon
after assuming charge as Prime Minister in 1984, Shri. Rajiv Gandhi addressed the nation
and indicated the need for a New Education Policy. Justifying his claim he said that as we
are placed on threshold of 21st Century which will be a century of unprecedented
scientific inventions and discoveries and technological progress we should prepare the
younger generation to face the challenges of this century.

His announcement evoked mixed response. But teachers, educational

administrators did not feel that there is a need for a New Education Policy as they were
busy implementing Kothari

commission policy (1968). This policy deviated from usual convention. No committee was
appointed. No chairman was entrusted with the responsibility of formulating a policy. On the
other hand the draft document was prepared by the Ministry of Human Resources Development.
Copies of the draft were sent down to people for discussion and comments. Suggestions were
incorporated and the policy was released in 1986.
MAY GOD BLESS