Transcript Manpower Planning Concept and Methodology

Elementary Education Under Five Year
Plans in India
N. K. Mohanty
[email protected]
[email protected]
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Constitutional Provisions in Elementary
Education
Article 45 – “The state shall endeavour to
provide within a period of 10 years from the
commencement of the Constitution free and
compulsory primary education for all children
until they complete the age of 14 years”
Article 46 – “The state shall promote with
special care the educational and economic
interests of the weaker sections of the people,
and in particular, of the SCs and STs”
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Constitutional Provisions in Elementary
Education
Article 29(2) – “No citizen shall be denied
admission into any educational institution
maintained by the state or receiving aid out of
State fund on grounds of religion, race, caste,
language or any of them "
Article 30(1) enjoins that "all minorities,
whether based on religion or language shall
have the right to establish and administer
educational institutions of their choice,"
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Constitutional Provisions in Elementary
Education
30(2) - “The State shall not, in granting
aid to educational institutions, discriminate
against any educational institution on the ground
that it is under the management of a minority
whether based on religion or language."
Article 350-(A) - “It shall be the endeavor of
every state and of every local authority within the
State to provide adequate facilities for
instructions in the mother-tongue at the primary
stage of education to children belonging to
linguistic minority group."
Article
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Constitutional Provisions in Elementary
Education
The
42nd Amendment to the Constitution of
1976 has put education in the Concurrent List and
empowered the Indian Parliament with the
authority to legislate on education concurrently
with the States.
The
73rd and 74th Amendment to the
Constitution provided for decentralization of
school education and entrusts primary education
to Panchayati Raj Institutions and Urban Area
committees so that the participatory and
interactive management for primary education
could be evolved.
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Constitutional Provisions in Elementary
Education
The
Central Government on 28th July 1997
introduced 83rd constitutional amendment in
Rajya Sabha proposing to make elementary
education as the fundamental right of the child.
The
Constitution of India was amended in
2002 to make Elementary Education a
justiciable Fundamental Right.
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National Policy on Education, 1968
“Strenuous
efforts should be made for early
fulfillment of the Directive Principle under
Article 45.
Reiterated the resolve that "by 1995, all
children will be provided free and compulsory
education up to 14 years of age."
The Constitution of India was amended in
2002 to make Elementary Education a
justiciable Fundamental Right.
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Constitutional Provisions in Elementary
Education
The
Central Government on 28th July 1997
introduced 83rd constitutional amendment in
Rajya Sabha proposing to make elementary
education as the fundamental right of the child.
The
Constitution of India was amended in
2002 to make Elementary Education a
justiciable Fundamental Right.
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Approaches and Strategies
Ist Plan (1951-56)
To provide educational facilities to at least 60% of all
children of the school-going age within the age-group
of 6-14.
IInd Plan (1956-61)
The emphasis was on linking education with economic
development. It also advocated for expansion of basic
and elementary education.
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Approaches and Strategies
IIIrd Plan (1961–66)
The main emphasis was on the provision of facilities for
universal elementary education for all children in the agegroup 6-11 on basic line.
There was also a special
concentration on the education of girls and to reduce the
existing disparities in the level of development in education
boys and girls.
Annual Plans (1966–69)- No change in the approach
IVth Plan (1969–74)
Educational Programme in the IVth plan were related to social
and economic objectives of the country.
It was a prospective plan based on Manpower needs, social
demand and the availability of financial, material and human
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resources.
Approaches and Strategies
Vth Plan (1974-79)
*
Very high priority was given to elementary education
and adequate provision was made for additional enrolment.
*
Provisions for curricular orientation, work experience
and strengthen of educational institution for teachers.
Annual Plan (1979-80)
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Approaches and Strategies
VIth Plan (1980-85)
•
•
Highest priority to programme of UEE to continue as a part of
minimum needs programme.
To achieve UPE in the next 5 years
* The approach to UEE was to cover
i) intensified uses of existing facilities, including the adjustment
of schooling hours which would not be more than 3 hours a
day according to local conditions,
ii) provision of new facilities which would be economically viable
and educationally relevant, and
iii) promotion of non-formal system of learning.
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Approaches and Strategies
*
Schemes which were taken up, were

i) Accepting the principle of average attendance to
overcome wastage and stagnation,
ii) Ensuring that a school is available to a child within 1.5
Kms in a town and within 6 Kms in a village,
iii) Laying emphasis upon compulsory enrolment,
iv) Bringing about the expansion of part-time informal
education, and
v) Eradication of regional imbalances.
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Approaches and Strategies
VIIth Plan (1985-90)
 Highest priority to realising UEE for children in the agegroup of 6-14 years by 1990.

Emphasis shifted from mere enrolment to retention and
attainment of basic elements of learning.
These objectives were to be achieved through formal
and non-formal methods focusing sharply on the needs
of girls and the children belonging to economically and
socially weaker sections.
Annual Plans (1990-92)
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Approaches and Strategies
VIIIth Plan (1992-97)
Highest
priority to universalisation of
compulsory education upto the age of 14.
free
and
Reduction
of disparities in access among states and
within states, between boys and girls and among
different segments of the population and
Improving
the retention and achievement of children of
the relevant age-group.
To provide alternative channels for education to
children of deprived sections and working children.
Reduction of drop-outs particularly among girls and
children belonging to SCs, STs and other economically
and socially disadvantaged communities.
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Approaches and Strategies
Programmes/Schemes
 A national programme of mid-day meals was started in
August, 1995 to promote access, retention and nutritional care
of primary schools.
 Improvement in the quality of schooling and achievement
levels of children enrolled in schools was attempted through
the introduction of minimum levels of learning (MLL) and
enhancement of infrastructure facilities.
Operation Black Board (1987), National Programme of
Nutritional Support (1995), District Primary Education
Programme (1994), Bihar Education Project (1991), UP Basic
Education Project, Mahila Samakhya, Lok Jumbish, Shiksha
Karmi
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Approaches and Strategies
IXth Plan (1997-2002)
“We are committed to a total eradication of illiteracy. We will
formulate and implement plans to gradually increase the
governmental and non-governmental spending on education
upto 6% of the GDP; this is to provide education for all. We will
implement the constitutional provision of making primary
education free and compulsory upto 5th standard. Our aim is to
move towards equal access to and opportunity of educational
standards upto the school-learning stage. We shall strive to
improve the quality of education at all levels – from primary
level to our universities.”
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Approaches and Strategies
Strategy
i) the national goal of providing primary education as a universal
basic service,
ii) the Supreme Court judgement declaring education to be a
fundamental right for children upto 14 years of age,
iii) the need to operationalise programmes through Panchayat Raj
institutions (PRIS) and Urban Local Bodies (ULBs),
iv) the legal embargo on child-labour,
v) the provisions of the Persons with Disabilities Act, 1995, and
heightened awareness of human rights violations in respect of
women, children and persons from disadvantaged sections of society.
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Approaches and Strategies
Issues in Ninth Plan
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I) backlog of un-enrolled children (142 millions out of which 69 million
were girls)
ii) dropout rate & wide inter-state disparities (38.95 at primary)
iii) 16.6 per cent habitations were not served by primary schools within a
distance of one km.
iv) lack of physical infrastructures like toilet facilities for girls, drinking
water facilities in schools, teaching-learning equipment etc.,
v) evaluation studies on childrens’ achievement show low levels in language
and mathematics.
vi) There are also regional disparities
vii) Equity concerns like low enrolment of girls, educational requirements
of special need groups like SCs/STs, OBCs, minorities, disabled & working
children, children from disadvantaged locations like deserts, hilly, coastal
and deep forest areas and children from migratory families etc.
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Elementary Education in the
Tenth Five Year Plan (2002-07)
Approaches
Approaches to achieve the goal of
universal elementary education in the years
to come have to measure the magnitude
and complexity of the task, which has so far
remained incomplete. Efforts to pursue this
goal are guided by three broad concerns:
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Elementary Education in the
Tenth Five Year Plan (2002-07)
The national resolve to provide free and compulsory
education of satisfactory quality to all children up to the
age of 14 years;

The political commitment to make the right to elementary
education a Fundamental Right and enforcing it through
necessary statutory measures; and
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Enactment of 73rd and 74th Constitutional Amendment
which has set the stage for greater decentralisation and s
significantly enhanced role for local bodies, community
organisations as well as voluntary agencies in the efforts
towards UEE.
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Targets in Elementary Education in the
Tenth Five Year Plan (2002-07)
Universal Access
• (a)
All children (age groups 6-11 and 11-14) should have access to
primary schools, upper primary schools or their alternatives within the walking
distance of one kilometer and three kilometers respectively.
• (b) Universal access to early childhood care and education centers for all
children of 3-6 years of age;
• (c)
Need based expansion of upper primary education facilities,
particularly for disadvantaged section. There should be one upper primary
school for every two primary schools;
• (d)
All schools should have buildings, toilets, drinking water,
electrification, playground, black boards and other basic facilities; and
• (e)
Provision of one classroom for every teacher at elementary stage.
•
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Universal Enrolment
(a) Enrolment of all children in schools or other alternatives by 2003;
and
(b) All children complete five years of primary schooling by 2007; and
(c) All children complete eight years of schooling by 2010
Universal Retention
(a) Universal retention in primary cycle by 2007 and in upper primary
level by 2010; and
(b) Dropout rate to be reduced to less than 10 percent for grades VI-VII by
2007
Universal Achievement
•
Improve all aspects of quality of education (content and process) to
ensure reasonable learning outcomes at elementary level, especially
in literacy, numeracy and in life skills.
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Equity

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Bridge all gender and social gaps in enrolment,
retention and learning achievement in primary
cycle by 2007. In upper primary it should be
reduced to less than 5% by 2007
Special interventions and strategies to include
girls, SC/ST children, working children, children
with special needs, urban deprived children,
children from minority groups, children below
poverty line, migrating children and children in
hardest to reach groups.
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Strategies in the Tenth Plan
Convergence
 Institutional Reforms
 Community Empowerment
 Institutional Capacity Building
 Community Based Monitoring
 Habitation as a Unit of Planning
 Focus on Education of Girls and Special Groups
 Focus on Quality and Relevance
 Sustainable Financing
 Support to NGOs
 Public and Private Partnership
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Strategies in the Tenth Plan
Education of Girls and Adolescents Girls
 SCs and STs
 Working Children
 Children from Minority Groups
 Education of UDCs
 Children below Poverty Line
 Education of Hard to Reach Groups
 Education of Children with Special Needs
 Need Based Expansion of Upper Primary Education
 ECCE
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Some Achievments in the Tenth Plan

Enrolment:
Primary: Huge increase in Jharkhand.
Increases above national average in Jammu
& Kashmir, Uttar Pradesh and Madhya
Pradesh.
●Upper Primary: Huge increase in
Jharkhand, Uttar Pradesh, Jammu &
Kashmir and Arunachal Pradesh.
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Some Achievments in the Tenth Plan
Enrolment:
GER
in primary has increased from 96.3% in 2001-02
to 107.8% in 2004-05 & to 109.4% in 2005-06.
 GER in upper primary has increased from 60.2% in
2001-02 to 69.9% in 2004-05 & to 71.4% in 2005-06.
Out of school children has decreased from 32 million
in 2001-02 to 7.1 million in 2005-06.
 Number of districts having out of school children of
more than 50, 000 each has reduced from 48 to 29.
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Some Achievments in the Tenth Plan
Enrolment:
Dropout rate at primary has decreased
from 39.03% in 2001-02 to 29% in 200405
 Dropout rate at the elementary level
has remained very high at 50.8%.
 Reduction in gender gap and social
category gap.
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Issues in Elementary Education in the
11th Plan
The Constitution of India was amended in
2002 to make Elementary Education a
justiciable Fundamental Right.
 7.1 million children being out of school and
over 50% dropping out at elementary level
are matters of serious concern.
 SSA to be reoriented to meet the challenges
of equity, retention and high quality
education.
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Issues in Elementary Education in the
11th Plan
 States to be pursued to enact their own
legislation or amend the existing ones to
ensure UEE.
 SSA would be restructured into a National
Mission for Quality Elementary Education to
ensure minimum norms and standards for a
school (both government and private) that is
accessible to all children. It would address
access, quality and equity holistically though
Systems Approach.

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Issues in Elementary Education in the
11th Plan
The backlog for additional classrooms
would be about 6.87 lakh.
 Opening of about 20,000 new primary
schools and up gradation of about 70,000
primary schools are required.
 Giving good quality education of common
standards, pedagogy and syllabi to ensure
minimum learning levels.
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Targets in Elementary Education in the
11th Plan
Universal enrolment of 6-14 age group children
including hard to reach segment.
 Substantial improvement in quality and standards
with the ultimate objective to achieve standards of
KVs under CBSE pattern.
 All genders, social and regional gaps in enrolments
to be eliminated by 2011-12.
One year ECCE for all children in the age group of 46 years.
Dropouts at primary level to be eliminated and
dropout rate at Elementary level to be reduced from
over 50% to 20% by 2011-12.
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Targets in Elementary Education in the
11th Plan
 Universalize MDMS at Elementary level by
2008-09.
Universal coverage of ICT at Upper Primary
schools by 2011-12.
 Lay emphasis on full retention in schools
with ‘nil’ dropout rate at primary level.
 Bring significant improvement in learning
conditions with emphasis on learning basic
skills, verbal and quantitative.
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Targets in Elementary Education in the
11th Plan
All States/UTs to adopt NCERT Quality
Monitoring Tools.
Strengthen BRCs/CRCs: setting up one
CRC for every 10 schools and 5
resource teachers per block.
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Special Quality Intervention for
Disadvantaged Groups in the 11th Plan
The XI plan would lay special focus on
disadvantaged groups and educationally backward
areas.
 This focus would include not only higher resource
allocation but also capacity building for preparation
and implementation of strategies based on identified
needs, more intensive monitoring and supervision
and tracking of progress.

Give top priority in ECCE to habitations of marginalized
sections.
Set up additional 500 KGBVs in Blocks with higher
concentration of SC, ST, OBC and Minority population.

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Special Quality Intervention for
Disadvantaged Groups in the 11th Plan
Special attention to Districts with high SCs, STs
and Minority population, Innovative funds for
special Focus Districts to be doubled.
Focus on improving the learning levels of SC, ST,
minority chi9ldren through remedial coaching in
schools and also in habitations through educated
youth of NYKS, NSS, SHGs and local NGOs.
Special schools for slum children in 35 cities with
million plus population.
 Special intervention for migrating children, Urban
deprived and working children.
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Special Quality Intervention for
Disadvantaged Groups in the 11th Plan
Creation of capacity within the school for dealing with
students lagging in studies.
Setting up 1000 hostels in EBBs with resident to PG
Teacher as warden to provide supplementary academic
support.
Sensitize teachers for special care of weaker sections
& children with special needs.
Intensive social mobilization in dalit, tribal and
minority habitations through community support.
Provide housing for teachers in tribal and remote
habitations.
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Pre-School Education: in the 11th Plan
SSA
would have a component of one-year Early
Childhood Care Education (ECCE), which can be
universalized to cover 2.4 crore children in a
phased manner.
 A large number of primary schools in States
like U.P. and Rajasthan already have ECCE.
Primary schools within the habitations, ICDSAnganwadi would be supported.
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KGBV and DPEP in the 11th Plan
These
scheme would be subsumed within SSA
in the 11th plan. Expansion of 500 KGBVs in
District/Blocks with high concentration of SCs,
Sts, OBCs and Minorities would be taken up.
DPEP would come to an end in November 2008
and would be subsumed under SSA as per the
existing procedure. The external commitments
would however be met.
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Teacher Education: Thrust areas in the
11th Plan
Establishing organic linkages between CRCsBRCs-DIETs-SCERTs-NCERT and Universities.
Teacher absenteeism: Accountability to be
tackled through PRT’s.
Need to work towards enhancing quality of an
integrated system of teacher education.
Linking teacher education with institutions of
research and higher education.
Countinued
professional development of
teachers and teacher educators.
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Teacher Education: Thrust areas in the
11th Plan
Linkages with reputed teacher education
institutions for possible drawing up of quality
faculty resources on contractual basis. PPP
models for rejuvenating poor quality DIETs and
also setting up of new DIETs/DRCs.
At least one training for all teachers once in
every two years.
Capacity building of para teachers.
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Teacher Education: Thrust areas in the
11th Plan
The teacher Education Scheme would be implemented
in partnership with states. The entire recurring
expenditure, including salaries and contingencies during
the 11th plan period would be met by GOI to the tune of
100% in 2007-08 and thereafter reduced by 10%
progressively each year to 90% in 2008-09, 80% in 200910, 70% in 2010-11 and 60% in 2011-12 so that gradually
the States can take up their committed liabilities and old
establishment expenditure.
The GOI would bear 100% of new establishment and
programme components expenditure.

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Madarsas/Maktabs in the 11th Plan
Additional maddarsas/maktabs would be
supported for modernization under AIE
component and it should be possible to cover
all the 12,000 odd Madarasas during the plan
period.
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Mahila Samakhya: in the 11th Plan
The MS programme would be continued as
per the existing pattern and expanded in a
phased manner to cover all the EBBs and also in
arban/suburban slums, as it contributes to
educational empowerment of poor women.
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Mid Day Meal Scheme in the 11th Plan
The
scheme would be extended to upper
primary schools (Govt., Local Body and Govt.
Aided Schools, and EGS/AIE Centres) in 3479
EBBs from 1st June, 2007 to cover additional 30
million children and to all upper primary schools
from April, 2008 to cover about 18 crore children
by 2008-09. The nutritional value of meals for
upper primary children would be fixed at 700
caloreis derived from 150 gms of cereals and 20
gms of protein.
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MDM: Action Points in the 11th Plan
MDM to be managed by the local community
and PRIs/NGOs. And not contracts driven civie
quality and safety to be prime considerations.
Sensitize teachers and others involved in
nutrition, hygiene, cleanliness and safety norms
to rectify observed deficiencies.
Involve nutrition experts in planning low cost
nutrition menu and for periodic testing of
samples of prepared food.
Promote locally grown nutritionally rich food
items through kitchen gardens in school etc.
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MDM: Action Points in the 11th Plan
Revive School Health Programme: disseminate and
replicate best practices adopted by States.
Provide drinking facilities in all schools on urgent basis.
Status regarding supplies, funds, norms, weekly menu
and coverage displayed in schools to ensure
transparency.
Central assistance to cooking cost based on actual
number of beneficiary children and not on enrollment.
Promote social audit.
Online Monitoring.
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Thank You Very Much
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