Professional Documents
Culture Documents
Prime Minister Manmohan Singh has termed the 11th five year plan as Indias
educational plan. The 11th Plan, approved at the meeting of the National Development
Council in December 2007, places the highest priority on education as a centred
instrument for achieving rapid and inclusive growth. At INR 2.70 lakh crore, it constitutes
20% of the Plan, representing a credible progress towards the target of 6% of GDP. The
11th Five Year Plan presents a comprehensive strategy for strengthening the education
sector covering all segments of the education pyramid. It is through universal literacy,
access to education and knowledge-based industrial development that India will
believably march ahead to join the front ranks of the great nations of the world
overcoming the challenges of ensuring that everyone has an access to education and
skill building in their activity.
Under the Sarva Shiksha Abhiyan (SSA), dropout rates for both boys and girls of all
social groups must be reduced sharply, if not eliminated altogether. This was around
31% in 2003-04 and was much higher in many states.
With the Employment Guarantee Scheme adding to family income, the pressures are
expected to somewhat reduce. Opening of crches for children at the work site will
reduce the incidence of girls dropping out to take care of younger siblings. SHGs
formed by mothers should be given the task of preparing mid-day meals. A set of
national testing standards will be created and a chain of institutions that test and
evaluate children according to set norms will be established. Making available ICT
solutions, shared management personnel, and management skills with the school
committees will be crucial.
Secondary Education
A major initiative for expanding secondary education up to class X, must be initiated in
the 11th Plan and should include access to organised sports and games. The required
expansion of secondary education calls for both public and private effort. At present,
private aided and unaided schools account for 58% of the total number of secondary
schools and 25% of the student population. The 11th Plan will have to find sufficient
resources to evolve strategies to significantly expand the number of places in secondary
schools, including expansion of intake by private schools wherever this can complement
the public effort.
The present trend of combining upper primary with secondary school education may
need to be strengthened.
Technical/Vocational Education
The NSS data shows that only 3% of the rural youth (15-29 years) and 6 % of the urban
youth have gone through any kind of vocational training. There is need to expand
vocational training from the present capacity of a mere 2-3 million to at least 15 million
new entrants to the labour force. While we have 5,000 Industrial Training Institutes (ITIs)
(under the Ministry of Labour) and 7,000 Vocational Schools (under the Ministry of
HRD), China has about 5,00,000 Secondary Vocational Schools. The 11th Plan must
pay special attention to devising innovative ways of modernising the ITIs and increasing
their number substantially. ITIs in India typically cater to around 40 skills compared with
4,000 in China.
Vocational training for both men and women should be accorded top priority in the 11th
Plan. An initiative at block level for vocational training (VET) should be taken. VET will
be given priority at par with secondary education in allocating public sector financial and
physical resources land and other supportive services.
The 11th Plan must address these, new colleges and universities must be set up, to
provide easier access to students in educationally backward districts. A specific plan for
upgrading a few existing select universities with a potential for excellence must be
formulated, laying down specific parameters which are in tune with global standards.
One university in each state should be made a model university through all round
upgradation during the 11th Plan. Select state universities should be upgraded to the
level of central universities.
School Education
Reorient Sarva Shiksha Abhiyan bringing in a strong rights focus to make Right
to Education a reality: ensure basic learning conditions, special focus on Maths,
Science & English, common syllabi, curriculum and pedagogy.
Gradually reduce Central Governments funding over the Plan period rather than
move immediately to 50:50.
Ensure minimum standards and norms for public and private schools and
address systemic issues of accountability and decentralisation of decision
making, teacher recruitment, teacher training, learning outcome measurement,
teacher motivation.
Recognise and encourage the role of private providers.
Special focus on disadvantaged groups and educationally backward areas.
Scheme for universal access and quality at the secondary stage; set up 6,000
model schools one in each Block, upgrade 15,000 primary schools to secondary
level, additional infrastructure and additional teachers, hundred percent trained
teachers.
Use ICT-based pedagogy and learning aids, provide broadband connectivity to
all the Government and Government-aided secondary schools.
Strengthen teacher training and professional development.
Vocational Training & Skill Development
Launch a National Skill Development Mission with an outlay of INR 31,200 crore to
increase capacity from 2.5 million to 10 million per annum. The National Skill
Development Mission would:
Modernise existing public sector infrastructure to get into PPP mode with
functional and governance autonomy, establish a credible accreditation system
and a guidance framework for all accrediting agencies, encourage agencies to
rate institutions on standardized outcomes, and establish a National Skill
Inventory and a National Database for Skill Deficiency Mapping on a national
web portal.
Set up a National Qualifications Frame-work, which establishes equivalence and
provides horizontal mobility between various vocational, technical and academic
streams at more than one career points and a Trainee Placement and Tracking
System for effective evaluation and future policy planning.
Enlarge the coverage of skill spectrum to 1,000 trades with relevance to our
emerging needs, while making a distinction between structural, interventional
and last mile unemployability, and correspondingly set up programmes for 24
months, 12 months and 6 months duration. Finishing Schools will be encouraged
to take care of last mile unemployability.
Create a National Skill Development Fund imposing a universal skill development
obligation on industry to invest in skill development of SCs/
STs/OBCs/Minorities/others candidates from BPL families as their contribution
to affirmative action combined with matching Government contribution.
Enlarge the 50,000 Skill Development Centres programme eventually into a
Virtual Skill Development Resource Network for web based learning.
Innovation
Put in place a National Innovation Policy which encourages competition among
enterprises, greater diffusion of knowledge and increased support to early stage
technology development initiatives and grassroots level innovators.
Foster increased collaboration among the R&D institutes, Universities and private
sector enterprises and leverage upon their cumulative strengths in designing and
implementing various innovation programmes.
Higher and Technical Education
Improve quality: work on a detailed reforms agenda including: a) admission,
curriculum and assessment; b) accreditation & ratings; c) teachers competence
and motivation; and d) restructure affiliated colleges and research for policy
formulation.
An apex independent regulatory mechanism
accompanied by greater autonomy and internal accountability; establish a high
level committee to suggest specific reforms.
Reduce disparities based on gender, caste, region, etc. through differential
support.
Establish 30 new Central Universities, 16 in States where they do not exist and
14 as World Class Universities (all India admissions, course credits, regular
syllabi revision, incentives for faculty, strong linkage with industry and research
institutions, no affiliated colleges, outsource non teaching functions).
Establish a National Science and Engineering Research Board for rejuvenation
of research in Universities.
Launch a national Mission in education through ICT coverage in all the
Universities and colleges; broadband connectivity through National Knowledge
Network and requisite nodes within institutions; to be implemented through an
empowered committee.
Revitalise and reform polytechnics through industry linkage and teacher
development, establish 210 community colleges and 700 polytechnics.
Strengthen open universities and reform statutory bodies, scale up Sakshat as
the education portal for 50 crore people.
The 11th Plan must simultaneously address the problems of varying standards,
outdated syllabi and also inadequate facilities.
The National Merit Scholarship Scheme needs to be expanded to cover at least the top
2% of the student population in fields of education and skill training.
Aim is to increase adult literacy to 85% by the end of the 11th Plan period. Of the 30
crore adult illiterates in our country, a significant proportion is not covered under any
adult education programme. A programme using the new computer based self-learning
system will be framed for the 35+ age group. Currently, literacy programmes cover 598
out of 600 districts in the country.
A computer based functional literacy tool developed by Tata Consultancy Services
(TCS) has the capacity to make an adult illiterate read a newspaper in 8-10 weeks. This
seems as a potential tool, if deployed nationally as a mission, India can become 100%
literate
within 5 years.
The Check List-11th Plan
Computer Aided Learning (CAL): The children (group of 4) interact with the
multimedia content and teachers act as facilitator.
Computer Aided Instruction (CAI): The teacher centric instructional content is
displayed by using large screen TV. Instead of regular CRT monitor, the CPU can
be connected with TV with the help of Video Tuner card.
Satellite based education: The satellite receiving terminal, digital receiver and set
top box could be placed at Audio visual classrooms. The TV used for CAI can be
used for this program as well by plugging the satellite signal.
Radio Programs: Radio programmes are being used in some States for literacy,
orienting teachers and even for students, during or after school. IRI is being
implemented in a few States.
Such a diversified use of technologies is more appropriate than using only computers.
(b) There is an urgent need for national and State level policies on the use of
technologies in education. Such policies should address aspects like educational
objectives for introducing ICTs; nature of technologies, equipment; procedures for
procurement and maintenance; phasing of implementation in schools; setting of
standards for content; evaluation/cost benefit analysis etc. Such policies should form
the basis for an expansion of the use of ICTs in schools.
(c) ICTs are most effective at the secondary and upper primary stages. Therefore only
upper primary schools need to be included in the initial stage.
(d) ICTs could be used effectively for training and capacity building of teachers,
resource persons at cluster and block and DIET personnel. Once ICTs are available at
school level, they can be easily used for the purpose of transfer of information for MIS.
(e) Internet connectivity needs to be considered vis--vis the costs and the likely
educational benefits.
(f) The programme for introduction of ICTs should not neglect the aspect of
maintenance of equipment and the payment of recurring costs of electricity,
consumables and internet connectivity.
(g) In all cases, cost-sharing and revenue earning models should be factored in while
planning for use of ICTs in schools.
It is recommended that ICTs in education should not be included under the district level
innovation component, but should become a part of the State level plan. Allocations
should be approved for this component only if a State/UT has developed a clear
technologies in education policy that has articulated the aspects mentioned in (b)
above.
An allocation of INR 5,000 cr. may be provided for the 11th Plan period at the initial
stage for supporting programmes for use of technologies in education. Decisions on
state-wise allocations could be taken by an empowered resource group or task force at
the national level based on appraisal of policies and implementation plans prepared by
States and UTs. States
and UTs would also need to constitute task forces or resource groups to
finalise their strategies for this component. While this allocation may not be adequate to
achieve coverage of all schools, it is more than 50 times the current annual allocations
under SSA.
Secondary Education
There were 1,01,777 high schools and 50,272 higher secondary schools/institutions in
the country as on 30 September 2004. Out of this 41.05 % belong to government and
local bodies, 29.35 % are private schools receiver government aid and 29.60 % are
private unaided. There are 41 examination boards out of which only two are of All India
character i.e. Central Board of Secondary Education (CBSE) and Council for the Indian
School Certificate Examination (CISCE) with 8,300 (approx.) and 1,500 (approx)
number of schools affiliated to
them respectively.
The Vision
To move towards Universalisation of Secondary Education: the target during the
11th Five Year Plan is to provide a secondary school within 5 kilometers of any
habitation and to provide a higher secondary school within a distance of 7-8
kilometers of any habitation. This will be part of the vision to ensure universal
secondary education by 2017, i.e. the end of the 12th Five Year Plan, whereas
the target for GER by the end of the 11th Plan could be fixed at 75% for
secondary stage.
To ensure 100% enrolment and retention up to Higher Secondary stage by 2020:
Secondary education should be universal but not compulsory. The State has to
take up the responsibility for providing access to secondary education. Not only
universal enrolment, but universal retention and satisfactory quality of learning
should also be a priority.
Strategies
There is a need for paradigms sift in the conceptual design of secondary education, the
guiding principles in this regard are universal access, equality and social justice,
relevance and development, and curricular and structural aspects.
57.04% of high schools and 62.83% higher secondary schools are run by private sector.
Out of these 28.52% of high schools and 31.79% higher secondary schools are
classified as private unaided schools.
Private sector can be encouraged to invest part of its profit towards philanthropic
activities in the education sector by adopting Government schools for
improvement of infrastructure and resources like, library, science lab., audio-
visual and ICT infrastructure, art workshops, sports facilities, drinking water and
toilet facilities, etc
Several functions of the government school can be outsourced through private
sector involvementFor example, entire computer education can be outsourced
from private sector who can provide computer and computer teachers for a fee.
Similarly transport arrangements for students particularly for girls can be
outsourced.
Private sector should also be involved in designing curriculum and in designing a
testing and certification system so that the demand for appropriate skill by the
industry can be met
Open schooling system
It is necessary to design, create and establish alternative Educational provisions
for some prospective learners who will not be able to take advantage of formal
schooling during stipulated school hours. The open schooling programmes up to pre-
degree level are being offered by the National institute of open schooling (nios) and 10
State open schools (soss). The States that have set up soss are West Bengal, Andhra
Pradesh, Tamilnadu, Karnataka, Kerala, Madhya Pradesh, Rajasthan, Haryana, Punjab,
and Jammu and Kashmir. The open schools network when fully developed should be
able to cater to at least 15% students in secondary education. the open
schooling network needs to be expanded to ensure that every state provides
open schooling facility through its regional language.
Higher Education
An exciting time has come for higher education in the country. The 11th Five Year Plan
document proposes an almost 10-fold increase in outlay for higher and technical
education. The planners have set ambitious targets to attract 15% students passing out
of class XII (from the current 10%) into higher education by 2012 and 22% by 2017.
In the new Plan, theres more of everything 30 new central universities are to be set
up, seven IITs and IIMs, 10 National Institute of Technology, five research institutes to
be called Indian Institute of Science, Education and Research, 20 IIITs, two schools of
architecture and 330 colleges in educationally backward districts.
Plans indicates that, there have been continuous efforts to strengthen the base by
developing infrastructure, improving the quality through
several programs and schemes, introducing reforms in content and evaluation and
encouraging generation of knowledge through research. The focus of fifth five-year plan
was on infrastructure development, the sixth plan onwards the focus shifted to
consolidation and quality improvement. The Seventh Plan laid emphasis on research
and academic developments. It was from this plan onward that the development centers
of excellence and area study programs got special attention. From the Eighth Plan
onward, the need for differential funding was recognized. Under this plan, it was
envisaged that the developing departments would be provided necessary funds to bring
up their facilities and activities to an optimum level for their teaching and general
research pregrammes. The Ninth Plan aimed at gearing the system of higher education
to meet the challenges arising out of the major social, economic and technological
changes. The focus of Tenth Plan was aimed at quality and relevance of higher
education, research and development, management in financing and the use of the new
information and communication technologies. The Tenth Plan provided the basis for
higher education in the 21st century.Use of ict in Higher Education
During the 11th Plan period, it is proposed to spread the coverage of ICT to all the 360
Universities and 17,625 Colleges in a phased manner. The benefits yielded by the
Programmes during 10th Five Year Plan would be continued and harvested for
revitalising and empowering intellectual hubs (Universities and Colleges) of thesociety
through network, e-Resources, online learning, access to globalresources, archiving of
contents and e-Learning management techniques so that these reforms contribute
immensely to enhance the access parameters ingeneral and in particular to various
Social Groups, Minorities, Women, Backward and remote areas.
In the first phase, it is proposed to cover 200 Universities and 5,000 Colleges
across the country for achieving the desired objectives by using Broadband,
Wireless, DSL, Leased line/TDM/FTDMA VSAT/SCPC/DAMA/Radio Frequency link, for
establishing connectivity depending upon the geographical location in phased manner:
This will include the following provisions:
Over the next five years, anaugmentation of about 40 positions, including the teaching
positions for theRegional Centres is proposed. 30 positions proposed for the
headquartersinclude production, staff, transmission staff,staff for the Edusat
relatedactivities and technical staff, at various levels.
Edusat