Department of Open & Distance Learning

Punjabi University, Patiala

Class : B.Ed.-I Semester : 2

Paper : IX (Educational Planning Unit: II
and Policy in Contemporary India) Medium : English

Lesson No.
2.1 : The Indian Education Commission (1964-66)
2.2 : National Education Policy (1986)
2.3 : Revised Education Policy (1992) POA
2.4: Recommendations of National Education Policy 2020
2.5: Recommendations of National Knowledge Commission (2005)
2.6: Birla Ambani report on Privatization of higher Education
2.7: Skill Development mission (2014)

Department website : www.pbidde.org

B.ED. PART-I PAPER-IX
Semester-II

LESSON NO.2.1 WRITER: DR. DOLLY MANGAT

The Indian Education Commission (1964-66)
Structure :
2.1.1 Objectives
2.1.2 Introduction
2.1.3 Aims of Indian Education Commission
2.1.3.1 Education and National Objectives
2.1.3.2 Educational Structure and Standard
2.1.3.3 Equalisation of Educational Opportunities
2.1.3.4 Expansion of School Education
2.1.3.5 School Curriculum
2.1.3.6 School Administration and Supervision
2.1.3.7 Higher Education
2.1.3.8 Teacher Status
2.1.3.9 Adult Education
2.1.4 Questions for Self Evaluation
2.1.5 Suggested Questions
2.1.6 Suggested Readings and Web Sources
2.1.1 Objectives :
After reading this lesson the students will be able to know about the :
* Indian Education Commission (1964-66).
* Aims of Indian Education Commission.
* Education Ladder
* Teacher Education and Adult Education.
2.1.2 Introduction :
The main purpose of setting up this commission was to study the various
problems of education in the country to evolve a National System of Education.
This commission was appointed on July 14, 1964 under the chairmanship of Dr.
D.S. Kothari, Chairman, University Grants Commission, New Delhi. The
commission began its task on October 2,1964 and submitted its report on June
29, 1966 to the Union Education Minister.
2.1.3 Aims of Indian Education Commission :
The commission studied the problems of education in India and submitted
its 1600-page report to Education Minister of India.
The commission asserted that the progress of the country development of
finance, social security and welfare activities can be ensured only through
education. Therefore, the commission recommended that education should be
given highest priority in any scheme of national development.
B.Ed. Part-I 2 Paper-IX

2.1.3.1 Education and National Objectives :

Education should be in accordance with the life and needs of the person so
that national objectives may be achieved. Following are the five objectives which
should be achieved through a five point programme :
(i) Increase in Production
(ii) Social and national integration.
(iii) Consolidation of democracy.
(iv) Speeding the process of modernisation.
(v) To build the character through the development of social and
spiritual values.
2.1.3.2 Educational structure and standard :
General Education should last for a period of 10 years : four years of lower
primary, three years of higher primary and three years of lower secondary
education. Prior to general education primary education should be given from 1
to 3 years. The commission recommended that the Graduate course should be
extended from 2 to 3 years.
2.1.3.3 Equalisation of Educational opportunities :
In India two types of inequalities are found in the field of education :
(a) In the education of boys and girls
(b) In the education of developed and backward classes.
In order to remove these inequalities, lower secondary education should
be made free and there after in the period of 10 years, higher secondary and
university education should be given free to the poor and meritorious students.
The cost of education has to be reduced. In the libraries of educational institution,
sufficient number of text-books should be kept and meritorious students should
be granted financial help to help them purchase books.
Fifteen percent students should be granted scholarships at secondary
education stage and by 1976, fifteen percent students of pre-graduate courses
should be granted scholarships. This percentage should be increased to 25 by
the year 1986. A system of university scholarship should be started, 500
scholarships should be granted to the students, who should be selected to receive
education in foreign countries.
2.1.3.4 Expansion of school education :
School education needs to be greatly expanded. Centres should be opened
in each district and state. Managers of the private schools be encouraged to expand
primary education by the year 1975-76 and by the year 1985-86 provision should
be made for primary education to all the boys and girls upto the age of five and
seven respectively. Twenty percent and 50 percent of the students at Lower
secondary stage and higher secondary stage respectively be given professional
education. The number of students should be regulated at this stage.
B.Ed. Part-I 3 Paper-IX

2.1.3.5 School Curriculum :

To remove the defects of the prevalent curriculum of the schools, the
commission made the following curriculum plan for different classes :
1. Lower Primary (Class I to IV)
(i) One Language (mother tongue or regional language)
(ii) Mathematics.
(iii) Study of environment-science and social studies should be taught
in class III and IV.
(iv) Creative activities.
(v) Work-experience and social service.
(vi) Health education.
2. Higher Primary (Class V to VII)
(i) Two languages :
(a) Mother tongue or regional language.
(b) Hindi or English.
(ii) Mathematics.
(iii) Science.
(iv) Social Studies or History, Geography and Civics.
(v) Art.
(vi) Work-experience and social service.
(vii) Physical education.
(viii) Education on moral and spiritual values.
3. Lower Secondary (Class VIII to X)
(i) Three languages in non-Hindi speaking areas, generally there
should be the following languages :
(a) Mother languages or regional language.
(b) Hindi in higher or lower standard.
(c) English in higher or lower standard.
In the Hindi speaking areas, generally there should be the following
languages :
(a) Mother languages or regional language.
(b) English (or Hindi if English has been taken as mother tongue.)
(c) One modern Indian languages besides Hindi.
(ii) Mathematics.
(iii) Science.
(iv) History, Geography and Civics.
(v) Art.
(vi) Work-experience and social service.
(vii) Physical education.
B.Ed. Part-I 4 Paper-IX

(viii) Education of moral and spiritual values.

4. Higher Secondary (XI to XII Class)
(i) Any two languages which should include any modern Indian
language, any modern foreign and any classical language.
(ii) Any three subjects to be selected from the following subjects :
(a) One additional language.
(b) History.
(c) Geography.
(d) Economics.
(e) Logic.
(f) Psychology.
(g) Sociology.
(h) Art.
(i) Physics.
(j) Mathematics.
(k) Biology.
(l) Geology.
(m) Home Science.
(iii) Work experience and social service.
(iv) Physical education.
(v) Art and craft.
(vi) Education in moral and spiritual values.
2.1.3.6 School Administration and Supervision :
According to the commission administration should be kept separate to the
supervision and teaching, Provision should be made for common school system of
public education. For administrative purposes, upto district stage administration
should be in the hands of District School Board. In Secondary schools work of
supervision should be conducted by Education Department. A State Board of Schools
should be established in each state in order to perform the work of prevalent
Secondary Education Board. A National Board of Education should be established
in the Ministry of Education in order to advise the Government in regard to school
education.
2.1.3.7 Higher Education :
The U.G.C. should develop six universities from among the existing
universities into major universities where best type of graduation, teaching and
research work should be performed. Clusters of advance courses should be started
in each university. The teachers imparting education in universities and schools
should be sent to major universities to acquire knowledge related to their subjects.
During the session, the teachers as well as students should not be allowed to
leave one institution and join the other institution. The system of selective
B.Ed. Part-I 5 Paper-IX

admission should be adopted in order to admit students in the university. Regional

language should be the medium of the pre-graduate courses. The examiners should
be given remuneration for examining the answer-books. Wherever there are degree
colleges, they should be organised into Universities.

2.1.3.8 Teacher Status :

It is necessary to improve the economic, social and professional status of the

teacher. The scale of pay of teachers of Government and non-government schools
should be the same. A suitable increase should be allowed in the scales of the pay
of teacher. The following scales of pay to teacher at different stages of education are
recommended :
Scales of Pay of Teachers
Teachers Pay
1. Secondary Course passed,
Untrained teachers of primary
school. Minimum Salary Rs. 100/-

2. Above mentioned teachers

after 5 years of service. Minimum Salary Rs. 125/-

3. Secondary course passed and

trained (having completed two years
training course) teachers of primary
schools. Minimum Salary Rs. 125/-

4. Above mentioned teachers after

5 years of service. Minimum Salary Rs. 150/-

5. Teachers having passed Secondary

course and two year’s training. Minimum Salary Rs. 150/-

6. Above mentioned teachers after

20 years of service. Minimum Salary Rs. 250/-

7. 15 per cent teachers selected

from category 6 Minimum Salary Rs. 250/-
300/-
8. Graduate having completed one
year’s training course Minimum Salary Rs. 220/-

9. Above mentioned teachers after

20 years of service. Minimum Salary Rs. 400/-
B.Ed. Part-I 6 Paper-IX

10. 15 per cent teachers selected

from category 9. Minimum Salary Rs. 400/-
600/-
11. Untrained graduates so long as
they do not complete their
training Minimum Salary Rs. 220/-

12. Teachers working in Secondary

schools conducting graduate
course. Minimum Salary Rs. 300/-
600/-
13. Above mentioned teachers after
completing their training. One year’s increment in their
existing salary

14. Heads of the Secondary Schools. Their salaries will depend upon
their respective abilities and size
of the schools.

15. Teachers of affiliated Colleges. 1. Lecturer Jr. Scale 400-25-600.

2. Lecturer Sr. Scale 400-30-640-
40-800
3. Sr. Lecturer or Reader
700-40-1100
4. Principal
I. 700-40-1100
II. 800-50-1500
III. 1000-50-1500

16. University teachers. 1. Lecturer 400-40-800-50-950

2. Reader 700-50-1250
3. Professor 1000-50-1300-90-1600
Th er e sh ou l d be n o discr i m in at i on an d di st in ct i on bet ween t h e t each er s
of Gover n m en t an d n on - Gover n m en t sch ool s i n r egar d t o p ay scal es an d
con dit i on s of ser vice. Pr oper facil it i es of r esiden ce et c., sh ou ld be pr ovided t o
t h e t eacher s wor k in g in t h e r u r al ar eas.
2.1.3.8 Adult Education :
According to Kothari commission, the education of adult is of special
importance for the security and progress of the nation. The Commission suggested
that illiteracy should be ended in all the corners of India within a period of 20
years. To achieve this, schools should be converted into the centres of community
life. Comparatively more efforts should be made in the rural areas to end the
B.Ed. Part-I 7 Paper-IX

illiteracy. The curriculum of the educational institutions should be organised in

such a way that the adults may acquire general knowledge and experience. The
Commission recommended the start of correspondence courses for the expansion
of adult education. Libraries also have special importance in this connection. The
Advisory Committee on Library’s suggestion was that a net-work of libraries should
be spread throughout the country, it should be implemented vigorously. The newly
literate persons should be supplied with books and other materials according to
their interests. The programmes for teaching the adults should be organised in the
universities also. For organisation and administration of adult education, a National
Board of Adult Education should be established. Such Board should also be
established in the national level and district level.
2.1.4 Questions for Self Evaluation :
1. The I.E.C. was established on July 14, 1964. Yes/No
2. The Chairman of the Commission was Dr. D.S. Kothari. Yes/No
3. The main purpose of this commission was to study the various problems of
education and to suggest ways for improvement. Yes/No
4. The I.E.C. gave importance to school education as well as higher education.
Yes/No
5. I.E.C. suggested only English language at lower primary classes. Yes/No
6. I.E.C. suggested 2 languages for higher primary & 3 languages for lower
secondary classes. Yes/No
Answer Key : 1(Yes), 2(Yes), 3(Yes), 4(Yes), 5(No), 6(Yes)
2.1.5 Suggested Questions :
1. How has the Education Commission of 1964-66 viewed education
as a means of national development ? Explain.
2. Discuss the recommendations of the Kothari Commission for reforms
of secondary education.
3. Describe the recommendations of the commission for improvement
of teacher education.
2.1.6 Suggested Readings and Web Sources :
1. Aggarwal, J.C. : Landmarks in the History of Modern
Indian Education.
2. Govt. of India : Kothari Education Commission Report.
3. Rai, B.C. : History of Indian Education.
4. Rawat, P.L. : History of Indian Education.
Web Sources :
1. www.answers.com
2. www.thefreedictionary.com
B.ED.PART-I PAPER-IX
Semester-II

LESSON NO. 2.2 WRITER : DR.T.S. SHARMA

NATIONAL EDUCATIONAL POLICY 1986

Structure of the Lesson

2.2.1 Objectives
2.2.2 Introduction
2.2.3 Chief Features of 1986 Education Policy
2.2.4 The Contents of the Policy
2.2.5 Criticism of Review of the National Policy on Education
2.2.6 Self-Check Exercise
2.2.7 Suggested Questions
2.2.8 Suggested Books
2.2.1 Objectives
After going through the lesson the students will be able to do the following:
(1) To understand the historical perspectives of the national education
policy of education.
(2) To understand the background of National Educational Policy of 1968.
(3) To understand the need for Educational Policy of 1979 which was
never implemented.
(4) To know the Contents of Educational Policy of 1986.
(5) To know the Merits and Demerit of National Policy of Education 1986.
2.2.2 Introduction
In ancient India, education was a private affair of the people. It was neither
financed by the State nor administered by it. It was imparted in the Ashrams
situated in deep forests. The acharayas or the rishis who managed these ashrams
were independent in every way. They taught what they deemed fit and they taught
as an when they deemed proper. The kings did not interfere in the philosophy or
methodology of teaching nor did they make any suggestions with regard to curricula
or pedagogical techniques. The rishies were not in the employment of any kings, they
did not get any salaries. Rather, they provided free boarding and lodging to their
pupils. Every ashram was an autonomous institution and it followed its own policy
and programme. There was nothing known as a National Educational policy.
In medieval India the ashrams came closer to cities and the kings and the
rajas or nawabs began financing the educational institutions with cash or jagirs.
And Education was imparted in tols, pals, maktabas, madrassas or in dharamsalas
which were attached to temples or mosques. Teacher thrived on donations in general
and in some cases the salaries were also paid. But fees were not charged from
students. Education was mainly religious but there was no set policy of Education
give either by the society or by the state. The teacher enjoyed academic freedom
but had no financial autonomy.
8
B.Ed. Part-I 9 Paper-IX
Some centres of learning assumed importance because of their big size and
profound scholarship of the teachers in those centres. During the Buddha period,
even a little before the great Universities like Taxila, Nalanda, Vikramashila, Vishali
had become centres of international importance. But each centre of learning had
its own policy of education as decided by the Syndicates of the University. But
there was not even the slightest interference of the state. Of course, the kings did
occasionally looked after the financial needs of different centres of learning.
Teachers and students pursued studies on their own choice, some in philosophy,
logic, ethics, religion, business, grammar or medicine or warfare.
There was no national policy of education. Higher education was residential in
nature and solely teacher centred. National level competitions in different branches
of learning were occasionally held and from the acquisitions and accomplishments of
the students one would estimate the type of standards of teaching in different
universities.
Education in India suffered a serious set-back during the Muslim invasions.
The foreign invaders destroyed and looted the centres of learning and burnt the
libraries and killed hundreds of teachers mistaking them as soldiers in saffron robes.
Muslims were not as much interested in learning as were Hindu kings. The atrocities
committed by foreign invaders continued for a long period and continued during the
days of British rule by the East India Company. The system of education collapsed
and people began receiving education of giving education only secretly.
In modern India in 1813 when the Charter Act of the East India Company was
being renewed the British Parliament meeting in England decided that East India
Company which was acting as ruler in India should assume the responsibility of
educating the Indian natives.
It was said in the Charter Act 1813 that the Government of India would spend
a sum of one lakh of rupees each year for the revival and improvement of literature
and encouragement of the learned natives and for the introduction and promotion
of a knowledge of sciences of the inhabitants of British territories in India.
This Charter Act (1813) marks the first step in the beginning of policy framing
for education in India. Interestingly, the East India Company took the responsibility
of educating the Indian natives twenty years earlier than their home government
did the same in U.K.
Since 1813 the Government of India has been issuing regularly some sorts
o f p ol i c i e s in th e f i el d o f e d uc ati o n. T he s e p o li c i e s c am e t hro u gh th e
recommendations of Commissions and Committees on Education like Wood's
Despatch (1854), Hunter's Education Committee (1881), Sadlers' Education
Commission (1919), through Acts like Universities Act (1901) and through specific
policy resolutions like Policy Resolution of 1904 and 1913.
Between 1813 and 1921, the entire education in India was controlled by
the Central Gove rnment, the s tates had only to implement the orders and
declarations issued by the Central Government. The state governments were merely
puppets in the hands of the Central government.
B.Ed. Part-I 10 Paper-IX
In 1921, as a part of Montague Chemsford Reforms in the subject of education
was transferred from the Central list to the state list and all education except
education of the Europeans and the English people was entrusted to the care of the
State Governments. The States were given freedom to enact their own laws and
spread to promote any type of education they thought was suitable to the people of
different states. Some states were more enthusiastic than others and made
tremendous progress in the field of schools as well as college education. But some
sluggish and unenthusiastic states, ignored education. This resulted in large
variation and imbalances in the progress of education. Such imbalances have
continued up-to-date. For example, Kerala has 100% literacy against 35% literacy
in Bihar and M.P., less still in J and K state.
In 1947, India got independence and in 1950 India became a Democratic
Republic. Broad education policy of Free India has been enshrined in the Indian
Constitution.
In Independent India as provided in the Constitution education remained
included in the State list. There was as such no Education Policy which could be
called National. However, in 1948 Basic Education of Gandhiji's views was adopted
as a National Pattern of Primary education.
The government reviewed the progress of education through the reports of
(a) Radha Krishnan University Education Commission (1948), (b) Mudaliar
S e c o nd a ry E d uc a ti o n Co m m i s s i on ( 1 9 5 2 - 5 3 ) , a nd ( c ) K o thari E d u ca ti o n
C om m i ss io n (1 9 6 4 - 6 6 ). T he c hi ef re c om m e nd atio ns o f K o th ari Ed uc atio n
Commission (1964-66) which there was an agreement of the members of Parliament
were enlisted in a document called the National Policy of Education (1968). This
was the first National Policy resolution on Education in Independent India. But
since Education was a state subject so the state governments did not implement
this policy (1968) seriously and sincerely. In 1976, on the recommendations of S.
Swaran Singh Committee Report the subject of Education was taken away from the
State list and put on the concurrent list by bringing 42nd amendment in the Indian
Constitution.
The change gave legal teeth to the Central government to force the state
governments to implement the National Policy of Education (1968) in letter and
spirit. But unfortunately, the Indira Gandhi government fell and Mr. Morarji Desai
took the reins of the government. His government prepared a draft of New Education
Policy (1979). The draft was yet to be discussed in the Parliament while the
government fell again.
Mr. Rajiv Gandhi came into power in 1985 and his government declared
that they would give a new education policy to the nation. The policy which Rajiv
Government gave to India in 1986 is known as New National Education Policy.
2.2.3 Chief Features of 1986 Education Policy
There have been policy resolutions issued in 1904, 1913, 1968 and 1979
(draft). But the one issue in 1986 is in many ways different from the earlier
resolutions. The new resolution is characterised by the following features :
B.Ed. Part-I 11 Paper-IX
(a) Democratically Framed
All the earlier policy resolutions were framed by the Central government
without consulting the people. As such, they were dictatorial in nature, they were
raised from above, people were not involved in their formation. But the 1986 policy
was based on the opinions and suggestions of the people.
In 198 5 (Augus t), the Gove rnme nt of India issued a book known as
"Challenge of Education - a Policy Perspective." In this booklet, the existing situation
on education as it obtained in the country was very faithfully projected and the
mind of the government how it wanted to reform the system was also mirrored. The
booklet "Challenge of Education - A Policy Perspective" was translated into all the
Indian languages enlisted in the VIII Schedule of the Indian Constitution and
distributed free among the Indian people. All people interested in education—
teachers, lawyers, doctors, engineers, politicians, thinkers etc. were requested to
offer suggestions towards improving the system of education. A very large number
of seminars, discussions, confernces and symposia were arranged. A National
debate was initiated on the subject in hand.
Hundreds of letters, memorandums and representations were received by the
government. They were all persued and a National Policy Draft was prepared and
discussed in the Parliament. Finally, the Government of India issued a New National
Policy on Education in 1986 in May, 1986. We can declare that the New Policy on
Education has the sanction of the people and thus has been framed democratically.
(b) 21st Century Oriented
This policy is futuristic in outlook and has been formulated keeping in view
the demands of the 21st century. It has been intended to enter the 21st century
with due preparation and determination. The Preamable lays down, "There are
moments in history when a new direction has to be given to an age old process.
That moment is today. "Again Para 2.4 says : In sum, education is a unique
investment in the present and the future. This cardinal principle is the key to the
National Policy of Education."
(c) The Policy has a Legal Force behind it
When the previous Educational Policies were announced in 1904, 1913,
1968 and 1979, education was on the State list. So the policies were advisory in
nature. The Central government had no legal authority to ask the state governments
to implement the policies.
But since 1976 the position has changed. Education is on the concurrent
list and both the central government and the state governments are equal partners
in the business of education. The central government has been now legally
empowered to ask the state governments to implement the 1986 policy of education.
(d) Adequate Finances Promised
In the previous policies since Education was a state subject, no funds were
allocated towards their implementation. But in the present policy, education will
be treated as a crucial area of investment for national development and survival.
The government has promised to provide adequate funds and spend atleast 65% of
the G.N.P. on education against the preesent rate of 3.2% only.
B.Ed. Part-I 12 Paper-IX
(e) Policy is accompanied with a Plan of Action
Another characteristic of the new policy is that it is accompanied with a
detailed "Programme of Action" which lays down how each scheme envisaged in
the policy is to be implemented, evaluated and monitored. The progress of
implementation will be reviewed periodically and efforts would be made to remove
the impediments, if any.
(f) Provision for Review
The implementation of the varius parameters of the New Policy will be
reviewed every five years. Appraisals at short intervals will also be made to ascertain
the progress of implementation and the trends emerging from time to time.
2.2.4 The Contents of the Policy
The 1986 National Policy on Education is very comprehensive document
having 12 parts devoted to different aspects and areas of education. The main
characteristics are as under :
(a) In our national perception education is essential for all.
(b) The concept of national system of education implies that up to a given level,
all students, irrespective of caste, creed, location or sex, have access to
education of a comparable quality. For this, effective measures will be taken
in the direction of the Common School system recommended in the 1986
policy.
(c) The common school structure would be 10+2+3.
(d) Education will strengthen world view and motivate the younger generation
for international cooperation and peaceful co-existence.
(e) To promote equality, equal opportunities of education would be provided to
all.
(f) Minimum level of learning will be laid down for each stage of education.
(g) Life-long education will be a cherished goal of the educational process.
(h) Education will be used as an agent of basic change in the status of women.
(i) In all areas and in all dimensions rural male, rural female, urban male and
urban female education of the minorities, the handicapped and the
scheduled castes there will be equalization in education.
(j) Illiteracy will be wiped out from India by the year 2000.
(k) Universalization of elementary education will be achieved through
programme like Early Childhood Care and Education (ECCE), pre-primary
education, 8 years compulsory schooling, provision of school facilities, non-
formal education and removal of school drop out menance.
(l) Secondary education wil be strengthened multisidely and it would be rapidly
vocationalized. By the year 2000, 25% students will be covered under the
vocational stream of the 10+2+3 structure.
(m) The standards of higher education at all levels will be improved, research
will be encouraged and open universities and distance learning programmes
will be initiated.
B.Ed. Part-I 13 Paper-IX
(n) Degrees will be delinked from jobs.
(o) Rural universities will be developed on the lines of Mahatama Gandhi's idea
on education.
(p) Technical and management education will be given extra emphasis keeping
in view the rapid expansion of knowledge and the great advances in science
and technology.
(q) Efforts will be put into the functional aspects of education to ensure that
system of education should work. All teachers should teach and all students
study.
(r) The curricula at all levels will be geared to nation's needs and people's
ambitions and books will be thoroughly revised and udated.
(s) Population education will be imparted at all levels of education.
(t) Sports and Physical Education programmes will be included in the evaluation
or performance.
(u) The government and the community would endeavour to create conditions
which will help motivate and inspire teachers. A system of teacher evaluation
will be created and reasonable opportunities of promotion to higher grades
wil be provided. And the system of teacher education (i.e. preparation) would
be over-hauled.
(v) Non-government and voluntary organisations will be encouraged.
(w) Resources to the extent possible will be raised and education will be treated
as a crucial area of investment for national development and survival.
(x) The implementation of the various parameters of the new policy will be
reviewed every five years.
(y) The nation wide efforts in Human Resource Development will be intensified
and the base of the pyramid which might come close to a billion people at
the turn of the century will be strengthened.
(z) Given our tradition which has almost always put high premium on
intellectual and spiritual attainment, we are bound to succeed in achieving
our objectives.
2.2.5 Criticism and Review of the National Policy on Education
The Policy was well received in Congress ruled states but the Non-Congress
governments rose in rebellion. They tried to establish an all India organisation to
register their protest. A rally was organised in 1989 in Calcutta and it was resolved
that a signature campaign be started against the implementation of this policy.
On August 8, 1989, the retired Supreme Court Judge, Mr. R. Krishan Ayer,
who was the Chairman of the opposing group declared that the New Policy was an
attack on liberal democratic education. This policy would fail to ensure success of
primary education and remove illiteracy from the country. He appealed that the
policy may be withdrawn and a new policy be announced which the opposition
was preparing. The important area launched by Mr. Ayer were as follows :
(a) 8 years primary education should be universal.
B.Ed. Part-I 14 Paper-IX
(b) 100% children between 6 and 14 years should be brought to the
schools.
(c) Secondary education should provide bases for knowledge and
research.
(d) Secondary education should be made accessible to all children and
no child will have to walk more than a kilometer to reach a high school.
(e) Educational institutions would be provided all necessary physical
and other facilities.
(f) Scientific attitude will be inculcated in children and education would
be a secular in character.
(g) School Education Boards and Universities would be autonomous in
every way.
(h) Research will be encouraged on priority bases.
(i) Fear and frustration will have no place in education.
(j) The government will bear the entire expenditure on education.
Despite opposition the new policy was put into implementation. In the
meantime, another political event had happened after Rajiv took as Prime Minister.
When the Congress government had collapsed and V.P. Singh had been saddled in
the P.M's chair. He appointed Acharya Rama Murti Review Committee to have a
second look at 1986 policy. He had not yet submitted his report that V.P. Singh lost
the confidence of the M.Ps. and Shri Chander Shekhar took over as Prime Minister.
Acharya Rama Murti submitted his report to Shri Chander Shekhar. But he too fell
and the Congress government returned to power once again under the Prime
ministership of Mr. Narsimha Rao. The Congress began harping on the 1986 policy
of Education. But the Acharya Rama Murti Committee Report was before the
Parliament and it had to be disposed of before retaking the 1986 N.P.E.
The Central Advisory Board of Education (CABE) appointed Janardan Reddy,
the Chief Minister of Andhra Pradesh to study the Acharya Rama Murti Review
Comittee Report and modify the 1986 Policy resolution accordingly. Janardan
Reddy presented his report in 1992 to Shri Narsimha Rao. He had suggested that :
(1) Primary education be made universal.
(2) Non-formal educational programmes should be divided to bring back
the dropped out students into the folds of education.
(3) Local Advisory Committees be established to ensure the spread and
success of primary education.
(4) P rimary Ed ucation and Ad ult Education b e merged und e r the
programme of Mass Education.
Acharya Rama Murti had also suggested that Primary Education be made
the fundamental right of children. But Reddy Committee had rejected this
suggestion.
With the modifications suggested by Mr. Reddy the 1986 Education Policy
was approved by the Parliament and sent to states for implementation. Alongwith
the policy, the Action Plan 1986 was revised and rechristened as Action Plan,
1992.
Let us see what has the next Government to say about "National Education
Policy". A New Policy is in the offing, it is everybody's guess. It is heartening to not,
B.Ed. Part-I 15 Paper-IX
however, that the 1986 policy is being implemented in certain areas sincerely and
in other casually.
2.2.6 Self-Check Exercise
Questions
Answer
1. In the ancient India, there was no National Yes/No
policy of education.
2. The Muslim rulers and invaders did not have any Yes.No
national policy of education.
3. The Charter Act of 1813 made the Britishers responsible Yes/No
for Indian Education
4. During 1813 and 1921, the education system of India Yes/No
controlled by the Central Government.
5. Rajiv Gandhi government worked out the national Yes/No
policy of education 1986.
6. National Policy on education was not democratically Yes/No
prepared along with its programme of action.
7. The policy aimed at education of twenty first century Yes/No
and need not be reviewed.
8. This policy dealt in details about all levels of Yes/No
educational ladder.
9. The national policy of education 1992 is an original Yes/No
document having nothing to do with national policy of
education 1986.
10. In 1992, National Policy of education, primary Yes/No
education has been made as one of the fundamental
right of the individual.
Answer Key : (1) Yes (2) Yes (3) Yes (4) Yes (5) Yes
(6) No (7) No (8) Yes (9) No (10) No
2.2.7 Suggested Questions
1. Enlist the main recommendations of the NPE, 1986.
2. Write short notes on the following :
(a) Name the education policies in slave India and independent India.
(b) Trace in brief the history of events leading to the formulation of
1986 NPE.
(c) Why could not the 1986 policy be implemented ?
(d) Enlist six special features of NPE, 1986.
(e) Briefly discuss the views of R. Krishna Iyer about 1986 Policy.
2.2.8 Recommended Books
1. M.H.R.D., New Delhi : National Policy on Education
1986 with identifications undertaken
in 1992.
2. -do- Programme of Action, 1992
3. Sharma, T.R. : Bharti Siksha (Punjabi), Patiala,
Century Twenty one Publications,
1998
4. Ministry of Education : Challenge of Education-A Policy
Government of India Perspective, 1985
B.ED. PART-I PAPER-IX
Semester-II

LESSON NO. 2.3 WRITER : DR. HARINDER KAUR SODHI

REVISED EDUCATION POLICY OF 1992

Structure of the Lesson :

2.3.1 Objectives
2.3.2 Introduction
2.3.3 The Essence and Role of Education
2.3.4 National System of Education
2.3.5 Education for Equality
2.3.6 Reorganisation of Education at Different Stages
2.3.7 Vocationalisation
2.3.8 Higher Education
2.3.9 Open University and Distance Learning
2.3.10 Teacher and Teacher Education
2.3.11 The Management of Education
2.3.12 Resources and Review
2.3.13 The Future
2.3.14 Summary
2.3.15 Questions for Self-Evaluation
2.3.16 Suggested Books
2.3.1 Ob j ec t i v e: -
After going through this lesson the students will be able to understand and
do the following :-
(1) He will be in a position to reveal the new pattern of education.
(2) He will be able to understand the position of the weaker sections of the
society.
(3) He will be able to understand 10+2+3 pattern in a better way.
(4) He will be able to understand the importance of women education and the
ways to improve upon it.
(5) He will be able to understand the importance of Distance Education and
Open University Education.
(6) He will be able to explain different patterns of education
(7) He will be able to understand in a better way the different stages of
educational process.
(8) He will be able to understand the importance of the pattern of education.
2.3.2 Introduction :-
The Government of India has realized the importance of education in the
process of development and that the National Educational Policy of 1968 had
become outdated and was not able to lead the nation on the right path. As such a
New Policy of Education was the need of the hour. As a result of discussions,
seminars, workshops etc. which was initiated in 1984, the New Education Policy of
1986 was declared. At that time there was the governance of Congress Government in
16
B.Ed. Part-I 17 Paper-IX
India. The policy was in a quite good shape and in action when the Congress
Government was voted out, the new non-Congress Government in place of
pushing it up appointed a committee to review it under the chairmanship of
Swami Rama Murti which submitted its report in 1990. However, again the
Congress Government was established which in place of acting on the Review
Committee Report appointed an other committee to evaluate it in the light
of the report and the policy of the 1986 under the Chairmanship of Janardan
Reddy, which worked out the improved form of 1986 committee in 1992,
which along with its Plan of Action was passed in the Parliament, and put
into operation. It consists of 12 parts, the gist of them is as under :-
In the first part, the formation of committees and its terms of reference have
been explained.
2.3.3 The Essence and Role of Education
(a) Alround Development :- Education is an important aspect of development
i.e. intellectual and economic development.
(b) Cultural Role of Education : Education is to preserve and also play its role
in the development of culture. It clarifies the concepts and concentrates
upon the thought process. It plays its role in national development, scientific
outlook and freedom of thought and emotions. It also plays its role in
strengthening the democratic, socialistic and secular forces as has been
laid down in our constitution.
(c) Development of Manpower : Education plays its role in the development of
manpower. It lays the foundations of the building on which the
building of development and research is laid down. It gives a push to the
development of the nation.
(d) Unique Investment : It is a unique type of investment which shows its results
both in short term as well as long term and plays its unique role in the
national reconstruction.
2.3.4 National System of Education
(a) Concept of National System : In accordance with this concept, all the human
beings without discriminations of sex, race, religion, etc. are to be provided
quality education. For this purpose good quality schools are to be
established.
(b) New Structure of Education: Keeping in view the needs of our nation and
study of the patterns of education of other developed nations, a new
pattern of 10+2+3 has been worked out. In this pattern the 10 years school
education has further been fragmented as into three parts i.e. 5 years lower
elementary education, 3 years upper elementary education and 2 years high
school education.
(C) Common Core System : It will be based on common core system which will
be changed, if need be.
(d) National Responsibility : The whole nation will play its vital role in it and
manage the modes of providing education. The discrimination will be
uprooted and elementary education will be provided compulsorily, free
B.Ed. Part-I 18 Paper-IX
and will also be made universal. All adults will be educated. Researches
will be carried on and its findings will be put into practice.
(e) Life Long and Continuing Education : As the changes are coming so fast
that it becomes necessary to update the knowledge of workers, so a system
of continuing education needs to be established. The engaged persons and
other disadvantaged people are to be provided education to fulfill their needs
and develop their capacities, so it becomes essential that they be provided
opportunities to get education at their own pace, place, capacity etc., so
distance education will have to be developed accordingly.
2.3.5 Education for Equality
(a) Disparities : Special efforts will be made that educational inequalities be
removed and all should be provided equal opportunities of education.
Special attention will be paid to provide to those who have been deprived
of it uptil now.
(b) Education for Equality of Women : Education will be used as a tool for the
development of women so that inequalities can be removed and that their
status in the society could also raised.
(1) Raising the Status of Women : The functions which lower the status of
women will be removed so that their status is enhanced.
(2) Empowerment of Women : Special efforts will be made to raise the status
of the women and also make them conscious of it. New values will be
Framed, new curriculum will be constructed, new books will be got written,
the attitude of administrators and others will have to be changed towards
the education of the weaker section of the society. All this will sharpen the
Intensity of faith in their strength and welfare.
(3) Women Studies : Research in different areas of women Education will be
conducted and finding applied to Educational process raise their status in
the light of it.
(4) Eradicating of Illiteracy : All efforts will be made to remove illiteracy from
the national scene and also to enhance the status of the women by clearing
or removing obstacles in the path of their literarcy. Special efforts will also
be made to admit them in primary schools and also to help them to continue
in the process of education. In this way their targets of education will be
achieved in order to raise their status.
(5) Vocational and Professional Courses : Consolidated efforts will be made to
admit the girls in different types of technical, professional and vocational
courses so that they develop all the different types of skill and acquire such
degrees. It will be ensured that they should enter those professions which are
considered traditionally unfit for them.
(6) Education of the Scheduled Castes : In order to remove the inequalities
amongst the scheduled castes, they will be provided with special
concessions and facilities of education. Efforts will be made to bring them
at part with other high castes. The disparities amongst rural men, urban
men, rural women and urban women, will be paid special attention for their
removal.
B.Ed. Part-I 19 Paper-IX
(7) Education of Scheduled Tribes : Special emphasis will placed on the
establishment of primary school in the areas of scheduled tribes. Special
attention will be paid for establishing primary schools, Constructing
buildings for them and the funds allotted to them under NREP and RLEGP
will also be spent upon providing education facilities.
(8) Other Educationally Backward Sections and Areas : The areas which are
educationally backward such as rural areas, hilly areas, sandy areas and
distant areas, will be given special preference for the development of
education so that they come at par with other areas.
(9) Minorities : The minorities are always afraid that they may not be absorbed
in the main stream of the people and may lose their identity. So in a
democratic country, it becomes essential that they may be allowed to
establish their own institution to propagate their ideologies and also use
their own language. In addition, efforts are also be made to make them feel
safe in the main streams. In the similar way, efforts are also afoot that
handicapped people may also be made a part of the social setup.
(10) Handicapped : All round efforts will be made to bring the mentally
and physically deficient students, in the main stream and to make them
shed the inferiority complex, by providing requisite type of education.
(11) Adult Education : Adult education programme is to be strengthened
because of the following reasons.
(i) Instrument of Liberation : In accordance with our granths and traditions
education is an institution which liberates human beings from the
ignorance and the undue illegal pressure of others. As our society suffers
from a lot of illiteracy so the policy laid down that it must be uprooted at the
earliest.
(ii) Upgrading the Skill : The policy emphaised that the skill of the people
be upgraded and also up-to-dated so that they can acquire higher skills
become a part of the higher quality manpower.
(iii) Strengthening the Existing Programmes : It is essential to involve the
people in the development programme in a democratic country. So it
becomes important to involve them in the programmes like removal of
poverty, national integration cleanliness of environment, cultural
development, to implement norms of small families and equality of women.
All these programmes need to be strengthened.
(iv) Mass Literacy Movement : Our nation has pledged to uproot illiteracy
from our mother land. It thus becomes the duty of Indian masses, Central
Government, State Government, political parties and other mass
movements to take part in this programme with full force. It becomes
essential that teachers, students, youth and welfare organizations and
employees to put in their best in their programme. Mass literacy
programme will include in it, literacy, development of knowledge and
skill and awakening in the masses. It will raise their socio-economic
status and bring effective change in social development.
B.Ed. Part-I 20 Paper-IX
(v) Programme of Adult and Continuing Education : Through different
sources and with different methods the programmes of adult and continuing
education will be continued and strengthened, which will include the
following programmes too.
(a) To implement continuing education in rural areas.
(b) The Government, in cooperation with trade unions and industrialist
is to conduct adult education programme for workers, by the mode of
worker education.
(c) To establish secondary and further education institutions.
(d) To make people aware of reading rooms and libraries.
(e) To use mass media like radio, T.V. and films for this purpose.
(f) To organise unions of students and to involve them in this programme.
(g) To further develop the mass literacy movement.
2.3.6 Re-organisation of Education at Different Stages of Education :
It will be done in the following ways.
(1) Early Childhood Care and Education (ECCE) : Maximum efforts will be
made on the care and education of the small children so as to make it an
integral part of the Integrated Child Development Programme. The
children care centres will be opened so as to strengthen the scope for making
primary education universal.
(2) Elementary Education : It will be ensured that by 1990, all the children
who have attained the age of 11 years of age, have either got education for
five years or are getting it through the channel of non-formal education
of one type or the other. In the same way by 1995 all children up the age of
14 years have got the education is either of the channels.
(3) Operation Blackboard : In accordance with this scheme which was started
as a result of the National Policy of 1986 the position of primary schools will
be improved throughout India. Every school is not only to be provided at
least with three all weather rooms along with some toys, black board, chalks,
table, chair and some teaching material. Every primary school will have at
least three teachers and half of them will be women. Soon such an
arrangement will be made that there should be at least one teacher in every
room. In due course of time, all these facilities will be provided to upper
primary classes.
(4) Non-formal Education : Before the beginning of 21st century, in order to
provide compulsory, free and universal primary education to those who are
14 years of age, non-formal educational channel will be developed for those
who either are dropouts, or could not go to school for one reason or the other
i.e. children of those areas wherein schools could not be established
and girl who could not go to school. It was firmly laid down that before
the start of 21st century all the students of the age up to 14 years will be
provided free, compulsory and universal primary education. A national
commission will be created for this purpose.
B.Ed. Part-I 21 Paper-IX
(5) Secondary Education : (a) In secondary education all aspects of humanities,
science and social studies will be developed.
(b) At this age historically and psychologically those situations are created
through which one becomes acquainted with his rights and duties.
(c) Computer education will be provided in many of these schools.
(d) By bringing improvements in secondary education and vocationalisation
of secondary education, needed manpower will be developed.
In order to broaden the sphere and also making it forceful, girls, scheduled
caste and scheduled tribe students, will be provided places in commerce,
science and vocational channels.
(6) Navodya Vidyalays : The following steps will be undertake to strengthen
Navodya Vidyalayas.
(i) Provision for Good Education : It was specially decided that able and
creative students be provided facilities to get good education even
when they do not have financial support to do so.
(ii) Role of Navodya Vidyalaya : Such schools which will provide such
superior quality education to our students, will be called Navodya
Vidyalas and will be established throughout the country.
(iii) Aims of Navodaya Vidyalayas :
(a) While providing such special type of education the principle of equality
and social status be kept in view. Some reservations be made for
scheduled castes and scheduled tribes.
(b) To provide facilities to poor rural students to get better education
and live together with students from different areas and in this way
to develop national integration too.
(c) To develop their abilities and capacities.
(d) To do better service throughout the country.
2.3.7 Vocationlisation :
(i) Vocational education will have its own status and through it various
types of human manpower will be developed. In order to make it
effective these facilities will be provided in secondary classes. The
training provided in I.T.I’s will also be included in it.
(ii) It was also decided that at least 10% students by 1995 and 20% by
2000 will be covered by this channel. However, it could not happen
so.
2.3.8 Higher Education :
(a) Autonomous colleges will be established in more numbers.
(b) In order to fulfill the needs of vocational education, some changes
will be made in the courses of studies.
(c) Effective changes will be made in the methods of teaching. Electronic
media will be made in the applied, curriculum will be changed and
research findings will be put into practice. These facilities will be
B.Ed. Part-I 22 Paper-IX
provided during the teacher training programmes and in service
training programmes. The evaluation of teachers will also be based
on this criteria.
2.3.9 Open University and Distance Learning :
(i) Open University
(a) In order to provide continuous life long education, to establish
democratic values, provide education to the masse etc. open
university scheme has been put into action. More such universities
will also be established.
(b) The Indira Gandhi Open University established in 1988, to achieve
the above targets will be further strengthened.
(ii) Delinking the Degrees with Job :
All the jobs for which degrees need not be made compulsory will be delinked
with degrees. It will specially help those persons who have the full competency
to do such jobs but who do not posses the university degrees, which are linked
with jobs without much ethics.
(iii) Rural Universities : In order to raise the rural areas and also to make the
ideas of Mahatma Gandhi’s idea of Basic Education more effective, Rural
Universities will be established and their pattern will be strengthened.
(iv) Technical and Management Education : Even when te chnical and
management education are working in two different channels it has been
felt that they are so much related with each other that they be united together.
It becomes essential for them to go in for changes to be brought into new
trends, keeping in view economic changes, social environment and
increasing share of psychological changes and improvements coming in
the field of science and technology.
(v) Making the System Work : In order to put the system on firm footings, it
becomes essential that teachers should work with interest and students
should put in their best in it. This needs to be attended to in the following
ways:
(a) To treat teachers in a better way and to evaluate their working.
(b) To provide student welfare activities in a better way and also
to ensure that they behave well.
(c) To make better treatment with institutions and also to provide
better facilities in them.
(d) To prepare academician scheme for the evaluation of
institutions at provincial and national level and to put them
into practice.
vi) To Reorganise the Curriculum :
(a) Cultural ethics be introduced in the curriculum. Moral ethics
of beauty, goodness and truthful values will also be inculcated
in it.
(b) Keeping in view the society and goodness in men, the standard
B.Ed. Part-I 23 Paper-IX
and cultural aspects of education be raised from academic
and cultural values.
(c) The methods used by the traditional teachers to do these
services should also be respected.
vii) Value Education :
(a) Moral Values : Keeping in view the degrading values of moral
and socio aspects of our lives, it becomes essential that suitable
changes be made in our curriculum to re-establish our moral
ethics.
(b) Eternal Values : In a society like that of ours which is multi-
religious and multi-social, it becomes essential that education
should become universal so that national integration aspects
of life are also strengthened.
(c) Positive Contest : In addition to the above factors there is some
universal and ethical contents, which should also be given
place in the curriculum.
(d) Books and Libraries :
(i) Availability of Books : Low cost books are essential to be
provided to bring them within the reach of the common man.
(ii) Improved Quality of Books : All round efforts will be made to
raise the standard of books, to develop habit of reading books
and producing creative books.
(iii) Author’s Interest : In order to raise the standard of books, it
becomes essential that the interest of the authors be safe
guarded.
(iv) Translation of Foreign Books : The important, technical and
valuable books of other languages be got translated into
Indian languages.
(v) Children Books : Efforts will be make to get good books written
for children which will include text books and other books too.
(vi) Improvement of Libraries : A concentrated and forceful efforts
will be made to improve upon the existing position of libraries
and to provide good quality books to them.
(vii) Work Experience : Work experience included those works
which should be in accordance with needs, interests and
abilities of students. Its knowledge and skill is also raised
along with enhancement of educational levels. It becomes of
very good help when one enters the world of work i.e. his job.
(viii) Education and Environment : The need of the time is that
students be awakened about the needs of clean environments.
It should start from the childhood and continue throughout his
life. Environmental education must become an essential part
of teacher training programme also. It should be taught both in schools
and colleges. It is better to connect it with education at all levels.
B.Ed. Part-I 24 Paper-IX
(ix) Teaching of Mathematics : (a) The teaching of mathematics is essential
to develop the thinking of the students and also to analyse these
factors. It is needed for the analysis of all types of educational efforts.
(b) In the light of the importance of computer education, it seems that
raising the standard of mathematics will be needed to upgraded and
to link it with computers.
(x) Science Education :
(a) The science education will be so strengthened and planned that one
should develop proper abilities in him. He should have lust for
making enquiries and bringing refinement in his thought process.
(b) It should be taught in such a way that ability to decide independently
is cultivated. He should be able to develop service education with
health, agriculture, industry and other aspects of life.
(xi) Sports and Physical Education : Sports and games play an important
part in the process of education. These should be made a part of
evaluation process. A strong infrastructure be raised at national
level on sports and games.
(xii) The Role of Youth : With the help of educational institutions and other
agencies the youth will be provided with such chances that they put
in their efforts in social development at national level. The students
should be made to participate in any one or more organisations i.e.
N.S.S., N.C.C. etc. in addition to it they should be education to take
part in development, improvement and extension of any social service
programme too. N.S.S. scheme will be further extended.
(xiii) Educational Reforms and Evaluation System : It will concentrate upon
the system of evaluation in such a way that it depicts the real worth
of the students and also improve the process of education by
understanding the following steps :
(a) The discrimination of individuals in education and other aspect be
finished.
(b) The tendency of rote learning be dispensed with.
(c) Such an evaluation system be developed that it should evaluate both
academic and non-academic aspects of studies.
(d) The services of parents, teachers and students be involved in the
process of evaluation.
(e) The methods of evaluation also be improved.
(f) The methods of teaching and the curriculum should also be improved
in the light of evaluation.
(g) Semester system be introduced right from the secondary level and
continue up to the last.
(h) In place of marks, grades be used for evaluation.
B.Ed. Part-I 25 Paper-IX
2.3.10 Teacher and Teacher Education :
(1) Raising the Status of Teacher :
(a) The status of the teacher is the sample of the system of social setup. It has
been well said that no social set up can be better than its teacher.
(b) The procedure of the improvement of teachers be so raised that only
competent, objective and able teachers be recruited in it.
(c) The salary and other benefits of the teachers should be evaluated on the
basis of their qualifications and responsibilities so that only competent
persons go in for it.
(d) The teacher organizations should also work in such a way that the status of
the teacher is raised, her regard in society is enhanced and vocational aspect
is also improved.
(2) Teacher Education :
(a) Teacher education is a continuous science of development, so it shall be
made to improve pre-service and in-service education programme so that
their quality be improved.
(b) District Institutes of Education and Training-’DIETS’ : Diets will be
established at every District head quarters so that the training of elementary
teachers be arranged both for pre-job and also in job levels. In addition to it
adult education and distance education programmes will also be utilised
for the improvement of teacher training programmes.
(c) The status of some of the colleges will be so raised that they may interact for
this implementation of the SCERT programmes for the improvement of teacher
education.
2.3.11 The Management of Education
(1) At National Level : Central Board of Education will, with the co-operation of
the states, evaluate the functioning of education and make such
recommendations which all help in the improvement of the working and
give it right type of direction.
(2) Indian Education Service : In order to improve the working of the education
system Indian Education Services (IES) on the lines of I.A.S. service will be
established.
(3) At State Level : In order to manage the secondary education at state level an
organisation like that of CABE in centre, state advisory board of education
will be established.
(4) At District and Local Level (a) In order to manage the education at district
levels, District boards of Education will be established to control the education
up to hig he r s ec o nd a ry le v e l. (b ) the co m m uni ti e s wil l work for the
improvement of education and establish right type of institutions.
2.3.12 Resources and Review
(1) Resources : For the development of nation and improving the education
standards, education will be treated a unique type of investment. As the
expenditure on education is less than 6% of the national income, so efforts
will be made to increase the investment by arranging more funds for it. The
level of expenditure on education will be evaluated at different intervals of time
B.Ed. Part-I 26 Paper-IX
s o as t o s p e nd re s o ur c e s j u d i c i o u s ly to i m p ro v e u p o n i t s u til i t y .
However, effort will be made to improve upon it so as to make it adequate and
increase more than 6% income.
(2) Review : After the policy of education becomes operative it will have to be
reviewed after every five years. In addition to the new coming up events will
also have to be reviewed.
2.3.13 The Future
It will be difficult to exactly predict the future of education as the problem is
quite complicated one. In spite of it we believe that with out intellect and traditions
we will able to predict it adequately.
The National Policy of Education 1992, along with its Programme of Action
was adequately discussed in the parliament and passed. Different task forces were
created to discuss different aspects of education. Some changes were made in the
original scheme and new targets were fixed keeping in view the policy, which was
already in operation. Some of these schemes were important and were put into
operation.
As now the education is in the Concurrent list of Constitution so the Central
Government, the State Governments and Union Territory Governments will work
jointly to get for good results out of it. It is treated a type of Charter which all
governments go in for the making effects to get appropriate results out of it. It has
been divided into the following chapters.
(1) Education for Woman.
(2) Education for Scheduled Castes, Scheduled Tribes and other Backward
sections of the society.
(3) Minorities Education
(4) Education for the Handicapped
(5) Adult and Continuing Education
(6) Early Childhood Care and Education
(7) Elementary Education
(8) Secondary Education
(9) Navodaya Vidyalayas
(10) Vocational Education
(11) Higher Education
(12) Open Education
(13) Defining the Degress with Education & Planning Education
(14) Rural University and Institutes
(15) Technical & Management Education
(16) Researches and Development
(17) Cultural Perspectives
(18) Development of Language
(19) Media and Educational Technology
(20) Sports, Physical Education and Youth
(21) Evaluation Process and Examination Report
(22) Teachers and their Training
(23) Management of Education
B.Ed. Part-I 27 Paper-IX
In this scheme all these aspect have been developed and dealt with in details.
2.3.14 Summary :
(1) The Education Policy of 1986 was further reformed and passed in the
parliament in 1992 along with its Programme of Action.
(2) The scheme has been divided into 12 different parts. In the first part defects
and objectives have been explained.
(3) Educational objectives of the policy have been explained.
(4) In one part the pattern of education has been explained and different parts
explained in details.
(5) In another part discussions have been made to motivate the weaker sections
of the society and to manage their education.
(6) In another part equalisation of educational opportunities have been discussed.
(7) In one part it has been explained as to how to develop the different aspects of
education.
(8) Vocationalisation of education and higher education has been discussed.
(9) Open University and distance education technology has been explained and
its importance revealed.
(10) The role of education in the improvement of environment has been revealed
and its importance portrayed.
(11) The importance of education at different levels have been revealed.
(12) The sources of expenditure on education have been discussed i.e. at least
6% of the national income is to be spent on it. Emphasis has been laid down
to do it effectively.
(13) It has been revealed as to how to spend in education so that it becomes more
effective.
2.3.15 Question for Self-Evaluation
Questions
Answers
1. There is no difference in the educational policy of
education of 1986 and 1992. Yes/No
2. The new pattern of education has been described
in details in the Educational Policy of 1992. Yes/No
3. Special emphases have been made on the education of
weaker sections of the society, in the education policy
of 1992. Yes/No
4. In the educational policy of 1992, vocationalisation of
education has been discussed in details Yes/No
5. Special emphases has been laid on Adult Education
in the Education Policy of 1992 Yes/No
6. Right type of recommendations of adult education have
not been made for primary education in the Education
policy of 1992. Yes/No
7. Open University and Distance Education have been
B.Ed. Part-I 28 Paper-IX
discussed in correct perspective in the Educational
Policy of 1992. Yes/No
8. Emphasis has been laid on the development of social
aspects of the personality Yes/No
9. Special recommendations have been made on improving
the status of teachers Yes/No
10. Correct type of recommendations have been made on the
education of teachers Yes/No
Answer Key
(1) No (2) Yes (3) Yes (4) Yes (5) Yes (6) No (7) Yes (8) Yes (9) Yes (10) Yes
Suggested Questions
Q. 1. Describe the Revised Educational Policy of 1992 in your own words.
Q. 2. How has the Education Policy of 1992 been discussed in different parts ?
Q. 3. Describe the recommendations about weaker sections of the society.
Q. 4. Describe the educational pattern as described in Educational Policy of 1992.
Give your opinion about it.
2.3.16 Suggested Books
1. B.C. Rai : History of Indian Education
2. B.D. Dumral and B.N. Dash : Education in Modern India.
3. T.S. Sodhi (Punjabi) : Development of Educational System in India
4. Suresh Bhatnagar and
Anamika Saxena : Modern Indian Education and Its Problems
 B.Ed. Part-I (Sem. 2) 29 Paper- IX

B.Ed. Part – I Paper- IX

Semester-II

Lesson: 2.4 Writer Bhinderjeet Kaur

Recommendation of NPE 2020

2.4.1 Objectives

2.4.2 Introduction

2.4.3 Principal of NPE

2.4.4 Recom mendation of NPE

2.4.4.1 School Education

2.4.4.2 Teacher Education

2.4.4.3 Higher Education

2.4.4.4 Vocational Education

2.4.4.5 Adult Education

2.4.4.6 Online Digital Education

2.4.5 Summary

2.4.6 The Future Sucess

2.4.7 Conclusion

2.4.8 Suggested questions

2.4.9 Suggested Readings

2.4.1 Objective of Lesions: - After reading this lesion students will be able to.
 B.Ed. Part-I (Sem. 2) 30 Paper- IX

(A) To Know Concept of NPE 2020.

(C) Define recommendation of NPE.

(D) Explain relevance of NPE in life of students.

2.4.2 Introduction
This National Education Policy 2020 is the first education policy of the 21st century
and aims to address the many growing developmental imperatives of our country. Education
Policy lays particular emphasis on the development of the creative potential of each
individual. It is based on the principle that education must develop not only cognitive
capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’
cognitive capacities, such as critical thinking and problem solving – but also social, ethical,
and emotional capacities and dispositions.
The new education policy must provide to all students, irrespective of their place of residence,
a quality education system, with particular focus on historically marginalized, disadvantaged,
and under represented groups. Education is a great leveler and is the best tool for achieving
economic and social mobility, inclusion, and equality. The implementation of previous
policies on education has focused largely on issues of access and equity. The unfinished
agenda of the National Policy on Education 1986, modified in 1992 (NPE 1986/92), is
appropriately dealt with in this Policy.
2.4.3 Principles of 2020 Policy
The purpose of the education system is to develop good human beings capable of
rational thought and action, possessing compassion and empathy, courage and resilience,
scientific temper.
1. Recognizing, identifying, and fostering the unique capabilities of every student.
2. Highest priority to achieving Foundational Literacy and Numeracy by all students by
Grade.
3. Flexibility must be insuring so, that learners have the ability to choose their own paths in
life according to their talents andinterests.
4. No hard separations between arts and sciences, between curricular and extra-curricular
activities, between vocational and academic stream.
5. Multidisciplinary and a holistic education in order to ensure the unity and integrity of all
knowledge.
6. Emphasis on conceptual understanding rather than rote learning.
7. Creativity and critical thinking to encourage logical decision-making and innovation.
8. Ethics and Constitutional values like empathy, respect for others, cleanliness must be
insure.
 B.Ed. Part-I (Sem. 2) 31 Paper- IX

9. Insure to Promoting multi lingualism and the power of language in teaching and
learning.
10. Insure life skills such as communication, cooperation, teamwork, and resilience.
11. Focus on regular formative assessment for learning rather than the summative
assessment that encourages today’s ‘coaching culture.
12. Extensive use of technology in teaching and learning.
13. Respect for diversity and respect for the local context in all curriculum, pedagogy, and
policy, always keeping in mind that education is a concurrent subject.
14. Full equity and inclusion as the cornerstone of all educational decisions to ensure that all
students are able to thrive in the education system.
15. Access to quality education must be considered a basic right of everychild.
2.4.4 Recommendation of National Policy of Education (NPE)2020
This National Education Policy envisions on providing high-quality education to all, and
thereby making India a global knowledge superpower. The Policy envisages that the
curriculum of institutions must develop among the students a deep sense of respect towards
the Fundamental Duties and Constitutional values.
2.4.4.1 SCHOOL EDUCATION
This policy envisages that the extant 10+2 structure in school education will be
modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18.
Currently, children in the age group of 3-6 are not covered in the 10+2 structure as Class one
begins at age six. In the new 5+3+3+4 structure, a strong base of Early Childhood Care and
Education (ECCE) from age three is also included, which is aimed at promoting better overall
learning, development, and well-being.
1. Early Childhood Care and Education (ECCE): The Foundation of Learning
Over 85 percent of a child’s cumulative brain development occurs prior to the age of
six. Presently, quality Early Childhood Care and Educationist not available to coresof young
children. Strong investment in Early Childhood Care and Education has the potential to give all
young children such access. It shouldbe achieved no later than 2030, to ensure that all students
entering Grade one are school ready.
2. Curtailing Dropout Rates and Ensuring Universal Access to Education at All
Levels
There are two overall initiatives that will be undertaken to bring children who have
dropped out back to school and to prevent further children from dropping out. The first is to
provide effective and sufficient infrastructure. Besides providing regular trained teachers at
each stage, special care shall be taken to ensure that no school remains deficient on
 B.Ed. Part-I (Sem. 2) 32 Paper- IX

infrastructure support. The credibility of Government schools shall be re-established, building

additional quality schools, providing safe and practical conveyances, especially for the girl
children.
3. Curriculum and Pedagogy in Schools
 Restructuring school curriculum and pedagogy in a new 5+3+3+4 design
The curricular and pedagogical structure of school education will be reconfigured to the
age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. It will be consisting of the
Foundational Stage (in two parts, that is, 3 years of pre-school + 2 years in primary school in
Grades 1-2, Preparatory Stage 3-5, Middle Stage 6-8, Secondary Stage 9-12 covering ages14-
18.The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based
learning and the curriculum and pedagogy of ECCE. The Preparatory Stage will comprise three
years of education building on the play, discovery, and activity. It will lay a solid groundwork
across subjects, including reading, writing, speaking, physical education, art, languages,
science, and mathematics. The Middle Stage will comprise three years of education, with the
introduction of subject teachers for learning and discussion of the more abstract concepts in
each subject. The Secondary Stage will comprise of four years of multidisciplinary study, with
greater depth, greater critical thinking, and greater attention to life aspirations, greater
flexibility and student choice of subjects.
 Holistic development of learners
The key overall thrust of curriculum and pedagogy reform across all stages will be to
move the education system towards real understanding and towards learning how to learn - and
away from the culture of rote learning as is largely present today. The aim of education will not
only be cognitive development, but also building character and creating holistic and well-
rounded individuals equipped with the key 21st century skills.
 Reduce curriculum content to enhance essential learning and critical thinking
Curriculum content will be reduced in each subject to its core essentials, to make space
for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and
analysis- based learning.
 Experiential learning
In all stages, experiential learning will be adopted, including hands-on learning, arts-
integrated and sports-integrated education, story-telling-based pedagogy, explorations of
relations among different subjects.Art-integration is a cross-curricular pedagogical approach
that utilizes various aspects and forms of art and culture as the basis for learning of concepts
across subjects. Sports-integration is another cross-curricular pedagogical approach that utilizes
physical activities including indigenous sports, in pedagogical practices to help in developing
 B.Ed. Part-I (Sem. 2) 33 Paper- IX

skills such as collaboration, self-initiative, self-direction, self-discipline, teamwork,

responsibility, citizenship, etc.
 Empower students through flexibility in course choices
Students will be given increased flexibility and choice of subjects to study, particularly
in secondary school including subjects in physical education, the arts and crafts, and
vocational skills. Holistic development and a wide choice of subjects and courses year to year
will be the new distinguishing feature of secondary school education. There will be no hard
separation among curricular among humanities and sciences or between vocational or
academic streams. Each of the four stages of school education, in accordance with what may
be possible in different regions in order to allow an exposure to more subjects and enable
greater flexibility.
 Multilingualism and the power of language
It is well understood that young children learn and grasp nontrivial concepts more
quickly in their home language/mother tongue. Wherever possible, the medium of instruction
until at least Grade 5, but preferably till Grade 8 and beyond, will be the home
language/mother tongue/local language/regional language. Thereafter, the home/local
language shall continue to be taught as a language wherever possible. This will be followed by
both public and private schools. High-quality textbooks, including in science, will be made
available in home languages/mother tongue.The three-language formula will continue to be
implemented. The three languages learned by children will be the choices of States, regions,
and of course the students themselves, so long as at least two of the three languages are native
to India. In particular, students who wish to change one or more of the three languages they
are studying may do so in Grade six or seven.
 Curricular Integration of Essential Subjects, Skills, and Capacities
While students must have a large amount of flexibility in choosing their individual
curricula, certain subjects, skills, and capacities should be learned by all students to become
good, successful, innovative, adaptable, and productive human beings in today’s rapidly
changing world. In addition to proficiency in languages, these skills include: scientific temper
and evidence-based thinking, creativity, art, and written communication.
 National Textbooks with Local Content and Flavor
The reduction in content and increased flexibility of school curriculum - and the
renewed emphasis on constructive rather than rote learning - must be accompanied by parallel
changes in school textbooks. All textbooks shall aim to contain the essential core material.
Where possible, schools and teachers will also have choices in the textbooks they employ.
 B.Ed. Part-I (Sem. 2) 34 Paper- IX

 Transforming Assessment for Student Development

The aim of assessment in the culture of our schooling system will shift from one that is
summative and primarily tests rote memorization skills to one that is more regular and
formative, is more competency-based, and promotes learning and development for our
students. It is test higher-order skills, such as analysis, critical thinking, and conceptual clarity.
 Support for Gifted Students/Students with Special Talents
There are innate talents in every student, which must be discovered, nurtured, fostered,
and developed. Those students that show particularly strong interests and capacities in a given
realm must be encouraged to pursue that realm beyond the general school
curriculum.Teachers will aim to encourage students with singular interests and/or talents in
the classroom by giving them supplementary enrichment material and guidance and
encouragement. Topic-centered and Project-based Clubs and Circles will be encouraged and
supported at the levels of schools, school complexes, districts, and beyond. Along these lines,
high-quality national residential summer programmers for secondary school students in
various subjects will also be encouraged, with a rigorous merit-based but equitable admission
process to attract the very best students and teachers from across the country including from
socio-economically disadvantaged groups.
2.4.4.2 Teachers
Teachers truly shape the future of our children - and, therefore, the future of our
nation. It is because of this noblest role that the teacher in India was the most respected
member of society.The quality of teacher education, recruitment, deployment, service
conditions, and empowerment of teachers is not where it should be, and consequently the
quality and motivation of teachers does not reach the desired standards. The high respect for
teachers and the high status of the teaching profession must be restored so as to inspire the
best to enter the teaching profession.
 Recruitment and Deployment
To ensure that outstanding students enter the teaching profession - especially from rural
areas - a large number of merit-based scholarships shall be instituted across the country for
studying quality fouryear integrated B.Ed. programmers. Such scholarships will provide local
job opportunities to local students, especially female students, so that these students serve as
local-area role models. Incentives will be provided for teachers to take up teaching jobs in
rural areas, especially in areas that are currently facing acute shortage of quality teachers.The
harmful practice of excessive teacher transfers will be halted, so that students have continuity
in their role models and educational environments. Teacher Eligibility Tests (TETs) will be
strengthened to inculcate better test material, both in terms of content and pedagogy.
 B.Ed. Part-I (Sem. 2) 35 Paper- IX

 Service Environment and Culture

The primary goal of overhauling the service environment and culture of schools will be
to maximize the ability of teachers to do their jobs effectively, and to ensure that they are part
of vibrant, caring, and inclusive communities of teachers, students, parents, principals, and
other support staff, all of whom share a common goal: to ensure that our children are learning.
 Continuous Professional Development (CPD)
Will be given continuous opportunities for self-improvement and to learn the latest
innovations and advances in their professions. These will be offered in multiple modes,
including in the form of local, regional, state, national, and international workshops as well as
online teacher development modules. Each teacher will be expected to participate in at least
50 hours of CPD opportunities every year for their own professional development, driven by
their own interests. School Principals and school complex leaders will have similar modular
leadership/management workshops and online development opportunities and platforms to
continuously improve their own leadership and management skills.
 Career Management and Progression (CMP)
Teachers doing outstanding work must be recognized and promoted, and given salary
raises, to incentivize all teachers to do their best work. A system of multiple parameters for
proper assessment of performance will be developed for the same by State/UT Governments
that is based on peer reviews, attendance, commitment, hours of CPD, and other forms of
service to the school and the community.Further, it will be ensured that career growth is
available to teachers within a single school stage and that there is no career progression-related
incentive to move from being teachers in early stages to later stages or vice versa, this is to
support the fact that all stages of school education will require the highest-quality teachers, and
no stage will be considered more important than anyother.
 Professional Standards for Teachers
A common guiding set of National Professional Standards for Teachers (NPST) will be
developed by 2020, by the National Council for Teacher Education in consultation with
NCERT, SCERTs, teachers from across levels and regions, expert organizations in teacher
preparation and development, expert bodies in vocational education, and higher education
institutions. The standards would cover expectations of the role of the teacher at different
levels of expertise/stage,and the competencies required for that stage.
 Special educators
There is an urgent need for additional special educators for certain areas of school
education. Some examples of such specialist requirements include subject teaching for
children with disabilities. Such teachers would require not only subject-teaching knowledge
 B.Ed. Part-I (Sem. 2) 36 Paper- IX

and understanding of subject-related aims of education, but also the relevant skills for
understanding of special requirements of children.
 Approach to Teacher Education
Recognizing that the teachers will require training in high-quality content as well as
pedagogy, teacher education will gradually be moved by 2030 into multidisciplinary colleges
and universities. As colleges and universities all move towards becoming multidisciplinary,
they will also aim to house outstanding education departments that offer B.Ed., M.Ed., and
Ph.D. degrees ineducation.By 2030, the minimum degree qualification for teaching will be a
four year integrated B.Ed. degree that teaches a range of knowledge content and pedagogy and
includes strong practicum training in the form of student-teaching at local schools. The 2-year
B.Ed. programmers will also be offered, by the same multidisciplinary institutions offering the
4-year integrated B.Ed., and will be intended only for those who have already obtained
Bachelor’s Degrees in other specialized subjects. These B.Ed. programmes may also be
suitably adapted as one year B.Ed. programmes, and will be offered only to those who have
completed the equivalent of 4-year multidisciplinary Bachelor’s Degrees or who have
obtained a Master’s degree in a specialty and wish to become a subject teacher in that
specialty. All such B.Ed. degrees would be offered only by accredited multidisciplinary higher
education institutions offering 4 four year integrated B.Ed. programmes
 Standard-setting and Accreditation for School Education
The goal of the school education regulatory system must be to continually improve
educational outcomes; it must not overly restrict schools, prevent innovation, or demoralize
teachers, principals, and students. All in all, regulation must aim to empower schools and
teachers with trust, enabling them to strive for excellence and perform at their very best, while
ensuring the integrity of the system through the enforcement of complete transparency and full
public disclosure of all finances, procedures, and educational outcomes.
Public and private schools (except the schools that are managed/aided/controlled by the
Central government) will be assessed and accredited on the same criteria, benchmarks, and
processes, emphasizing online and offline public disclosure and transparency, so as to ensure
that public-spirited private schools are encouraged and not stifled in any way. Private
philanthropic efforts for quality education will be encouraged - thereby affirming the public-
good nature of education - while protecting parents and communities from arbitrary increases
in tuition fees.This review will aim to ensure that all students, particularly students from
underprivileged and disadvantaged sections, shall have universal, free and compulsory access
to high-quality and equitable schooling from early childhood care and education.
 B.Ed. Part-I (Sem. 2) 37 Paper- IX

2.4.4.3 HIGHER EDUCATION

Quality of higher education must aim to develop good, thoughtful, well-rounded, and
creative individuals. It must enable an individual to study one or more specialized areas of
interest at a deep level, and also develop character, ethical and Constitutional values,
intellectual curiosity, scientific temper, creativity, spirit of service.The following key changes
to the current system of higher education:
(a) Moving towards a higher educational system consisting of large, multidisciplinary
universities and colleges, with at least one in every district.
(b) Moving towards a more multidisciplinary undergraduate education.
(c) Moving towards faculty and institutional autonomy.
(e) Reaffirming the integrity of faculty and institutional leadership positions through merit
appointments and career progression based on teaching, research and service.
(f) Establishment of a National Research Foundation to fund outstanding peer-reviewed
research and to actively seed research in universities and colleges.
(g) Governance of HEIs by high qualified independent boards having academic and
administrative autonomy;
(h) “Light but tight” regulation by a single regulator for higher education.
(I) Increased access, equity, and inclusion through a range of measures, including greater
opportunities for outstanding public education; scholarships by private/philanthropic
universities for disadvantaged and underprivileged students; online education, and Open
Distance Learning (ODL); and all infrastructure and learning materials accessible and
available to learners with disabilities.
1. Institutional Restructuring and Consolidation
The main thrust of this policy regarding higher education is to end the fragmentation of
higher education by transforming higher education institutions into large multidisciplinary
universities, colleges, and hubs.This vision of higher education will require, in particular, a new
conceptual perception for what constitutes a higher education institution (HEI), i.e., a
university or a college. A university will mean a multidisciplinary institution of higher learning
that offers undergraduate and graduate programmes, with high quality teaching, research, and
community engagement.
2. Towards a More Holistic and Multidisciplinary Education
Assessments of educational approaches in undergraduate education that integrate the
humanities and arts with Science, Technology, Engineering and Mathematics (STEM) have
consistently showed positive learning outcomes, besides general engagement and enjoyment of
learning.
 B.Ed. Part-I (Sem. 2) 38 Paper- IX

3. Optimal Learning Environments and Support for Students

To promote creativity, institutions and faculty will have the autonomy to innovate on
matters of curriculum, pedagogy, and assessment within a broad framework of higher
education. Accordingly, curriculum and pedagogy will be designed by institutions and
motivated faculty to ensure a stimulating and engaging learning experience for all students. All
assessment systems shall also be decided by the HEI, including those that lead to final
certification. HEIs shall move to a criterion-based grading system that assesses student
achievement based on the learning goals for each programmer, making the system fairer and
outcomes more comparable.
4. Internationalization
India will be promoted as a global study destination providing premium education at
affordable costs thereby helping to restore its role as a Vishwa Guru. An International Students
Office at each HEI hosting foreign students will be set up to coordinate all matters relating to
welcoming and supporting students arriving from abroad. Research/teaching collaborations and
faculty/student exchanges with high-quality foreign institutions will be facilitated. High
performing Indian universities will be encouraged to set up campuses in other countries, and
similarly, selected universities e.g., those from among the top 100 universities in the world will
be facilitated to operate in India.
5. Student Activity and Participation
Students are the prime stakeholders in the education system. Vibrant campus life is
essential for high-quality teaching-learning processes. Towards this end, students will be given
plenty of opportunities for participation in sports, culture/arts clubs, eco-clubs, activity clubs,
community service projects, etc. In every education institution, there shall be counseling
systems for handling stress and emotional adjustments. Furthermore, a systematized
arrangement shall be created to provide the requisite support to students from rural
backgrounds, including increasing hostel facilities as needed. All HEIs will ensure quality
medical facilities for all students in their institutions.
6. Financial support for students
Financial assistance to students shall be made available through various measures.
Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other
SEDGs. The National Scholarship Portal will be expanded to support, foster, and track the
progress of students receiving scholarships. Private HEIs will be encouraged to offer larger
numbers of free ships and scholarships to their students.
 B.Ed. Part-I (Sem. 2) 39 Paper- IX

7. Motivated, Energized, and Capable Faculty

As the most basic step, all HEIs will be equipped with the basic infrastructure and
facilities, including clean drinking water, clean working toilets, blackboards, offices, teaching
supplies, libraries, labs, and pleasant classroom spaces and campuses. Every classroom shall
have access to the latest educational technology that enables better learning experiences.
8. Equity and Inclusion in Higher Education
There are certain facets of exclusion, that are particular to or substantially more intense
in higher education. These must be addressed specifically, and include lack of knowledge of
higher education opportunities, economic opportunity cost of pursuing higher education,
financial constraints, admission processes, geographical and language barriers, poor
employability potential of many higher education programmes, and lack of appropriate student
support mechanisms.
9. Teacher Education
According to the Justice J. S. Verma Commission (2012) constituted by the Supreme
Court, a majority of stand-alone TEIs - over 10,000 in number are not even attempting serious
teacher education but are essentially selling degrees for a price. The sector and its regulatory
system are, therefore, in urgent need of revitalization through radical action, in order to raise
standards and restore integrity, credibility, efficacy, and high quality to the teacher education
system.
10. Effective Governance and Leadership for Higher Education Institutions
Through a suitable system of graded accreditation and graded autonomy, and in a
phased manner over a period of fifteen years, allhigher education institutionsin India will aim
to become independent self-governing institutions pursuing innovation and excellence.
Measures will be taken at allhigher education institutions to ensure leadership of the highest
quality and promote an institutional culture of excellence. It is envisaged that all will behigher
education institutionse incentivized, supported, and mentored during this process.
2.4.4.4 VOCATIONAL EDUCATION
Vocational education is based on occupation and employment, and having a good
vocational education system is essential for every country. It can be characterized as a type of
education that focuses on a specific ability. Vocational education is beneficial in a number of
ways. Vocational Education is also known as career and technical education and vocational
education and training.It prepares people for specific trades, crafts and careers at various levels
in all spheres of life. It involves various practical activities. It is sometimes referred as technical
education because the trainee directly develops expertise in a particular group of techniques.
Vocational education consists basically of practical courses through which one gains skills and
 B.Ed. Part-I (Sem. 2) 40 Paper- IX

experience directly linked to a career in future. It helps students to be skilled and in turn, offers
better employment opportunities.
Need of Vocational Education
Vocational or skills-based education is becoming more and more important today, with
many employers expecting new employees to have all the practical skills they need to start
work and also for those who have to support their families immediately after senior secondary
education. Vocational courses are typically more practical and skills-based than academic
degrees, but they are often taught at universities as well as colleges and technical institutes.
Vocational education has to be viewed from different multi-layered practices. One is of course
the hands on training component. If you know exactly what you want to do in your career and it
requires practical skills, then vocational learning is important. It could be hospitality and
tourism, retail management, software development or interior design.
Problems for Vocational Education
Through, the study of the prevalent Vocational Education System in India the
following problem areas have been identified -:
1) There is a high drop-out rate at Secondary level.
2) Vocational Education is presently offered at Grade 11thand 12th .
3) Private Industry Participation is lacking.
4) Less number of Vocational Institutes in the country.
5) Not adequate number of trained faculty.
6) Vocationalization at all levels has not been successful.
7) Lacking of new sectors of vocational education and skills training.
8) Acute shortage of skilled instructors and teachers in the country.
9) Lack of opportunities for continuous skill up-gradation.
10) Current education system is non-responsive to the skill demands of the existing and
future industry, leading to a supply-demand gap on various counts.
11. Outside the school system, relevant vocational training centers are ill-equipped to
handle the demand and are accessible to only a selected number of students who have
passed at least level 10th.
Recommendation of vocational education
According to the policy, by 2020, at least 50% of learners in the school and higher
education systems will have had exposure to vocational education and skills.
1). Vision for balanced education: - No hard separations between arts and sciences,
between curricular and extra-curricular activities, between vocational and academic
streams.
 B.Ed. Part-I (Sem. 2) 41 Paper- IX

2). Re-imagination of Vocational Education and sensitization for building competencies: -

vocational education is perceived to be inferior to mainstream education this is a
perception that affects the choices students make.
3). Inclusive, interdisciplinary and outcome: -based education- Integration of vocational
education into higher education.
4) For 21-century capacity building: - A holistic and multidisciplinary education will help
develop well-rounded individuals that possess critical 21st-century capacities in all
fields and rigorous specialization in chosen fields.
5) School internships for skill appreciation and craft-centric learning: - Every student will
take a fun course during Grades sex to eight that gives a survey and hands-on
experience of a sampling of important vocational crafts, electric work, metalwork,
gardening, pottery making, etc.
6) Professional development of teachers: -A common guiding set of National Professional
Standards for Teachers will be developed by 2020, by the National Council for
Teacher Education in its restructured new form as a Professional Standard Setting
Body.
8) Job market orientation with multiple-entry and exit options-The undergraduate degree
will be of either three or four year duration, with multiple exit options within this
period, with appropriate certifications, e.g., a certificate after completing one year in a
field including vocational and professional areas and diploma after two years of study,
Bachelor ’s degree after a three year program.
2.4.4.5 ADULT EDUCATION
The opportunity to attain foundational literacy, obtain an education, and pursue a
livelihood must be viewed as basic rights of every citizen. Literacy and basic education open
up whole new worlds of personal, civic, economic, and lifelong-learning opportunities for
individuals that enable them to progress personally and professionally. At the level of society
and the nation, literacy and basic education are powerful force multipliers which greatly
enhance the success of all other developmental efforts. The abilities listed here are an
illustrative list of outcomes to be achieved through adoption of innovative measures for Adult
Education.Extensive field studies and analyses, both in India and across the world, clearly
demonstrate that volunteerism and community involvement and mobilization are key success
factors of adult literacy programmers, in conjunction with political will, organizational
structure, proper planning, adequate financial support, and high-quality capacity building of
educators and volunteers. Successful literacy programmers result not only in the growth of
literacy among adults, but also result in increased demand for education for all children in the
 B.Ed. Part-I (Sem. 2) 42 Paper- IX

community, as well as greater community contribution to positive social change. First, an

outstanding adult education curriculum framework will be developed by a new and well-
supported constituent body of the NCERT that is dedicated to adult education, so as to develop
synergy with and build upon NCERT’s existing expertise in establishing outstanding curricula
for literacy, numeracy, basic education, vocational skills, and beyond. The curriculum
framework for adult education will include at least five types of programmes, each with clearly
defined outcomes:(a) critical life skills(b) vocational skills development (c) basic education (d)
continuing education including engaging holistic adult education courses in arts, sciences,
technology, culture, sports, and recreation, as well as critical life skills). The framework would
keep in mind that adults in many cases will require rather different teaching-learning methods
and materials than those designed for children.Second, suitable infrastructure will be ensured
so that all interested adults will have access to adult education and lifelong learning. Third, the
instructors/educators will be required to deliver the curriculum framework to mature learners
for all five types of adult education as described in the Adult Education Curriculum
Framework. These instructors will be trained by the National, State, and district level resource
support institutions to organize and lead learning activities at Adult Education Centers, as well
as coordinate with volunteer instructors. Qualified community members including from HEIs
as part of each HEI’s mission to engage with their local communities will be encouraged and
welcomed to take a short training course and volunteer, as adult literacy instructorsservice to
the nation. States will also work with NGOs and other community organizations to enhance
efforts towards literacy and adult education.Fourth, all efforts will be undertaken to ensure the
participation of community members in adult education. Social workers/counselors travelling
through their communities to track and ensure participation of non-enrolled students and
dropouts will also be requested, during their travels, to gather data of parents, adolescents, and
others interested in adult education opportunities both as learners and as teachers/tutors. Fifth,
improving the availability and accessibility of books is essential to inculcating the habit of
reading within our communities and educational institutions. This Policy recommends that all
communities and educational institutions - schools, colleges, universities and public libraries -
will be strengthened and modernized to ensure an adequate supply of books that cater to the
needs and interests of all students, including persons with disabilities and other differently-
abled persons. The Central and State governments will take steps to ensure that books are made
accessible and affordable to all across the country including socio-economically disadvantaged
areas as well as those living in rural and remote areas. Finally, technology will be leveraged to
strengthen and even undertake the above initiatives. Quality technology-based options for adult
learning such as apps, online courses/modules, satellite based TV channels, online books, and
 B.Ed. Part-I (Sem. 2) 43 Paper- IX

ICT-equipped libraries and Adult Education Centers. In many cases, quality adult education
could thereby be conducted in an online or blended mode..
2.4.4.6 ONLINE DIGITAL
The advantages of online digital education, on the other hand, cannot be realised unless
the digital gap is bridged by concerted initiatives like the Digital India campaign and the
availability of inexpensive computer devices. It's critical that the employment of technology in
online and digital education effectively addresses equality problems.
To be effective online educators, teachers must get appropriate training and
development. A good teacher in a traditional classroom does not immediately translate to a
good instructor in an online school. Aside from pedagogical modifications, online evaluations
necessitate a different methodology. Conducting online exams at scale has a number of
obstacles, including constraints on the sorts of questions that may be posed in an online
context, dealing with network and power outages, and avoiding unethical tactics. Furthermore,
unless online education is combined with experiential and activity-based learning, it will likely
to become a one-dimensional learning experience.This Policy supports the following
important efforts in light of the advent of digital technologies and the growing relevance of
utilizing technology for teaching and learning at all levels from elementary to higher education:
 Online education pilot studies: Appropriate agencies, such as the NETF, CIET, NIOS,
IGNOU, IITs, NITs, and others, will be identified to conduct a series of pilot studies in
parallel to assess the benefits of integrating education with online education.
 Digital infrastructure: To address India's scale, variety, complexity, and device
penetration, there is a need to invest in the establishment of open, interoperable,
evolvable public digital infrastructure in the education sector that can be utilized by
different platforms and point solutions.
 Online teaching platform and tools: Appropriate current e-learning systems, such as
SWAYAM and DIKSHA, will be enhanced to offer teachers with an organized, user-
friendly, and comprehensive set of assistive tools for assessing learners' progress.
 Material development, digital repository, and dissemination: A digital repository of
content will be built, with a clear public system for user reviews on efficacy and quality.
This will include coursework creation, Learning Games and Simulations, Augmented
Reality, and Virtual Reality.
 Addressing the digital divide: Because a significant portion of the population still
lacks access to the internet, current mass media such as television, radio, and
community radio will be heavily utilized for telecasts and broadcasts. Such instructional
 B.Ed. Part-I (Sem. 2) 44 Paper- IX

programmers will be provided 24 hours a day, seven days a week in a variety of

languages to meet the diverse demands of the student population.
 Virtual Laboratories: Existing e-learning systems such as DIKSHA, SWAYAM, and
SWAYAMPRABHA will be used to create virtual labs, ensuring that all students have
equitable access to high-quality practical and hands-on experiment-based learning
opportunities.
 Teachers will get extensive training in learner-centered pedagogy: as well as how to
become high-quality online content developers using online teaching platforms and
technologies. The teacher's role in promoting active student involvement with the topic
and with one another will be emphasized.
 Online assessment and examinations: Appropriate bodies, such as the proposed
National Assessment Centre or PARAKH, School Boards, the National Testing
Agency, and other identified bodies, will design and implement assessment frameworks
that include competency design, portfolio design, rubrics, standardized assessments, and
assessment analytics. Studies will be conducted to test new approaches of assessing
21st-century competencies utilizing educational technology.
 Blended learning models: While digital learning and education are promoted, the
necessity of face-to-face in-person learning is fully acknowledged. As a result, many
effective blended learning models will be discovered for proper replication in various
topics.
 Setting standards: As more research on online/digital education becomes available,
NETF and other suitable entities will establish content, technological, and pedagogical
standards for online/digital teaching-learning. These standards will assist States,
Boards, schools and school complexes, HEIs, and others in developing e-learning
guidelines.
2.4.5 The Future Sucess
It is realy very difficult to build a strong education system in modern time. Our main
tast is to strengthen the base of the pyramed which might touch to a numbers of people at the
turn of the century. It should be important to ensure that, those at the top of the pyramid are
among the best in the world. The main features of NPE 2020 that to improve the national
system of education as well as vocational education, adult education and online digitial
education.
2.4.6 Conclusion
It can be said that National Education policy 2020 has been regarded as the magna
carta of the education for years to come. This policy envisions on providing high quality
 B.Ed. Part-I (Sem. 2) 45 Paper- IX

education to all and making Indira Global knowledge superpower. The purpose of this policy to
develop good human beings capable of rational thought and action, passessing compassion and
scientific temper. Every centuary develops its education system to express and promote its
unique socio-cultural identity. In this policy education is interduced in so many ways. Here It is
mentioned, How to dial with Primary education, Higher Education. What steps we need to take
or what is not is discribed have properly. This policy has been made keeping in minor all the
requirement of teachers and to take education on the higher live all important steps whould
have been taken. So, that education could not be effected. This education policy is giving to be
very benifical for all levels of education.
2.4.7 Summary
In this chapter we discuss the major recommendations of National Policy of Education
2020. The principles of Policy are recognizing, identifying and factering the unique capabilties
of every student. Policy recommented it shcool educational.
2.4.8 Suggested Questions

 What do you know about Indian Education Policy 2020? Explain its main
recommendations.
 How can the standard of higher education be maintained as per Indian Education
Policy?
 Review the recommendations made in the Indian Education Policy 2020 regarding
vocational education.
 Describe the recommendations made under the Indian Education Policy 2020.
2.4.9 Suggested Readings
1) Educational Planning in India: J P Nayak
2) Planning and Administration : M.S.Sachdeva and Manjeet kaur
3) Government of India (2020) National Planning on Education 2020, New
Delhi, MHRD.
B.Ed. Part-I 46 Paper- IX

B.Ed. Part-I Paper-IX

Semester-II Recommendations of National Knowledge commission.

Lesson No. 2.5

Structure
2.5.0 Objectives
2.5.1 Introduction
2.5.2 Recommendations of National Knowledge Commission
2.5.3 Conclusion
2.5.4 Suggested Questions
2.5.5 References
2.5.0 Objectives
 To know about National Knowledge Commission (NKC)
 To know about Policy Recommendations of NKC
2.5.1 Introduction
The Commission was set up on 2005 by Prime Minister Manmohan Singh to
prepare a blue print to tap into the enormous reservoir of our knowledge base so that
our people can confidently face challenges of the 21st century. Five key areas -
Access, Concepts, Creation, Application and Services are the heart of NKC. NKC
submitted a set of recommendations on School Education to the Prime Minister on 4
February 2002.3. The recommendations have been drafted after holding wide
ranging consultations across the country with over 250 experts and stakeholders in
the field of school education, including representatives of central and state
governments, school administrators, teachers, personnel from DIETs and SCERTs,
educationists, activists and members of NGOs/civil society organizations and
private education providers. The proposals cover diverse concerns in school
education, including resource allocation, mechanisms for improving & maintaining
quality, pedagogy, curriculum & examinations, organizational & management
issues, motivation & training of teachers and ensuring access for educationally
backward categories.
2.5.2 Recommendations of National Knowledge Commission
Following are the main recommendations of the National Knowledge
Commission (NKC) set up in 2005 under the chairmanship of Sam Pitroda:
 Setting up a National Commission on libraries.
 Provide impetus for developing translation as an industry.
 Teaching of English as a language should be introduced, along with
the first language, starting from class I in school.
B.Ed. Part-I 47 Paper- IX

 Build a national knowledge network to connect 5,000 nodes across

institutions.
 Central legislation is required to affirm the Right to Education.
 Place vocational education entirely under the Ministry of Human
Resource Development.
 Create more universities.
 Change system of regulation for higher education.
 A National Science and Social Science Foundation to be established
to suggest policy initiatives.
 Re-engineer government processes before computerization and
develop common standards for services and transactions with
citizens.
NKC recognizes that the primary responsibility for school education is borne
by the State Governments and therefore any policy changes must be with the full
participation and involvement of the States. Nevertheless, NKC believes that
positive changes in systems of schooling will require the active involvement of the
Central Government as well State Governments, not only in the matter of providing
resources but also in promoting organizational and other changes.
NKC has a number of suggestions and recommendations covering the
different aspects of school education, but the essential thrust can be summarized in
terms of more resources, more decentralization and more flexibility. The detailed
recommendations are written as follows. These important areas need possible
intervention.
2.5.2.1 Central legislation for the Right to Education, backed by financial
commitment
NKC endorses the speedy enactment of a central legislation that ensures the right of
all children in the country to have good quality school education up to Class VIII,
supported with financial commitments of the central and state governments. This
needs substantially increased public spending for both elementary and secondary
school education, which must be seen as apriority area for spending. Currently
school education is highly segmented, even in government institutions, as a result of
the parallel track of “education centers” in some states. These separate systems must
be integrated to give all children access to schools of acceptable quality, which will
obviously require additional spending.
2.5.2.2 More flexibility in disbursal of funds
NKC strongly recommends a system of funds transfer and accounting that will
allow for regional and other differences as well as changing requirement over time,
and thereby allow state governments to use the resources in the most effective way.
B.Ed. Part-I 48 Paper- IX

There should also be greater flexibility in disbursing funds down to the school level
and a greater degree of autonomy of local level management in the use of funds.
The norms and rules should allow schools to adapt to local conditions and meet
particular requirements of their students. The current norms for central government
disbursal to states of funds, including for Sarva Shiksha Abhiyan (SSA), the planned
SUCCESS program for secondary education and other central schemes, are too rigid
and must be made more flexible.
2.5.2.3 Decentralization and greater local autonomy
Community participation is an important instrument to ensure accountability and
improve the day-to-day functioning of schools. This in turn means that the
management of schools, including the use and management of funds, should be
decentralized to local authorities as far as possible, whether they be Panchayats,
Village Education Committees or Municipalities, and to School Boards that have
representation of all stakeholders including parents.
2.5.2.4 Expansion of functional literacy
NKC would like to stress the continuing importance of a focus on expanding
functional literacy among the population. Illiteracy remains a major problem, even
among the age-group 15-35 years and therefore literacy programmers must be
expanded rather than reduced and given a different focus that is directed towards
improving life skills and meeting felt needs, especially among the youth.
2.5.2.5 Planning for school infrastructure
Land is an essential requirement of schools and this requirement is likely to increase
in the near future given the expansion implied by demographic changes and need to
ensure universal schooling. Therefore urban master plans and local development
plans must explicitly incorporate the physical requirements for schooling, including
provisions for playgrounds and other school facilities.
2.5.2.6 Enabling and regulating mechanisms for private schools
Since private schools play an important role in the provision of education, there is
need for both enabling and regulating mechanisms to be developed and strengthened
for them. There should be transparent, norm-based and straightforward procedures
for the recognition of private schools to reduce harassment and bureaucratic delay.
There should also be transparent criteria as for the disbursement of aid from the
government to some self-financing schools, especially those which cater to
underprivileged children and clear norms with respect to the ability of school
managements to raise resources from other sources. The monitoring of private
schools, in terms of ensuring a transparent admissions process, regulation of fee
structures, as well as meeting minimum set standards for quality of teaching and
infrastructure, also requires attention. The possibility of greater exchange between
B.Ed. Part-I 49 Paper- IX

schools, including mentoring of one school by another, should be allowed and

encouraged.
2.5.2.7 Database on school education
Educational planning and monitoring are made much more difficult because of the
lack of comprehensive and accurate data on schools, school-age children and actual
attendance of both students and teachers. The collection and speedy dissemination
of accurate and current data on schooling must be made a priority. It is necessary to
create a complete database on schools and school-age children so as to track the
actual coverage and quality of schooling at different levels, and to make it widely
available in a timely manner. Such data collection may be made an essential part of
the fund allocation for school education, with appropriate institutional mechanisms.
2.5.2.8 More co-ordination between departments
The multiplicity of management structures and government departments that
currently governs schooling creates confusion, unnecessary replication and possibly
inconsistent strategies across different schools. There must be greater co-ordination
between different departments of government on school education policy, even
while ensuring more autonomy to the local management of schools.
2.5.2.9 National evaluation body for monitoring quality
Educational administration also needs to be more conscious of actual learning
outcomes at different levels, which will determine both policy and functioning.
NKC therefore proposes a national evaluation body to monitor the quality of both
government and private schools, using a results based monitoring framework based
on a short list of monitor able criteria that include both process and outcome
indicators.
2.5.2.10 Revamping school inspection
The system of school inspection needs to be revamped and revitalized, with a
greater role for locals take holders and greater transparency in the system. The
solution does not lie in simply expanding the system rather, we need to develop
systems to ensure meaningful monitoring, including provision of greater facilities to
school inspectors, a separation of inspection of qualitative and administrative
aspects, transparency in the criteria of inspection, and greater involvement of local
stakeholders.
2.5.2.11 Teachers and teacher training
Teachers are the single most important element of the school system and the
country is already facing a severe shortage of qualified and motivated school
teachers at different levels. It is urgent to National Knowledge Commission restore
the dignity of school teaching as a profession and provide more incentives for
qualified and committed teachers. Non-teaching official duties such as electoral
B.Ed. Part-I 50 Paper- IX

activities should not be allowed to interfere with the teaching process. Forums that
allow and encourage teachers to exchange ideas, information and experiences
including a web-based portal should be developed. At the same time, there should
be transparent systems for ensuring accountability of school teachers. As far as
possible, teachers should be recruited to particular schools. The training of teachers
is a major area of concern at present, since both pre-service and in service training
of school teachers is extremely inadequate and also poorly managed in most states.
Pre-service training needs to be improved and differently regulated in both public
and private institutions, while systems for in-service training require expansion and
major reform that allows for greater flexibility.
2.5.2.12 Reforms in the curriculum and examination system
Curriculum reform remains a critically important issue in almost all schools. School
education must be made more relevant to the lives of children. There is need to
move away from rote-learning to understanding concepts, developing good
comprehension and communication skills and learning how to access knowledge
independently. This also requires substantial changes in the examination system,
especially at Board level but also earlier.
2.5.2.13 Use of Information and Communication Technology
Wherever feasible, ICT should be made more accessible to teachers, students and
administration for learning, training, research, administration, management,
monitoring, etc. This requires the provision of more facilities such as computers as
well as connectivity and broadband facilities. Computer-aided learning also requires
training of teachers and other staff in order to make the best use of the technology.
2.5.2.14 English language teaching
Proficiency in English is widely perceived as an important avenue for employment
and upward mobility, which also greatly facilitates the pursuit of higher education.
The incorporation of English into the curriculum through the teaching of English as
a language in Class I and teaching of one other subject in English medium in later
classes requires making pedagogical changes to contextualize language learning,
increasing the availability of English language teachers and providing more
bilingual and supplementary teaching materials. At the same time, mutlilinguality
must be promoted and language issues must be explicitly take non board in
designing school curricula and methods of pedagogy.
2.5.2.15 Interventions to ensure access of educationally deprived categories
Special interventions are necessary to ensure greater access to education of
educationally deprived categories, and some proposals for this are developed in
more detail in the accompanying note. Obviously, specific measures are required to
ensure greater enrolment and retention of girl students. Education of SC children
B.Ed. Part-I 51 Paper- IX

must be a priority, which necessitates both flexibility of approach and avoidance of

discrimination. The access of children from Scheduled Tribes requires more flexible
and sensitive schooling strategies. Language issues must be explicitly taken on
board in designing school curricula and methods of pedagogy. Special strategies are
required to ensure greater access to schools for children in backward regions, remote
locations and difficult terrains. Official strategies for ensuring better access of
Muslim children to schooling are excessively focused on madras's which cater to
only a tiny minority of such children; the emphasis should be on creating enabling
conditions for Muslim children in the general school system. Children of seasonal
migrants require special conditions and efforts to ensure continuous access to
schooling. Similarly, laboring children require incentives and bridge courses. The
needs of physically disadvantaged children, as well as teachers, have to be factored
in more thoroughly in provisions for school education.
2.5.3 CONCLUSION
It was realized by the commission that there is wide diversity across states in terms
of progress towards achieving universal elementary education and also diversity
within states with respect to the quality of school education. At the same time it was
believed that these proposals, which require the active involvement of the central
government as well state governments, will go some way in terms of ensuring
universal access to elementary education, wider access to secondary education as
well as better quality and greater relevance of all schooling. Given the strong
synergies between this and other areas such as libraries, translation, knowledge
networks, etc., these suggestions should be seen in conjunction with other
recommendations that have already been made in these other areas, as part of a
systematic set of knowledge initiatives for the young.
2.5.4 Suggested Questions
1. What is National Knowledge Commission?
2. What are main recommendations of National Knowledge commission?
2.5.5 References:
National Knowledge Commission Report, 2008, published by National
Knowledge Commission, Government of India
B.Ed. Part-I (Sem.-II) 52 Paper-IX

B.Ed. Part-I (Sem.-II) Paper-IX

Lesson No. 2.6 Writer: Pooja Kumra

Birla - Ambani Report on Privatisation of Higher Education

Structure:
2.6.1 Objectives
2.6.2 Introduction
2.6.3 Birla-Ambani Report on Privatisation of Higher Education
2.6.3.1 Evolution of the Private Sector in Higher Education in India
2.6.3.2 Public Universities and Private-Aided Colleges
2.6.3.3 Privatisation of Public Institutions
2.6.3.4 For-Profit Self-Financing Private Institutions
2.6.3.5 From Self-Financing Private Colleges to Private Universities
2.6.4 Recommendations of Birla-Ambani Report on Privatisation of Higher Education
2.6.5Summary
2.6.6 Questions for Self Evaluation
2.6.7Suggested Questions
2.6.8Suggested Books

2.6.1 Objectives
After studying this chapter you will be able to:
 Know the meaning of Privatisation of Higher Education
 Describe the Birla Ambani Report on Privatisation of Higher Education
 Summarize the recommendations of Birla Ambani Report on Privatisation of
Higher Education

2.6.2 Introduction
Education imparts knowledge, skills and shapes values and attitudes. Education is vital for
progress of a civil society. Education is universally recognized as an important investment
in building human capital. Human capital affects growth in two ways. First, human capital
levels act as a driver of technological innovation. Second, human capital stocks determine
the speed of technology. It is now widely accepted that human capital and not physical
capital, holds the key to persistent high growth in per capita income.
Education is becoming even more vital in the new world of information.
Knowledge is rapidly replacing raw materials and labour as the most critical input for
survival and success. Knowledge has become the new asset. More than half of GDP in the
major Organisation for Economic Co-operation and Development (OECD) is now
knowledge based. About two thirds of the future growth of world GDP is expected to
B.Ed. Part-I (Sem.-II) 53 Paper-IX

come from knowledge led businesses. This recognition increased the awareness regarding
the economic value of institutions engaged in knowledge production and dissemination.
Higher education institutions and their graduates became dearer to policy-makers and to
corporate leaders. In many of the fast-growing emerging economies, the tertiary-level
educated workforce has become a constraint for sustaining their growth rates and is
investing more on higher education. The share of budgetary resources allocated to higher
education increased in the developed countries in the 1990s and in many of the developing
countries in this millennium. Consequently, the expansion of higher education became a
global phenomenon experienced by all countries. Higher education is almost universalized
in the developed countries,‘massified’ in most of the middle-income countries, and
growing at high rates in the less-developed countries. While the expansion of higher
education is dependent heavily on public investment in the previous century, it relies
considerably on non-public sources of funding in its current phase of expansion. The
process of globalization of economic activities necessitated an expanded codification of
knowledge, digitalization of information and its commodification and it increased the
economic returns to investments in higher education. At present, there is a near unanimity
on the need for enhanced investment in higher education even when opinions vary on
sharing the financial responsibilities among public, private and household sectors. A
common trend experienced in many countries is a shifting of the financial burden of
seeking higher education from public to private sources.

2.6.3 Birla-Ambani Report on Privatisation of Higher Education

The private sector has grown in many countries and has certainly increased its role in
higher education in a majority of the countries. Private sector has globally influenced the
education sector. It is interesting to note that matured market economies have relied less
on the market process to meet the expanding social demand for higher education than the
developing countries where markets are poorly or less developed. Countries such as India
follow a dual policy of relying on the public universities in core areas of research and
development and on private institutions to meet the expanding social demand for higher
education, especially in market-friendly study programmes such as technical and
professional education. This results in an enhanced public investment and an increasing
private share in higher education contributing to faster growth of the sector. Privatisation
implies applying market principles to the functioning of public institutions of higher
education. While the ownership and management of the institutions remain with the public
authorities, the services provided by the institutions are priced. The price levied (for
example, student fees) may be equivalent to the full cost or full cost-plus-profit in some
instances. Privatization was very often facilitated by transferring the governance to public
institutions (autonomy), with many of them becoming public enterprises venturing into
cost-recovery, income generating and for-profit activities in public universities. The private
sector, on the other hand, implies then on-State sector in higher education. The institutions are
owned and operated by private individuals or agencies . In most cases, this sector does
B.Ed. Part-I (Sem.-II) 54 Paper-IX

not receive funding from the government and in any case, it does not rely on State funding
for its growth and expansion, although at times they receive partial public funding support
in some countries. Private higher education institutions can be universities or non-
university institutions offering professional training courses. Private universities offer
courses leading to a degree, while courses offered in other types of private higher
education institutions very often lead to a certificate or a diploma. One of the earliest and
most commonly used classificationsof private higher education institutions is categorizing
them into:
(a) Elite (b) Religious (c) Demand-absorbing
A more recent and modified categorisation by Daniel C. Levy is in terms of: (a) Elite and
semi-elite, (b) Religious/ Cultural and (c) Non-elite and demand-absorbing. Most of the
top ranking universities in the United States (US) are, in a sense, elite private institutions.
As per the QS world ranking of universities 2011, six US universities were listed
in the top-10 category.1 All of them (Harvard, Massachusetts Institute of Technology
[MIT], Yale, Pennsylvania, Chicago, and Columbia) are private institutions. The top-
ranking universities in other countries, very often, are public institutions. Many of the
private higher education institutions are religion-based. While the Catholic Church
dominated in the provision of private higher education in Latin America, Evangelical and
Islamic faiths are common in Africa. Religious institutions are the fastest growing type of
private higher education institution in almost every African country perhaps, with the
exception of South Africa. This is partly due to the fact that most of the religious-based
private higher education institutions are not-for-profit, especially in Africa, and at times
they not only levy low fees, but also provide financial support to students. The non-elite
and demand-absorbing private institutions are the largest and the fastest growing segment.
Many of them are in the non-university sector and they help expand access to higher
education. The study programmes are vocational in nature and the duration of courses in
these non-university sector institutions is short.
Most of the private institutions are self-financing, relying on student fees as the
major source of income. However, some are for-profit while others are not-for-profit
institutions. In the case of for-profit institutions, the main motivation for starting these
may be profits rather than educational objectives. The for-profit institutions are at times
labeled as ‘pseudo universities’ since they do education business. It is also true that many
private higher education institutions maintain a formal non-profit legal status while
functioning like for-profit entities. Some of the for-profit institutions in the US also
receive public funding support. According to a recent US Senate report, for-profit schools
receive 23 per cent of all federal student financial aid (around US$24 billion) in the 2008–
09 academic years. Universities like Phoenix, DeVry and Kaplan have helped turn the for-
profit sector into a massive revenue generator and the engine for higher education growth.
From 1998 to 2008, for-profit enrolment in the US grew by 225 per cent. For-profit
colleges have experienced a boom in business even during the recession period; however,
this situation is changing now in the US. Due to the federal rules against certain forms of
B.Ed. Part-I (Sem.-II) 55 Paper-IX

recruitment, the federal support to for-profit institutions has declined and consequently
enrolment decreased by 14.1 per cent in most high profile institutions e.g.
DeVryUniversity experienced an enrolment fall by 25.6 per cent and Corinthian by 21.5
per cent. At times the private institutions are also an easy route for the entry of cross-
border institutions. This is a very common trend in most countries in Latin America, the
Commonwealth of Independent States (CIS) region and Africa. In some cases the
domestic private institutions are affiliated to a foreign institution. In some of the countries
such as Oman, affiliation to a foreign institution is a necessary condition for approval and
in some instances it is used as a convenient mechanism to levy high fees. In some
instances foreign universities establish their branch campuses in these countries. Malaysia,
Singapore, Hong Kong, Dubai, Doha, etc. are good examples of this trend. Universities in
Australia, the UK, the US, and other countries open branch campuses in many developing
countries. Malaysia has branch campuses of universities including that of Nottingham
University in the UK, MonashUniversity, Curtin University in Australia, etc. Singapore
has branch campuses of John Hopkins, the University of Chicago, INSEAD, etc. Bond
University and Monash University in Australia have branch campuses in many Asian and
African countries and are developed in the form of education hubs. Some of the cross-
border institutionsare public ones in the country of origin and operate likeprivate
institutions in the host country. According to the Observatory of Borderless Higher
Education, there were 200 branch campuses around the world in 2011. The largest flow of
cross-border institutional mobility (branch campuses) used to be from the US to Gulf
countries; now more and more branch campuses are opened in East and South Asia.

2.6.3.1 Evolution of the Private Sector in Higher Education in India

The number of universities proliferated and the number of students multiplied during the
period after independence in 1947 — the total number of universities increased by nearly
18 times between 1950 and 202.5. More interestingly, the increase was rather fast in this
millennium. While it took50 years to add 227 universities between 1950 and 2000, it took
only 10 years to add the next 210 universities. The universities in India include central
universities established by an Act of the national parliament, state universities and private
universities, which are established by an Act of the state legislature. The student
enrolment in higher education increased from 0.17 million in 1950 to 20.7 million in 2009
(MHRD 2011). The Indian policy response to private higher education has gone through a
process of evolution from a reliance on public institutions to promoting private higher
education institutions to expand the system. The evolution of the policy shows that India,
like many other countries in the world, adopted privatisation measures and also
encouraged the private sector in higher education. In the initial years following
independence, the ideological orientation emphasised on a State-dominated model of
development. India promoted the public sector in all spheres of activity including
education. The country nationalized many private institutions of higher education since
the policy was to provide higher education through public universities. This also implied
B.Ed. Part-I (Sem.-II) 56 Paper-IX

transforming the then-existing private higher education institutions into public

institutions(Gnanam 2008). This was a stage of ‘publicisation’ of private institutions. Most
of the higher education institutions established in India in the 1950s and 1960s were
public institutions. India seems to have followed a dual strategy of attaining self-reliance
and global standards through public institutions. The establishment of high-quality
institutions in the areas of engineering, medical and management studies — the Indian
Institutes of Technology (IITs), medical institutions - All India Institute of Medical
Science (AIIMS), Indian Institutes of Management (IIMs), and Regional Engineering
Colleges (now National Institutes of Technology or NITs) exemplify the dual motives of
self-reliance and global standards.

2.6.3.2 Public Universities and Private-Aided Colleges

The situation seemed to be that India had public universities and private colleges that
received financial support from the state. The public financial support covered a major
share of the expenditure incurred by the private colleges. The affiliated system of higher
education helped to promote this process of establishing public universities and affiliated
colleges that were mostly private. This was perhaps a stage of publicly
supported/sponsored private growth in higher education. More than 80 per cent of the
higher education enrolment in India used to be in private affiliated colleges which mostly
followed the same study programmes, offered the same courses and students appeared for
the same examinations conducted by the university to which these institutions were
affiliated. The student fees in these private colleges were also fixed by the state
governments. These colleges in general were functioning more like public institutions than
for-profit private higher education institutions.

2.6.3.3 Privatisation of Public Institutions

This trend changed in the 1970s and 1980s when self-financing courses were offered in
public institutions. This was more a stage of privatisation of public institutions of higher
education since the ownership of the institutions remained with the public authorities even
though some of the courses were self-financing. The committees appointed by the
University Grants Commission (UGC) and the All India Council of Technical Education
(AICTE) also recommended privatization rather than the promotion of private higher
education. For example, the Punnayya Committee (1992–93) set up by the UGC suggested
cost recovery and income generation to a level of 15 to 25 per cent of the annual recurrent
expenditure of a university. Dr Swaminathan Panel (1992) set up by the AICTE also
suggested cost recovery from students and the introduction of an education ‘cess’ from
industries. Some of the state governments went ahead with establishing self-financing
courses in public institutions and self-financing public institutions. The fee-levels in these
instances were decided by the state governments or the university to which the institution
was affiliated. A. Gnanam (2008) notes that the policy of the government to empower
public universities and colleges to offer ‘self-financing courses’ concurrently with public-
B.Ed. Part-I (Sem.-II) 57 Paper-IX

funded programmes leaves one to wonder whether there are any more truly public
institutions in the country. For example, to meet the growing demand for technical
education and to arrest the outflow of students to other states seeking higher technical
education, the government of Kerala decided to open institutions on a cost-recovery mode.
The Institute of Human Resources Development in Electronics (IHRDE) is a case in point.
The success of the IHRDE led to the opening of self-financing public colleges supported
by the government and latermany such colleges were established by the private sector.

2.6.3.4 For-Profit Self-Financing Private Institutions

The 1980s and 1990s witnessed the establishment and fast expansion of self-financing
private higher education institutions. The self-financing colleges, which are commonly
known as capitation fee colleges, are mostly for-profit private institutions. Most of these
self-financing institutions were colleges established in the subject areas of engineering,
medicine and management. The southern states of Andhra Pradesh, Karnataka and Tamil
Nadu and the western state of Maharashtra led the private higher education (self-financing
colleges) revolution in India. Although these for-profit, private self-financing institutions
(capitation fee colleges) were concentrated in a few states, students from all parts and
regions of India sought and got admission into these colleges. It seems money power,
rather than any other influences, ensured admission in these institutions. A major part of
India’s private higher education surge came from the proliferation of private self-financing
colleges mostly in the technical and professional subject areas. This is in contrast to the
developments in many other countries where private institutionswere established in areas
which required less investment unlike engineering and medical colleges.

2.6.3.5 From Self-Financing Private Colleges to Private Universities

India had private colleges as well as few private universities. In the 1990s many private
providers felt that the rules and regulations by the public authorities were very strict and
severe. To escape from this and to attain the authority to award degrees, they sought
deemed-to-be university status to private institutions and many private institutions became
deemed universities. The next stage in the evolution was the establishment of private
universities. A Private Universities Establishment and Regulations Bill were introduced in
the Rajya Sabha in August 1995 with a view to providing for the establishment of self-
financing private universities. The bill was referred to the Standing Committee to get
views on the subject. The private providers were not happy with some of the provisions in
the bill, especially those pertaining to endowment funds, regulation by government bodies
and subsidised education for nearly one-third of the intake. Although the bill was not
passed, discussions on the need for a private universities bill continued. In 2000, the Prime
Minister’s Council on Trade and Industry set up a committee (Birla–Ambani Committee
2000–01) that recommended entrusting higher education provision to the private sector,
promulgation of a private university bill, cost recovery from students, and loans and grants
to economically and socially weaker sections.
B.Ed. Part-I (Sem.-II) 58 Paper-IX

Since 2002, several state governments have passed private university Acts.
Chhattisgarh took the lead in enacting a private universities Act and it has the distinction
of having set up the first officially-established private university in India in 2002. The
state of Chhattisgarh established 97 private universities in that same year. This was
followed by many state governments — Assam, Haryana, Himachal Pradesh, Gujarat,
Odisha, Punjab, Uttar Pradesh, Uttarakhand, etc.The private universities need to be
established with in the regulations stipulated by UGC (UGC 2003a). These regulations
stipulate that each private university should be established by a separate Act and should
conform to the provisions of the UGC Act of 1956. The private universities will be unitary
in structure but permitted to operate off–campus and off-shore campuses. The student
admission procedures and fixation of fees shall be in accordance with the
norms/guidelines prescribed by the UGC and other concerned statutory bodies. Some
states established private universities before these regulations came into effect and in
some casesbefore the private universities Act was passed. Some private universities seem
to be attracting a good number of students. The Symbiosis International University in
Pune has 11,000 full-time students from 75 countries in campuses across four cities. The
Amity University in Private Higher Education Noida, has 80,000 students up to PhD level,
3,500 academics four universities in India and six international campuses in Dubai,
Mauritius, Singapore, the US, and the UK.
The pattern seems to be that some private colleges were deregulated by granting
them an autonomous status. Some of them graduated to deemed-to-be universities status
andfurther to private universities in later years (UGC 2003b). Others were new institutions
established as private universities from the beginning. To sum up, an anatomy of
institutions in India showsthat the traditional pattern of mostly public universities and
private colleges still continues, although the private share in both categories of institutions
has increased. Some of the colleges are public, many of them receive aid and others do not
receive any financial support from the government. The most common form of private
higher education in India is self-financing institutions, which do not receive any financial
support from the government. They are owned and operated by private enterprises or
individuals and for the purposes of funding they rely on the fees levied from students.
There is another type of private institution where the university is public but it has
privately-managed affiliated institutions. These affiliated institutions have free seats and
payment seats. Fees for the free seats are decided by the university while that for the
payment seats is decided by the affiliated institution. The Guru Gobind Singh Indraprastha
University belongs to this category of private higher education institutions. It has several
self-financing courses in its affiliated institutions. There are also non-university private
institutions such as the NIIT and APTECH group of institutions. Although they
cannot grant degrees, a certification from these institutions is accepted by employers.
Another type of private institutions is coaching centers, which do not issue any certificate.
The degrees do not necessarily signal/reflect the competencies acquired by the graduates
and hence they are subjected to further tests for job selection. The best example is the
B.Ed. Part-I (Sem.-II) 59 Paper-IX

replacement of university performance and certificate with competitive examinations for

further studies and jobs. It is interesting to see that even to select an academic faculty in
the university, the performance of the candidate in the university examinations in not
relied upon. The public authorities insist on eligibility test certificates — National
Eligibility Test (NET) for national and others for state-level institutions of higher
education. Coaching for all competitive tests (for entrance to higher education institutions
and jobs) has become very commonin India. Parents and children willingly invest more
money and time in coaching institutions for entrance examinations and competitive tests
for jobs than what they pay as student fees in public institutions. Preparations for entrance
examinations for engineering, medical and management studies are very demanding and
that for bank tests, Indian civil services and other jobs too have become very co-
operative, which are taken advantage of by this segment of private higher education.

2.6.4Recommendations of Birla-Ambani Report on Privatisation of Higher

Education
1. Primary and Secondary education
Make primary education compulsory and free. Primary education must be on top of the
education agenda. Secondary education must be compulsory as well. There is no getting
away from enforcing the Constitutional commitment to compulsory education for children
up to the age of fourteen years.
2. Teaching
Bring about regulations for continuous teacher training and quality upgradation.
3. Technology
Leverage our vast and growing resources in information technology to bring about smart
schools that integrate computers, networks and content.
4. Sensory Learning
Migrate from teaching to 'sensory learning' in pre-schools and in primary education order
to provoke curiosity. The accent must be on fostering creative joy and healthy
psychological development.
5. Learning to Learn
Emphasis learning through practices and experiences. Transform teacher's role to one of
facilitator.
6. Vocational Education
Introduce compulsory vocational training in an intensive manner from the secondary level
onwards.
7. Distance Education
Promote distance education as an alternative system of education on par with the formal
system of education.
8. Value Systems
Emphasise value education at pre-primary level and reinforce it in primary, secondary and
higher education.
B.Ed. Part-I (Sem.-II) 60 Paper-IX

9. Common National Content

Introduce a common national system for educational content at the school level, after
providing for regional and local variations, especially with respect to languages, history
and culture.
10. Decentralisation of Management
Decentralise education management Devolve to the Panchayatlevel financing and
management of education at the primary and secondary level as well as literacy
programmes.
11. Common Admission Tests
Institute a common system for admissions to professional courses based on national
standardised tests on the lines of SAT, GRE and GMAT. Concurrently, abolish the system
of migration certificates and allow students to move from one institution to another based
on a system of transfer of professional credits.
12. Market Oriented Education
Encourage schools of learning to constantly upgrade content and facilities to make them
more market oriented.
13. Education Infrastructure - Hardware
Fund infrastructure for government schools buildings, telecom networks, and computers –
on a priority basis. Progressively reduce funding for universities and make them adopt the
route of self-sufficiency to achieve this.
14. Education Infrastructure – Content Development
Continuously reflect latest advances incontent development. Utilise evolving tools and
techniques for developing content tat is contemporary.
15. Government Role
Confine the responsibility of the Government to: funding and ensuring that primary
education is compulsory and free, funding and ensuring that secondary education is
compulsory, funding and bringing about 100 per cent literacy, supporting disciplines that
have no market orientation, selectively supporting and part funding centers of higher
learning, providing financial guarantees for student loans, ensuring uniformity in content
and quality, and education development planning.
16. Government Controls
Give institutions not depending on government for funding or having low levels of
funding to have operational freedom and flexibility to innovate.
17. Private Universities
Legislate a Private University Bill to encourage establishment of new private universities
in the fields of science and technology, management and finance areas.
18. Rating System
Institutionalise a system for periodical rating of all educational institutions in India -
schools, colleges, institutions and universities by independent agencies analogous to a
standard and Poor's or CRISIL in the financial sector.
B.Ed. Part-I (Sem.-II) 61 Paper-IX

19. Foreign Direct Investment

Allow foreign direct investment in education. To begin with, limit this to science and
technology areas.
20. Financing
Establish an education development funds for primary and literacy education. Exempt
donations to this fund from income tax. Consonantly, develop a credit market for higher
education to finance the cost of education.
21. Marketing Indian Education Abroad
Encourage Indian Institutions and universities to attract overseas students. Initially,
establish international schools in all our existing centers of excellence, which have
international reputation.
22. Politicization
Enable all political parties come to an understanding that they will keep away from
universities and educational in situations. Ban any form of political activity on campuses
of universities and educational institutions.
23. Education and Economic Freedom
Keep the economy free from controls to foster new opportunities that creates a market for
education.
24. Research in Education
Encourage research right from undergraduate level in all fields.
25. Physical Education/ Extra-curricular activities
Encourage sports activities by providing the necessary infrastructure from the primary
school level. Encourage extra-curricular activities the primary and secondary levels by
setting side on day per week (preferably Saturdays) for this activity.
26. Update RECs& ITI s
Upgrade the curriculum, infrastructure and facilities in the RECs and Industrial Training
Institutes to meet the envisaged higher demand for skilled technical manpower. Provide
higher autonomy and freedom to these institutes.
27. Trained Teachers
Make trained teachers serve for a specified period in the rural areas as part of their
development.
28. Alternative Education Opportunities
Introduce a variety of programmes to provide alternative education opportunities for
working and underprivileged children such as flexible schedules.
2.6.5 Summary
Countries such as India follow a dual policy of relying on the public universities in core
areas of research and development and on private institutions to meet the expanding social
demand for higher education, especially in market-friendly study programmes such as
technical and professional education. However Birla-Ambani report favoursreduction in
Government funding for State and Central universities so that these universities/colleges
may run independently and remain financially self-sufficient. Privatisation implies
B.Ed. Part-I (Sem.-II) 62 Paper-IX

applying market principles to the functioning of public institutions of higher education.

While the ownership and management of the institutions remain with the public
authorities, the services provided by the institutions are priced. The price levied (for
example, student fees) may be equivalent to the full cost or full cost-plus-profit in some
instances. Privatisation was very often facilitated by cost-recovery, income generating and
for-profit activities in public universities which simply implies to total commercialization
of educational institutions. Some recommendations have also been made by this report for
smooth transition towards privatisation of higher education while encouraging primary
education through Government structure.
2.6.6Questions for Self Evaluation
1. Types of Higher Education Institutions
2. Alternative Education
3. What are IIT, IIM, AIIMS, REC and NIT’s
4. Decentralisation of Management
5. Common National Content
6. Self-Financing Private Institutions
7. For-profit concept in educational institutions
2.6.7Suggested Questions
1. Explain the term “Privatisation of Higher Education” by giving reference of Birla
Ambani Report.
2. When did Private Sector come in the field of Higher Education in India? Explain
in Detail.
3. What are the recommendations of Birla Ambani report on Privatisation of Higher
Education?
2.6.8 Suggested Books or Links
1. Report on a Policy frame work for reforms in education submitted by Mukesh
Ambani(convenor), Kumarmangalam Birla (member),special subject group on
policy framework for private investmentin education health and rural development,
Prime Minister's Council on Trade and Industry Governmentof India, New Delhi,
April, 2000.
B.Ed. Part-I (Sem.-II) 63 Paper-IX

B.Ed. Part-I (Sem.-II) Paper-IX

Lesson 2.7 Writer: PoojaKumra

Skill Development Mission 2014

Structure:
2.7.1 Objectives
2.7.2 Introduction
2.7.3 National Skill Development Mission
2.7.4 Objectives of National Skill Development Mission
2.7.5 Functioning of National Skill Development Mission
2.7.5.1 At National Level
2.7.5.2 At State Level
2.7.6 Mission Strategy
2.7.7 Financing
2.7.8 Summary
2.7.9 Questions for Self Evaluation
2.7.10 Suggested Questions
2.7.11 Suggested Books or References

2.7.1 Objectives
After studying this chapter you will be able to:
 Know National Skill Development Mission
 Summarize the Objectives of National Skill Development Mission
2.7.2 Introduction
India is one of the youngest nations in the world. Its 54% of the total population below 25
years of age and over 62% of the population in the working age group (15-59 years).
India’s annual skilling capacity was estimated at approximately 7 million during the
period 2013-2014. Apart from meeting its own demand, India has the potential to provide
a skilled workforce to fill the expected shortfall in the ageing developed world. The
enormity of India’s skilling challenge is further aggravated by the fact that skill training
efforts cut across multiple sectors and require the involvement of diverse stakeholders
such as multiple government departments at the Center and State levels, Private training
providers, Educational and Training institutions, employers, industry associations,
assessment and certification bodies and trainees. All these stake holders need to align their
work together in order to achieve the target of ‘Skill India’. India currently faces a severe
shortage of well-trained, skilled workers. It is estimated that only 2.3 % of the workforce
in India has undergone formal skill training as compared to other countries like UK,
USA,and Germany etc. Large sections of the educated workforce have little or no job
skills, making them largely unemployable. Therefore, India must focus on scaling up skill
training efforts to meet the demands of employers and drive economic growth. Skills and
B.Ed. Part-I (Sem.-II) 64 Paper-IX

knowledge are the driving forces of economic growth and social development for any
country.

2.7.3 National Skill Development Mission

The Ministry of Skill Development and Entrepreneurship (earlier Department of Skill
Development and Entrepreneurship, first created in July 2014) was set up in November
2014 to drive the ‘Skill India’ agenda in a ‘Mission Mode’ in order to converge existing
skill training initiatives and combine scale and quality of skilling efforts, with speed. The
Ministry, therefore, proposes to launch the NATIONAL SKILL DEVELOPMENT
MISSION (NMSD - known henceforth as, the Mission), which will provide the overall
institutional framework to rapidly implement and scale up skill development efforts across
India.

National Skill Development Mission Statement

To rapidly scale up skill development efforts in India, by creating an end-to-end, outcome-
focused implementation framework, which aligns demands of the employers for a well-
trained skilled workforce with aspirations of Indian citizens for sustainable livelihoods.

2.7.4 Objectives of National Skill Development Mission

The mission seeks to achieve:
 Create an end-to-end implementation framework for skill development, which
provides opportunities for life-long learning. This includes: incorporation of
skilling in the school curriculum, providing opportunities for quality long and
short-term skill training, by providing gainful employment and ensuring career
progression that meets the aspirations of trainees.
 Align employer/industry demand and workforce productivity with trainees’
aspirations for sustainable livelihoods, by creating a framework for outcome-
focused training.
 Establish and enforce cross-sectorial, nationally and internationally acceptable
standards for skill training in the country by creating a sound quality assurance
framework for skilling, applicable to all Ministries, States and private training
providers.
 Build capacity for skill development in critical un-organized sectors (such as
the construction sector, where there few opportunities for skill training) and
provide pathways for re-skilling and up-skilling workers in these identified
sectors, to enable them to transition into formal sector employment.
 Ensure sufficient, high quality options for long-term skilling, benchmarked to
internationally acceptable qualification standards, which will ultimately
contribute to the creation of a highly skilled workforce.
B.Ed. Part-I (Sem.-II) 65 Paper-IX

 Develop a network of quality instructors/trainers in the skill development

ecosystem by establishing high quality teacher training institutions.
 Leverage existing public infrastructure and industry facilities for scaling up
skill training and capacity building efforts.
 Offer a passage for overseas employment through specific programmes
mapped to global job requirements and benchmarked to international
standards.
 Enable pathways for transitioning between the vocational training system and
the formal education system, through a credit transfer system.
 Promote convergence and co-ordination between skill development efforts of
all Central Ministries/Departments/States/implementing agencies.
 Support weaker and disadvantaged sections of society through focused out
reach programmes and targeted skill development activities.
 Propagate aspirational value of skilling among youth, by creating social
awareness on value of skill training.
 Maintain a national database, known as the Labour Market Information
System (LMIS),which will act as a portal for matching the demand and supply
of skilled workforce in the country. The LMIS will on the one hand provide
citizens with vital information on skilling initiatives across the country. On the
other, it will also serve as a platform for monitoring the performance of
existing skill development programmes, running in every Indian state.

2.7.5 Functioning of National Skill Development Mission or Institutional Mechanisms

To achieve the objectives, Key institutional mechanisms of the Mission have been divided
into three tiers.
 Governing Council at apex level
 A Steering Committee and
 A Mission Directorate.
Mission Directorate will be supported by three other institutions:
 National Skill Development Agency (NSDA)
 National Skill Development Corporation (NSDC)
 Directorate General of Training (DGT)
All these agencies will work under the umbrella of Ministry of Skill Development and
Entrepreneurship. At State level, States will be encouraged to create State Skill
Development Missions (SSDM) along the lines of National Skill Development Mission
with a Steering Committee and Mission Directorate at State level. States will in turn, be
supported by District Committees at the functional tier.
B.Ed. Part-I (Sem.-II) 66 Paper-IX

2.7.5.1 National Level

Mission Governing Council at Apex level will be headed by Hon’ble Prime Minister.
Its Constitution includes:
Union Ministers from MoF, MSDE, MHRD, MoRD, MoLE, MSME, MoA, M/o
Overseas Affairs, M/o Information Technology, M/o HUPA Deputy Chairman, NITI
Aayog Principal Secretary to the Prime Minister Cabinet Secretary, Secretary SDE (as
Member Secretary), 3 members from industry/academia as determined by
Governing Council, 3 State Chief Ministers as determined by Governing Council, on
rotation basis.
In addition, Governing Council may also invite other CMs, other Union Ministers
andrelevant persons from academia and industry, depending on the agenda for discussion.

Functions of Governing Council include:

 Providing overall guidance and policy direction to the Mission.
 To decide on the setting up or closure of Sub-Missions within the Mission.
 Review overall progress and development of Mission activities on a half-yearly
basis.
 Overlook convergence of all skill development initiatives/schemes across Central
Ministries/Departments with Mission objectives.

A Steering Committee, chaired by Minister in charge of Ministry of Skill Development

and Entrepreneurship will be responsible for ensuring that implementation of Mission
activities is done as per policies and decisions laid down by Governing Council. Secretary,
Skill Development and Entrepreneurship will be Member Secretary of the Steering
Committee. It will also consist of Secretaries of M/o Finance, M/o Rural Development,
M/o Labour and Employment, M/o MSME, M/o Agriculture, M/o Human Resource
Development, M/o Overseas Affairs, M/o HUPA and M/oInformation Technology which
are running large scale skill training programmes across the country.
Functions of Steering Committee are as follows:
 Sets targets and approve the Plan annually for the Mission and Sub- Missions
within the ceilings indicated by Ministry of Finance and directions/decisions of
Governing Council.
 Review and monitor overall progress and development of Mission and submission
Activities on a quarterly basis.
Mission Directorate will have an Executive Committee, chaired by Secretary, Skill
Development and Entrepreneurship, who will also act as Mission Director. Joint
Secretaries of M/o Finance, M/o Rural Development, M/o Labour and Employment M/o
MSME, M/o Agriculture, M/o Human Resource Development, M/o Overseas Affairs, M/o
HUPA and M/o Information Technology would be Members of the Executive Committee.
Five Secretaries from the States handling skills Department/ministry in the state on a
B.Ed. Part-I (Sem.-II) 67 Paper-IX

rotational basis will be members as well. Further, DG NSDA, MD NSDC, and

DG(Training) would also be members. A Joint Secretary, nominated by Mission Director
will act as Member Secretary of the Executive Committee. Joint Secretaries from relevant
Central Ministries/Departments which have initiated new skill development programmes
will automatically become members of Executive Committee in order to ensure
convergence of individual/sector specific goals with national and Mission objectives.
Executive Committee will meet on a monthly basis. Mission Directorate, with Secretary,
SDE as Mission Director will supportExecutive Committee.
Functions of Executive committee are as follows:
 To resolve all inter-departmental execution issues.
 Set annual targets for all sub-missions, which will be created in areas requiring
significant focus on an immediate basis in the skill landscape. Currently, seven
submissions have been identified. The same can be added/reduced as per changing
skill requirements of the country.
 Converges killing activities across all sectors with national Mission objectives and
skill gap findings.
Functions of Mission Directorate are as follows:
 To implement and monitor Mission activities at a national level. Mission
Directorate will be supported by the administrative and financial wing of MSDE.
 To coordinate implementation of all decisions of Governing Council and Steering
Committee.
 To ensure uniformity in quality, certification, norms of training, curriculum
content, Aadhaar seeding, leveraging Jan-Dhan accounts and social security
schemes etc. across all skill development programmes being implemented by all
Ministries/departments.
 Coordinate and converge State efforts in order to align them with the broad
national objectives outlined in the National Action Plan.
 Coordinate efforts and monitor performance of individual Sub-Missions, headed
by their respective CEOs, to provide end-to-end solutions towards achieving the
objectives of Sub-Missions.
 Create tie-ups with institutions worldwide to facilitate information sharing. Any
other work assigned by Governing Council or Steering Committee.

NSDA will focus on two verticals of Quality Assurance and policy research in the skills
space. It will operationalise a credible Quality Assurance framework embedded in the
National Skill Qualification Framework (NSQF) to align skilling outcomes to NSQF
across the skills landscape. To improve synergy between Mission Directorate and NSDA,
it is proposed that Secretary MSDE should also be designated as ex-officio Chairman of
NSDA. This will enable Secretary to Chair National Skills Qualification
Committee(NSQC) also in his capacity as Chairman NSDA and will help energize NSQC
B.Ed. Part-I (Sem.-II) 68 Paper-IX

which is not only responsible for establishing a Quality Assurance framework embedded
in NSQF in the skill space but also needs to provide a framework for certification,
accreditation of training providers etc. This aspect is being taken up separately.

Functions of NSDA will include:

 Operationalise and implement National Skills Qualification Framework (NSQF)
 To establish and operationalise a QA framework embedded in NSQF to improve
consistency of outcomes in the skills landscape, which will include laying down
aframe work for training, assessment and certification processes and agencies inthe
country.
 To operationalise National Skills Qualification Committee(NSQC) to meet its
Objectives
 Design and implement the National Labour Market Information System
 Develop national protocols for registration and accreditation of private training
Providers
 Promote use of ‘Skill India’ logo on skill certificates by SSCs/Agencies adheringto
the QA framework.
 Anchor Prime Minister’s Skill Development Fellow Programme

National Skills Research Division (NSRD), under NSDA will be established to serve as
the apex body for providing technical and research support to the Mission. This institution
will act as a think-tank for Ministry of Skill Development and Entrepreneurship and be the
core skill development hub, which will connect implementation of the Mission with
academic research and data. It will leverage expertise in Private domain and be headed by
an economist/expert in the field of planning, with adequate domestic or international
experience in skill development. The selection of the head of this division will be done
through an empowered Search Committee consisting of:
Vice Chairman, NITI Aayog – Chairman Secretary, Human Resource Development
Secretary,
Skill Development and Entrepreneurship DG, NSDA (Member Secretary,) 2 eminent
persons appointed by the nodal Ministry

2.7.5.2 State Level

States will be encouraged to create State Skill Development Missions (SSDM) along the
same lines as National Skill Development Mission structure. Many States have already
established SSDMs and others have started moving in this direction. A model framework
would be circulated for customized adoption by States. The organizational structure of the
State Skill Development Mission is to be decided by the respective States. It is however
desirable that the highest body looking after the Development Mission is sufficiently
B.Ed. Part-I (Sem.-II) 69 Paper-IX

empowered. National Mission will work towards empowering State Missions through
financial and technical support.
2.7.6 Mission Strategy
National Skill Development Mission will initially consist of seven sub-missions under its
purview, which could be added to/amended as per decision of Governing Council. The
power to identify sub-missions in crucial areas which require immediate attention will lie
with Governing Council chaired by Hon’ble Prime Minister. Executive guidelines and
detailing of each sub-mission will be done by Executive Committee headed by Secretary,
SDE. Each sub-mission will act as a building block for achieving the overall objectives of
the Mission. Key focus areas of the sub-mission include: addressing the long-term and
short-term skilling needs through revamp of existing institutional training framework and
establishing new institutions, undertake sector specific skill training initiatives, ensure
convergence of existing skill development programmes; Leverage existing public
infrastructure for skilling; Focus on training of trainers, facilitate overseas employment,
and promote sustainable livelihoods.

Sub-Missions have currently been proposed in priority areas. The number of submissions
can be modified as per changing skill requirements and challenges. Each submission will
be headed by a Joint Secretary or Director level officer designated as CEO, sourced from
the public or private sector that has a solid track record of implementing projects and
achieving targets in a timely manner. The Sub-Mission’s support team will consist of high
performing individuals drawn from the public and private domains.

2.7.7 Financing
The implementation of skilling activities under the Mission will be as per the budget
provisions of various schemes under their respective heads of account. The administrative
expenses of the Mission will be borne from the budget of Ministry of Skill Development
and Entrepreneurship. The IFD of the Ministry will function as the finance wing of the
Mission. The administrative support to the Mission will be provided by the Ministry.

2.7.8 Summary
Countries with higher and better levels of skills adjust more effectively to the challenges
and opportunities of world of work. As the proportion of working age group of 15-59
years will be increasing steadily, India has the advantage of demographic dividend.
Harnessing the demographic dividend through appropriate skill development efforts would
provide an opportunity to achieve inclusion and productivity within the country and also a
reduction in the global skill shortages. Large scale skill development is thus an imminent
imperative. Major challenge of skill development initiatives is also to address the needs of
huge population by providing skills in order to make them employable and help them
secure decent work. Skill development for persons working in the unorganized sector is a
key strategy in that direction. This will also inculcate dignity of labour and create greater
B.Ed. Part-I (Sem.-II) 70 Paper-IX

awareness towards environmental, safety and health concerns. Planned development of

skills must be underpinned by a policy, which is both comprehensive as well as national in
character. A national policy response is, therefore, needed to guide the skill development
strategies and coordinated action by all stake holders to avoid a piece meal approach. It is
also important that the policies of skill development be linked to policies in the economic,
employment and social development arenas.

2.7.9 Questions for Self Evaluation

1. National Skill Development Mission(NSDM)
2. NSQC
3. NSRD
4. NSQF
5. NSDA
6. NSDC
7. DGT

2.7.10 Suggested Questions

1. Explain National Skill Development Mission in Detail.
2. How does National Skill Development Mission work?

2.7.11 References
www.msde.gov.in retrieved on 10th February, 2016.