CHALLENGE OF EDUCATION

CHALLENGE OF EDUCATION

— THE NEW DEAL —

Date: 4th Nov., 1985
Place: Bombay

Authors:
H. C. Parekh
I. R. Sethi
V. K. Mahajan

(Larsen & Toubro Limited)

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LETTER

LARSEN & TOUBRO LIMITED
Saki Vihar Road, Powai
Bombay 400 072

November 4, 1985

Professor Ashok Chandra
Educational Advisor (T)
Ministry of Education
Government of India
New Delhi – 110 001

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Dear Sir,

CHALLENGE OF EDUCATION – A POLICY PERSPECTIVE

Kindly refer to your letter dated September 4, 1985, along with a copy of the report "Challenge of Education – A Policy Perspective".

I have pleasure in sending herewith some preliminary thoughts on Education Policy. These have been compiled by me along with two of my colleagues, Mr. I. R. Sethi and Mr. V. K. Mahajan.

The thoughts expressed herein are personal views of the authors and not of our organisation.

In case you find that some of the thoughts expressed in this folder are worth pursuing by developing a sharp, time-bound ACTION-PLAN, and if you would like me to associate with such an exercise, please feel free to write to me.

I think I should also mention my association with educational institutions. At present I am a member of the Governing Councils/Board of Governors of:

• Victoria Jubilee Technical Institute — Bombay
• Fr. Agnel Polytechnic — Bombay
• L&T Institute of Technology (LTIT) — Bombay
• Regional Engineering College — Surat

I am happy to enclose herewith a booklet on LTIT – which, I hope, you will find useful.

With kind regards,

Yours faithfully,

(Signature)
(H. C. Parekh)
General Manager
Larsen & Toubro Limited

Encl.: *

 

CHALLENGE OF EDUCATION - INDEX

 

FROM  THE REPORT

 

 

 

" CHALLENGE OF EDUCATION "

 

SR. No.	DESCRIPTION	PAGE NO.
1.	Enrolment (Primary) only 76%	1
2.	Middle Education	2
3.	Enrolment in Secondary Schools	3
4.	Enrolment in Higher Education	4
5.	Enrolment of Girls compared with Boys	5
	EXPENDITURE ON EDUCATION
6.	Outlay on Education	6
7.	Plan outlay for Expenditure Education	7
8.	Differential Expenditure on Education	8
9.	Expenditure on Rural Education	9
10.	Expenditure per Pupil per annum	10
11.	Stipend for Higher Education	11
12.	Private Donations for Education	12
13.	Attracting Black-Money for Education	13
	TEACHERS
14.	Pupil Teacher Ratio	14
15.	Trained Teachers	15
16.	Teacher’s Salaries to total Expenses	16
17.	Teacher’s Motivation	17
18.	Quality of Teachers	18
	TECHNICAL EDUCATION
19.	Standard of Technical Educations	19
20.	Technical ( Engineering) Institutions	20
21.	Vocational Education (Industrial)	21
22.	Adult Literacy	22
	FACILITIES
23.	Basic Facilities in Educational	23
24.	Better Utilizations of existing Resources	24
	THE NEW DEAL
25.	Why have things gone wrong	25
26.	Satellite Literacy Programme	26
27.	Agricultural Vocational Institutes	27
283	Examination System	28
29.	Dignity of Labour	29
30.	Industry Institute Integration	30
31.	Income Tax exemption on reimbursement of Educational Expenses	31
32.	Audit Committees for Education	32
33.	Requisites Norms for Education	33
34.	Educational System – A frame Work	34
35.	Education	35
36.	Education at a glance- Bar Chart	36
	ENROLMENT
37.	Percentage of Children enrolled in Schools- Bar Chart	37
38.	School enrolment by level & sex 1981-82- Bar Chart	38
39.	Progress of Literacy : 1901-1981	39
40.	Enrolment Rates – Growth 1950-51, 1980-81	40
41.	Enrolment Gap	41
EDUCATIONAL INSTITUTIONS
42.	Number of Educational Institutions	42
43.	Educational Institutions – Pie-Chart	43
44.	Growth of Educational Institutions 1950-1985- Bar Chart	44
EXPENDITURE ON EDUCATION
45.	Expenditure on Education	45
46.	Budgetary requirements	46
47.	Share of Plan outlay for Education Private Donations	47
48.	Private Donations for Education – Trend Chart	48
49.	Share of Plan outlay for Elementary Education	49
50.	Per Capita Expenditure on Education- State wise	50
51.	Per capita Expenditure on Education – Bar Chart	51
52.	Expenditure on Education – rural V/s Urban	52
53.	Expenditure on Education – Rural V/s Urban – Pie-chart	53
54.	Expenditure per pupil per annum	54
55.	Teachers Profile	55.
56.	Technical (Engineering) Institutions	56.
57.	Facilities in Institutions	57
58.	Why use Black-Money in Education	58
59.	Questionnaires	59.

 

 

ENROLMENT (PRIMARY ) ONLY 76%

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

Nov. 1985	ENROLMENT (PRIMARY ) ONLY 76%
PRESENT SITUATION : -      In India enrolment at primary level is only 76% -      China          117% -      France        112% -      Singapore   107% -      USSR            106% -      Japan           101% -      USA               98% In 1981 out of total 15 Crores (of age group 6-14 years) Only 9.3 crores were enrolled.
CHANGE / ACTION DESIRED : China with much higher Population has achieved highest enrolment rate which is an exemplary indication of its development. If India has to achieve some world standing the primary enrolment will have to be boosted to 100%
ADVANTAGES EXPECTED: Elementary education would eradicate illiteracy along with many other ourses associated with it chiefly population explosion
ACTION BY: Ministry of Education. Ministry of Family Welfare. Gram Panchayats. Social organizations.

 

MIDDLE EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

Nov. 1985	MIDDLE EDUCATION
PRESENT SITUATION:                               (LAKHS)                                   1950       1985     GROWTH- RATE Primary Schools (Nos.)     2.01          5.04              2.6% Middle Schools (Nos.)      0.13         1.23             7.2% RATIO – MIDDLE:PRIMARY 1:15         1:4
CHANGE / ACTION DESIRED : -      As Laid Down In the Constitution – Education up to the age of 14 years (i.e. till middle level ) is responsibility of Government i.e. it should be compulsory & free -      Even though the ratio of middle schools has improved still in order to reach the above goal there has to be 4 fold increases in middle schools as compared with Primary.
ADVANTAGES EXPECTED : Constitutional obligation towards citizens will be met
ACTION BY : Ministry of Education, GOI

 

ENROLMENT IN SECONDARY SCHOOLS

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	ENROLMENT IN SECONDARY SCHOOLS
PRESENT SITUATION : ENROLMENT IN 1950-51     Was 12.2 Lacs Enrolment in 1980-81        was 94.9 Lacs Growth-rate (Compound)    7.08% per annum Whereas growth-rate in Primary was -      In Fifties      ...   6.2% -      In Sixties     ...   5.0% -      In Seventies  ..   5%
CHANGE/ ACTION DESIRED : Even though the growth-rate in Secondary Education was higher it may not sustain due to drop in growth-rate of Primary.   When we achieve 100% enrolment rate at Primary level. Larger growth-rate will be required at Secondary level as well.
ADVANTAGES EXPECTED : Level of literacy will go up.
ACTION BY : State Governments.

 

ENROLMENT IN HIGHER EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV.1985	ENROLMENT IN HIGHER EDUCATION
PRESENT SITUATION : Total Enrolment in higher education in 1981 was only 31 lacs which was only 2.94% of the total numbers enrolled.
CHANGE/ ACTION DESIRED : World Is Progressing into high-tech. areas. To prepare manpower for the needs of 21st century. More and more students will have to be motivated to opt for higher studies. Ideally 10% of the enrolled must find their way into higher education.
ADVANTAGES EXPECTED : India will be equipped to meet challenges of boom in Electrics / Computer/ Energy Development Era.
ACTION BY : Govt. must encourage Private Sector including Industrial Houses to invest in setting of Institute of Educational/ Research Excellence.

 

ENROLMENT OF GIRLS (COMPARED WITH BOYS)

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	ENROLMENT OF GIRLS (COMPARED WITH BOYS)
PRESENT SITUTION:                                                          BOYS             GIRLS                                                                                                     Primary Stage                84%                54%                               Secondary Stage            33%                16%                                                 Higher Education Stage      6%               3%
CHANGE/ ACTION DESIRED :   Even at Primary stage only 54% girls get enrolled and this rate drops to as 16% in Secondary. 46% Population is that of female. Unless and until this Population the country cannot prosper.   Primary Education for girls should be Compulsory. Secondary Education should be free for girls.
ADVANTAGES EXPECTED:   Better Quality of social/ family life. Girls would contribute equally to the prosperity of the nation.
ACTION BY :   Ministry OF Education for appropriate bill State Govt. Education Ministries. Gram Panchayats/ Local Self Govt. Social organization

 

OUTLAY ON EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	OUTLAY ON EDUCATION
PRESENT SITUATION: -      India spends only 3% of its GNP on education -      Developed countries spend 8% -      1968 Review Committee recommended 6%
CHANGE / ACTION DESIRED: If India has to catch-up with the world progress, she must immediately increase allocation on education to 10% of GNP. Position to be reviewed and monitored every 5 years.
ADVANTAGES EXPECTED : High literacy-rate leading overall progress and significant breakthrough on family-welfare front.
ACTION BY : Ministry of Education & Ministry of Finance.

 

PLAN OUTLAY FOR ELEMENTARY EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	PLAN OUTLAY FOR ELEMENTARY EDUCATION
PRESENT SITUATION: Share of plan outlay for education has been as follows: 1st Plan            56% 2nd Plan           35% 3rd Plan           34% 4th Plan            30% 5th Plan             32% 6th Plan             36%
CHANGE/ ACTION DESIRED : Plan Outlay on Elementary Education should be at least restored to the 1st Plan level Plan Outlay for Elementary Education should keep pace with realistic growth-rates in population and enrolment
ADVANTAGES EXPECTED: Constitutional obligation will be met. Majority of population will get at least satisfactory & meaningful elementary education
ACTION BY: GOI – Planning Commission -      Ministry of Education -      Ministry of Finance

 

DIFFERENTIAL EXPENDITURE ON EDUCATION IN STATES

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

NOV. 1985	DIFFERENTIAL EXPENDITURE ON EDUCATION IN STATES
PRESENT SITUATION :   In 1982-83 expenditure (Per Capita) in different states was varying drastically as would be evident below: U.P.               40.5  LOWEST IN INDIA M.P.               49.4 BIHAR            51.2 PUNJAB        100.0 KERALA        119.5  HIGHEST ALL INDIA       68.2 AVERAGE ----------------------------------
CHANGE/ACTION DESIRED:   1.  No states should be allowed to spend less than the present National Average of per Capita Educational Outlay. 2.  Educational opportunities should be equally and evenly spread and grown in all the states. 3.  Backward states should pump far greater resources on education for upliftment of masses.
ADVANTAGES EXPECTED:   Equitable distribution of resources on education Equal opportunities in all states Regional imbalance eliminated which will also check migratory tendencies
ACTION BY:   GOI – Ministry of Education. State Governments – Ministry of Education/ Finance.

 

EXPENDITURE ON RURAL EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	EXPENDITURE ON RURAL EDUCATION
PRESENT SITUATION:   EXPENDITURE ON  1950-51           1970-71 -      RURAL          38.3              494.6 CRORES -      URBAN          71.6              623.7  CRORES                  ----------         ------------  TOTAL        109.9              1,118.3 CRORES                  ------------        ----------- % EXP. ON RURAL/ TOTAL      35%         44% % RURAL POPULATION/TOTAL 75%         80% For 80% of the rural population we spend only 44% of the total education outlay
CHANGE/ ACTION DESIRED:   Maintaining the present share of Urban Education the weighted average for Rural Education outlay should be increase to the Urban level i.e. 176% of the present i.e. Rs. 1978.4 crores. This will bring around the parity in educational expenditure in proportion of population.
ADVANTAGES EXPECTED :   Population flow to urban centers would be arrested Equitable and just distribution of educational resources Upliftment of 80% population would eradicate poverty Family Welfare will get a boost because of rural literacy.
ACTION BY :   GOI – Dept. of Education

 

EXPENDITURE PER PUPIL/ ANNUM

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	EXPENDITURE PER PUPIL/ ANNUM
PRESENT SITUATION : (At 1970-71 Constant Prices) (Rupees)                         1950-51     1975-76    %Growth–Rate Elementary Education   42          55            1.1 College Education      469         331           (-1.4) Professional Education1640       890           (-2.5)
CHANGE / ACTION DESIRED : -      For elementary education the growth-rate is very low -      This requires to be raised substantially -      For college education the gap must be bridged by raising fees (which have not been revised with inflation rate ) -      For professional education privatisation should be allowed with fees levels fixed realistically.
ADVANTAGES EXPECTED : -      Motivation to poor’s to get elementary education -      Realistic fees levels for higher education will attract only those who are serious in pursuing studies.
ACTION BY : Ministry of Education, GOI UGC State Govts. (Education Ministry )

 

STIPEND FOR HIGHER EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	STIPEND FOR HIGHER EDUCATION
PRESENT SITUATION :   All M.E. /M. Tech. Students Receive A stipend of Rs. 1000/- per month. Likewise all students admitted to Ph.D receive large stipends.
CHANGE/ ACTION DESIRED :   Discontinue stipends for all such courses. Fees charged must bear relation to the actual cost. Private Sector/Public Sector should normally sponsor students for such advance programmes for which tax-benefit should be extended under Income-Tax Act.
ADVANTAGES EXPECTED :   Only those who are serious would pursue higher studies Technical Talents/ Knowledge will be channelised in the useful direction
ACTION BY:   UGC GOI- Ministry of Finance Industrial Associations Chember of Commerce

 

PRIVATE DONATIONS FOR EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	PRIVATE DONATIONS FOR EDUCATION
PRESENT SITUATION : Private donations toward education as a percentage of total expenses were as follows: 1900 – 1901        25.0% 1950 – 1951        11.6% 1980 – 1981         3.0%
CHANGE/ ACTION DESIRED : Private donations should be encouraged so a percentage of total expenses were as follows : 1900 – 1901        25.0% 1950 – 1951        11.6% 1980 – 1981          3.0% Donations toward educational purpose must quality for deduction at the rate of 150% under Income Tax rules, both for Capita as well as revenue expenses.
ADVANTAGES EXPECTED : Mobilisation of funds for education.
ACTION BY : GOI – Ministry of Finance

 

ATTRACTING “BLACK- MONEY” FOR EDUCATION

FROM  THE REPORT

 

" CHALLENGE OF EDUCATION "

 

NOV. 1985	ATTRACTING “BLACK- MONEY” FOR EDUCATION
PRESENT SITUATION : Present outlay on education is Rs. 3200 Crores. With 1% per annum growth-rate (in population & enrolment ) the expected outlay by 1990-91 is expected outlay by 1990-91 is expected to be double i.e. Rs. 6,400 Crores. But with the desired growth in education this figure is bound to be around Rs. 30,000 Crores. Black-money in India is estimated varying between Rs. 37,000 to Rs. 72,000 Crores.
CHANGE/ ACTION DESIRED : To mobilize the need of about Rs. 30,000 Crores for education we must exert pressure to channelize the cast reservoir of Black-money.   This can be accomplished by allowing people/ trust to invest in Educational Institutions. For such investments/ donations no questions should be asked with regard to source of income. Further, such investments must be allowed a return of 5% for 10 tears (exempted from tax) and thereof after 10 % return with maximum tax- liability pegged at 50% of the profits made.
ADVANTAGES EXPECTED : -      The resources gap with be bridged -      The “black-money” will get invested in constructive, nation- building, human-resource development oriented activity – a very noble purpose.
ACTION BY : GOI – Ministry of Finance &          Ministry of Education

 

PUPIL TEACHER RATIO

NOV. 1985	PUPIL TEACHER RATIO
PRESENT SITUATION : Total Teacher Population            32.0 lacs Total Number of Institutions         6.9 lacs Total enrolment                        11.4 crores Teacher/ Institution ratio            4.63 Pupil/ Teacher ration                   165
CHANGE/ ACTION DESIRED  : -      Pupil/ Teacher ratio should be ideally 30 This will entail increase in Number of teachers to 176 lacs assuming total enrolment to remain constant. -      A large number of Persons will have to be motivated to take up this profession thru upward revision in the pay-scales and perquisites of the teaching community. -      A large number of modern & well- equipped Teachers- training Institutes will be required to be set up.
ADVANTAGES EXPECTED : Individual attention resulting in better quality of education.
ACTION BY : Ministry of Human Resources Development.

 

 

TRAINED TEACHERS

NOV. 1985	TRAINED TEACHERS
PRESENT SITUATION :                                1950        1978          1983        Growth-Rate % Trained Teachers   56.1           -             88.4          1.3% % Trained teachers     1.0          17.2            -            10.7% With 1st Degree % Teachers Non-       34.4          22.7           -            (-1.5%) Matriculate
CHANGE / ACTION DESIRED : -      Non- matriculate teachers to be replaced with Graduate-Degree-holders. -      Existing teachers must be made to pursue further study by providing appropriate incentives. Introduce dis-incentives for those who are reluctant to up-grade themselves.
ADVANTAGES EXPECTED: -      Improved Quality of Education -      Would impart respectability to teaching profession.
ACTION BY : UGC to devise special courses for enhancing the qualifications for teachers.

 

Teachers’ Salaries to Total Expenses (Nov. 1985)

SECTION	DETAILS
Present Situation	Teachers' salaries and expenses on salary administration account for 85% to 98% of the total expenses on education. This leaves very little for other facilities such as: • Laboratories • Libraries • Playground • Drinking water • Other infrastructure/software
Change / Action Desired	• Salaries must not exceed 75% of the total outlay. • Improve efficiency in salary administration to achieve ~5% savings. • Allocate remaining 20% towards: – Audio-visual aids – Instructional materials – Libraries – Hygienic facilities
Advantages Expected	• Create conditions conducive to learning • Make learning simple and interesting • Improve comprehension of pupils at a faster rate
Action By	• Government of India – Ministry of Finance • Ministry of Education • School Principals

 

Teachers’ Motivation (Nov. 1985)

SECTION	DETAILS
Present Situation	Teachers are not sufficiently motivated to improve the quality of education and take an active interest in the educational process because: • Even physical needs are not fully met (housing, salaries, education for their children, etc.) • Esteem needs are not met due to low social status • Lack of environment for achieving self-actualization
Change / Action Desired	• Meet basic physical needs (housing, proper salaries, education facilities for teachers and their children) • Make teachers accountable • Improve work ethos • Employ qualified teachers with integrity and devotion • Promotions based on performance, not seniority • Create environment for research and development of instructional material
Advantages Expected	• Teachers will be motivated to work harder • Increased involvement in developing instructional material • Greater respect from society
Action By	• Ministry of Education • UGC • State Boards of Education

 

Quality of Teachers (Nov. 1985)

SECTION	DETAILS
Present Situation	Good teachers are not attracted due to: • Poor work ethos • Low salaries • Politicalisation of teacher community • Low social status • Bureaucratic administration in educational institutions • Fear of disconnect from real-life situations • Promotions based on seniority rather than merit
Change / Action Desired	• Offer attractive salaries • Make competitiveness the sole criterion for promotions • Regular development programs • Audit acquisition of knowledge and skills • Encourage consultancy, industry interaction, and exposure • Ban trade unionism in academic careers • Rotate administrative roles
Advantages Expected	• Committed teachers • Higher job satisfaction • Practical approach to teaching • Depoliticization
Action By	• Government of India – Ministry of Education / Ministry of Law • AIEI and similar associations • Chambers of Commerce

 

Technical (Engineering) Institutions (Nov. 1985)

SECTION	DETAILS
Present Situation	• Obsolete machinery/equipment • Need to re-orient curriculum • Lack of appropriate instructional materials/textbooks • No industry–institute interaction
Change / Action Desired	• Update machinery/equipment • Continuously revise curriculum • Encourage teachers to prepare audio-visuals and textbooks • Promote industry–institute interaction through consultancy assignments • Encourage students to undertake real-life projects as dissertations
Advantages Expected	• Technical education aligned with real-life situations and latest technology • Teachers will feel inspired and motivated
Action By	• UGC / Departments of Technical Education • AIEI and other associations • Chambers of Commerce

 

Vocational Education (Industrial) (Nov. 1985)

SECTION	DETAILS
Present Situation	Institution Data:
	-----------
	Total Institutes
	Institutes in Tamil Nadu
	Institutes in Maharashtra
	Total No. of Designated Trades
Change / Action Desired	• Ensure more equitable distribution of vocational institutes • Encourage industrial houses to establish vocational institutes • Reorganise trade classifications in line with industry needs
Advantages Expected	• Equitable growth and opportunities • Availability of appropriately skilled manpower
Action By	• Departments of Technical Training (State Governments)

 

 

 

 

 

Adult Literacy (Nov. 1985)

SECTION	DETAILS
Present Situation	Adult Literacy Rates:1971
	------
	Rural
	Urban
	Total
	------
	Rural
	Urban
	Total
Change / Action Desired	• Use existing educational institutions in evenings for adult education • Involve social organisations, gram panchayats, zilla parishads, and municipalities
Advantages Expected	• Improved quality of life • Reduction in exploitation of illiterates
Action By	• Gram Panchayats • Zilla Parishads • Social Organisations • Municipalities

 

Better Utilisation of Existing Resources (Nov. 1985)

SECTION	DETAILS
Present Situation	• In cosmopolitan cities, schools run in two or sometimes three shifts • In most other places, schools operate only single shift • Many schools/colleges observe 1½ days weekly off
Change / Action Desired	• All schools to operate on two-shift basis to double asset utilisation • Use school facilities for adult education in late evenings • Educational institutions to function for minimum 305 days/year • Teachers and students to put in minimum 8 working hours/day
Advantages Expected	• Conservation of resources • Lower capital outlay • Higher return on investment • Increased enrolments
Action By	• Directorates of Education • Managements of Educational Institutions

 

Basic Facilities in Educational Institutes (Nov. 1985)

SECTION	DETAILS
Present Situation	• Only 60.3% schools have blackboards (lowest: Assam – 21.5%) • Only 29.5% schools have libraries (lowest: West Bengal – 6%) • Only 46.6% schools have playgrounds (lowest: Bihar – 16%) • Only 91% schools have buildings (lowest: Punjab – 63.8%)
Change / Action Desired	• All above facilities to be raised to 100% level (minimum standard) • Centre & State Governments to strengthen implementation and execution agencies
Advantages Expected	• Better facilities will motivate both students and teachers
Action By	• Government of India • State Governments – Department of Education

 

Why Have Things Gone Wrong (Nov. 1985)

SECTION	DETAILS
Present Situation	• Planning initiative left with State Governments • Lack of resources • Progressive centralization / bureaucratization • Non-enforcement of discipline and performance norms • Inadequate examination system
Change / Action Desired	• Planning initiative to be handled by agencies like NCERT, NIEPA & UGC • Ensure sufficient funding • Decentralize education at appropriate levels • Enact legislation to prevent participation of students and teachers in trade unionism to improve discipline • Introduce semester/trimester system with emphasis on regular tests and performance reviews
Advantages Expected	• Uniform standards of education • Improved discipline leading to better learning conditions • Continuous evaluation keeps students engaged throughout the year
Action By	• Government of India – Ministry of Education • Ministry of Law

 

Satellite Literacy Programme (Nov. 1985)

SECTION	DETAILS
Present Situation	• Use of satellite communication in education is minimal • Very few countries own satellites • Huge potential exists for delivering powerful instructional programs • Some educational television centres already established
Change / Action Desired	• Extensive use of satellite communication to transform teaching-learning systems • Support both formal and non-formal education • Encourage private organizations to sponsor and develop programs • Attract investment (including black money) into such programs • Provide tax exemption for 10 years on such investments
Advantages Expected	• Mass educational coverage • Uniformity and standardization in education levels • Teacher shortages will not hinder education delivery • Channelize black money into nation-building activities
Action By	• Government of India – Ministry of Education • Ministry of Broadcasting • Ministry of Finance

 

Agricultural Vocational Institute (Nov. 1985)

SECTION	DETAILS
Present Situation	• Agricultural education is largely available only at graduate level • Very limited vocational-level training (except some agricultural machinery courses in few ITIs) • Rural population migrates to cities for vocational education linked to industry
Change / Action Desired	• Establish Agricultural Vocational Institutes in rural areas offering courses such as: – Agriculture – Horticulture – Forestry – Canning – Food preservation – Animal husbandry – Poultry – Sericulture – Honey extraction – Bio-gas – Fish-seed cultivation • Mobilize funding through taxation of farm income • Use revenue exclusively for rural institutes • Seek assistance from UNDP & World Bank
Advantages Expected	• Reduced migration from rural to urban areas • Boost in agricultural and rural productivity • Upliftment of rural population and spread of affluence • Reduction in unemployment-related frustration
Action By	• Centres for Vocational Studies

 

Examination System (Nov. 1985)

SECTION	DETAILS
Present Situation	• System encourages memorization and cramming rather than understanding • Year-end exams push students to study only at the last stage • Does not reflect true potential, aptitude, or knowledge of students
Change / Action Desired	• Introduce continuous evaluation system with weightage for: – Regular tests – Periodic assessments – Classwork • Shift to Credit Point System (as in advanced countries): – Flexible pace of learning – Promotion based on accumulation of minimum credit points
Advantages Expected	• Bright students can complete education faster • Continuous evaluation reflects true potential of students
Action By	• UGC • Boards of Education

 

Dignity of Labour (Nov. 1985)

SECTION	DETAILS
Present Situation	• Education system encourages preference for white-collar jobs • Manual work is looked down upon • Dignity of labour has significantly declined and almost become extinct
Change / Action Desired	• Restore dignity of labour • Make hands-on work compulsory for students through: – Compulsory commission in para-military services – Practical learning of crafts – Compulsory tree plantation – Upkeep of civic amenities – Maintenance of educational institutions
Advantages Expected	• Restoration of dignity of labour • Increase in working manpower • Development of discipline and responsibility • Stronger sense of social and national responsibility
Action By	• Government of India – Ministry of Education • Ministry of Defence

 

 

 

 

 

Industry–Institute Integration (Nov. 1985)

SECTION	DETAILS
Present Situation	• IITs and IIMs engaged in consultancy work with industry • Lack of such integration in most other institutions, especially vocational level (ITIs)
Change / Action Desired	• Promote large-scale industry–institute integration • Industry to adopt institutions for: – Transfer of knowledge and information – Training teachers – Sub-contracting work to institutions – Continuous interaction via project assignments
Advantages Expected	• Improvement in quality of technical education • Development of responsibility and quality consciousness among students and teachers • Financial self-sufficiency of institutions
Action By	• Department of Technical Education • AIEI and similar associations • Chambers of Commerce • Educational (Technical) Institutions

 

Income-Tax Exemption on Reimbursement of Educational Expenses (Nov. 1985)

SECTION	DETAILS
Present Situation	• Till 1982–83, educational expenses reimbursed to employees (through Welfare Trusts) were fully exempt from income tax • This facility has been withdrawn • As a result, many welfare trusts have shut down
Change / Action Desired	• All payments towards educational expenses should be exempt from income tax • This will ease burden on parents and mobilize resources for education • The earlier benefit should be restored immediately
Advantages Expected	• Parents will be encouraged to invest more in children’s education • Dropout rates (especially in middle & secondary levels) will reduce in the organized sector
Action By	• Ministry of Finance – Government of India

 

Audit Committees for Education (Nov. 1985)

SECTION	DETAILS
Present Situation	There is hardly any audit being done on: • Educational processes • Quality of teachers • Institutional expenditure • Facilities • Machinery & equipment
Change / Action Desired	• Conduct bi-annual audits in a prescribed format by committees comprising: – Educationists – Industrialists – Prominent citizens • Committees to be appointed by affiliating universities/boards • Institutions failing audit standards should be stopped from functioning (not just derecognized) • Enact necessary laws to enforce this
Advantages Expected	• Policies will evolve in line with real needs • Higher standards of education
Action By	• UGC • Government of India – Ministry of Education • State Governments – Ministry of Education

 

 

Requisite Norms for Educational Institutes (Nov. 1985)

SECTION	DETAILS
Present Situation	• There are hardly any well-defined and widely known norms for establishing new educational institutions
Change / Action Desired	• Define broad and detailed guidelines (model norms) for each branch of education • No institution should be allowed to start unless: – An independent and impartial audit team certifies compliance with norms
Advantages Expected	• Proper facilities, equipment, and qualified teachers ensured • Delivery of relevant and appropriate education
Action By	• UGC • NCERT • SCERT

 

ANNEXURES

Graphs & Charts

EDUCATION SYSTEM – A FRAMEWORK

FLOW STRUCTURE (BOTTOM → TOP)

FOUNDATION LEVEL

Level	Description
Nursery	Entry level
K.G.	Kindergarten
Elementary	Primary education
Middle	Middle school

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SECONDARY LEVEL

Level	Description
Higher Secondary / High School	Core branching stage

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POST-SECONDARY PATHWAYS (10+2 ENTRY)

1. General Academic Stream

Path	Duration
Jr. College	10+2
BA / B.Sc. / B.Com.	12+3 / 12+4
Post Graduation	After degree

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2. Professional Streams

Field	Duration
Medical	12 + 4
Engineering Degree	12 + 4

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3. Technical / Diploma Stream

Path	Duration
Engineering Diploma	10 + 3
→ Can lead to Engineering Degree (lateral progression)

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4. Vocational Streams

(A) Agricultural Vocational (10+2)

Courses include:

• Agriculture
• Horticulture
• Canning
• Animal Husbandry
• Forestry
• Food Preservation
• Agricultural Mechanics

(B) Industrial Vocational (ITI Level – 10+2)

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5. Other Streams

Path	Duration
Others	12 + 3

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PROFESSIONAL / SPECIALIZED LEVEL

Path	Description
AICWA / ACA	Professional certifications
Post Graduation	Advanced specialization

 

EDUCATION ECOSYSTEM MODEL

CORE FRAMEWORK

Central Node: EDUCATION

Surrounded by six key stakeholders:

Stakeholder	Role in Education System
Teachers	Knowledge delivery, mentoring, quality control
Students	Primary beneficiaries and participants
Parents	Support system and value reinforcement
Community	Social environment and cultural influence
Politicians	Policy direction and governance priorities
Government Administration	Implementation, regulation, funding

 

EDUCATION AT A GLANCE (DATA SUMMARY)

1. Number of Educational Institutions (in lakhs)

Year	Total	Primary Schools
1950	2.3	2.01
1985	6.9	5.04

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2. Total Student Population (in crores)

Year	Population
1950	2.8
1982–83	11.4

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3. Number of Teachers (in lakhs)

Year	Teachers
1950	7.5
1983	32.0

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4. Education Expenditure (₹ in crores)

Year	Expenditure
1950	114.3
1976–77	2304.0
1982–83	5185.9

 

 

ENROLMENT RATES (1950/51 TO 1980/81)

Description	Value
Growth Rate for Primary Education	4.55%
Growth Rate for Higher Secondary	7.08%
Ratio Girls to Boys in 1950/1951	0.16 : 1
Ratio Girls to Boys in 1980/1981	0.42 : 1
Growth Rate (Relative) for Girls	3.30%
Growth Rate for Higher Education	9.78%

 

Source: Challenge of Educations

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ENROLMENT GAP (Age Group: 6–14 Years)

(Figures in Crores)

Category	1981	Projected 1990–91 (Assuming Growth @ 4.5%)
Elementary Education	9.30	11.20
Secondary Education	0.95	1.15
Higher Education	0.31	0.38
Total Enrolment	10.56	12.73
Total Population (Age 6–14)	15.00	17.40
Gap	4.44	4.67

Source: Challenge of Edu

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EDUCATIONAL INSTITUTIONS

Category	1950	1985	Growth Rate over 1950 (%)
No. of Educational Institutions	2,30,000	6,90,000	2.8
No. of Primary Schools	2,01,000	5,04,000	2.65
No. of Middle Schools	13,400	1,23,300	7.2
No. of Secondary Schools	7,300	52,279	6.3
No. of Other Institutions	8,300	10,421	0.65

 

Ratios

Ratio Type	1950	1985
Middle : Primary	1 : 15	1 : 4
Secondary : Middle	1 : 1.84	1 : 2.5

 

 

 

EXPENDITURE ON EDUCATION

Year / Category	1950/51	1976/77	1982/83 (B)	Compound Growth in 35 Years
Total Expenditure (₹ Crores)	114.3	2304.4	5185.9	12.66%
Expenditure on Primary	63%	27%	—	—
Expenditure on Middle	9.9%	20.7%	—	—
Expenditure on Secondary	29.7%	31.7%	—	—

Source: Challenge of Education

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BUDGETARY REQUIREMENT

Description	Amount (₹ Crores)
Actual Expenditure on Education (1980–81)	1537 Cr.
Requirement at Constant Prices (1980–81) in 1990–91	3200 Cr.
Requirement in 1990–91 Considering 8% Inflation	6400 Cr.

Source: Challenge of Education

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SHARE OF PLAN OUTLAY FOR EDUCATION

Plan	Elementary Education	University Education
1st Plan	56%	9%
2nd Plan	35%	—
3rd Plan	34%	—
4th Plan	30%	—
5th Plan	32%	—
6th Plan	36%	16%

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PRIVATE DONATIONS

Year	Private Donations to Total Expenses on Education
1900–1901	25%
1950–1951	11.6%
1980–1981	3%

Source: Challenge of Education

 

 

PER CAPITA EXPENSES ON EDUCATION (1982–1983)

State	Rs. (in Crores)	Remarks
U.P.	40.5	Lowest
M.P.	49.4	—
Bihar	51.2	—
Punjab	100	—
Kerala	119.5	Highest
All India Average	68.2	—

 

 

EDUCATIONAL EXPENSES (RURAL vs URBAN)

Category	1950–51 (₹ Crores)	1970–71 (₹ Crores)
Rural Areas (a)	38.3	494.6
Urban Areas (b)	71.6	623.7
Total (a + b)	109.9	1118.3

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Ratios

Ratio Type	1950–51	1970–71
Rural / Urban (a / b)	0.53	0.79
Rural / Total (a / a+b)	0.35	0.44

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Population Context

Metric	1950–51	1970–71
Rural Population / Total	75%	80%

 

 

EXPENDITURE PER PUPIL PER ANNUM

(At 1970–1971 Constant Prices)

Stage	1950–51 (₹)	1975–76 (₹)	Annual Growth / Decline Rate
Elementary Education	41.9	55.2	+1.1%
College Education	468.9	330.9	−1.4%
Professional Education	1640.4	890.1	−2.5%

Source: Challenge of Education, Page 86

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TEACHERS’ PROFILE

A. Overall Teacher Strength & Growth

Category	1950	1983	Compound Growth Rate
Total Teachers	7.5 Lakhs	32.0 Lakhs	4.6%

Growth by Level

Level	Growth Rate
Primary	3.0%
Middle	7.5%
Secondary	10.6%

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B. Teacher Qualification Trends

Metric	1950	1983	Growth Rate
% Trained Teachers	56.1%	88.4%	1.26%

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C. Qualification Improvement (1950–1978)

Metric	1950	1978	Compound Growth (%)
% Trained Teachers with 1st Degree	1%	17.2%	10.70%
% Teachers Less Than Matric	34.4%	22.7%	−1.5%

Source: Challenge of Education

 

 

 

QUESTIONNAIRE

To be completed by Non-Government Engineering Colleges / Polytechnics started with the approval of Government of Maharashtra on no grant-in-aid basis

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MNP/apa
O&M - L&T