MINISTRY OF HUMAN RESOURCE DEVELOPMENT NATIONAL POLICY ON EDUCATION-1986

Item

Title: MINISTRY OF HUMAN RESOURCE DEVELOPMENT
NATIONAL POLICY
ON
EDUCATION-1986
extracted text: NATIONAL POLICY
ON
EDUCATION-1986

MINISTRY OF HUMAN RESOURCE DEVELOPMENT
GOVERNMENT OF INDIA
(Department of Education)
NEW DELHI
MAY, 1986

CONTENTS

I

Introductory

1

II

The Essence and Role of Education

3

III

National System of Education

3

IV

Education for Equality

6

V

Reorganisation of Education at Different
Stages

10

VI

Technical and Management Education

16

VII

Making the System Work

20

VIII

Reorienting the Content and Process
of Education

■ 20

IX

The Teacher

25

X

The Management of Education

26

XI

Resources and Review

28

XII

The Future

29

NATIONAL POLICY ON EDUCATION 1986

PART.I

INTRODUCTORY

1.1
Education has continued to evolve, diversify and extend
its reach and coverage gince the dawn of human history. Every
country develops its system of education to express and promote
its
unique socio-cultural identity and also to meet
the
challenges of the times.
There are moments in
history when a
new direction has to be given to an age-old process. That moment
is today.

1.2
The country has reached a stage in its economic and
technical development when a major effort must be made
to
derive the maximum benefit from the assets already created and
to
ensure that the fruits of change reach all sections.
Education is the highway to that goal.
1.3
With this aim in view, the Government of India announced
in January '1985 that a new Education Policy would be formulated
for the country. A comprehensive appraisal of the existing
educational scene was made, followed by a countrywide debate.
The views and suggestions received frctn different quarters were
carefully studied.

THE 1968 EDUCATION POLICY AND AFTER
1.4
The National Policy of 1968 marked a significant step
in the history of education in post-independence India.
'It
aimed to promote national progress, a sense of common citizenship
and culture, and to strengthen national integration.
It laid
stress on the need for a radical reconstruction of the education
system, to improve its quality at all stages, and gave much
greater attention to science and technology, the cultivation of
moral values and a closer relation between education and the life
of the people.

1.5
been

Since the adoption
of the
1968 Policy-,
there has
considerable expansion in educational facilities
all over

1

the country at all levels. More than 90% of the country's rural
habitations now have schooling facilities within a radius of one
kilometer. There has been sizeable augmentation of facilities
at other stages also.

1.6
Perhaps the most notable development
has been the
acceptance of a common structure of education throughout the
country and the introduction of the 10+2+3 system by most
States. In the school curricula,
in addition to laying down a
common scheme of studies for boys and girls, science and
mathematics were incorporated as ccmpulsory subjects and work
experience assigned a place of importance.

1.7
A beginning was also made in restructuring of courses at
the undergraduate level. Centres of Advanced Studies were set up
for post-graduate education and research. And we have been able
to meet our requirements of educated manpower.

1.8
While these achievements are impressive by themselves,
the general formulations incorporated in the 1968 Policy did not,
however,
get
translated
into
a
detailed
strategy
of
implementation,
accompanied by the assignment of
specific
resppnsibilities and financial and organisational support.
As a
result, problems of access, quality, quantity, utility and
financial
outlay, accumulated
over the years,
have now
assumed such massive proportions that they must be tackled with
the utmost urgency.
1.9
Education in India stands at the cross roads today.
Neither normal linear expansion nor the existing
pace and
nature of improvement can meet the needs of the situation.

1.10
In the Indian way of thinking, a human being is a
positive asset and a precious national resource which needs to
be cherished, nurtured and developed with tenderness and care,
coupled with dynamism. Each individual's growth ■ presents a
different range of problems and requirements, at every stage from the womb to the tomb.
The catalytic action of Education in
this complex and dynamic growth process needs to be planned
meticulously and executed with great sensitivity.
1.11
India's political and social life is passing through a
phase which poses the danger of erosion to long-accepted values.
The goals of secularism, socialism, democracy and professional
ethics are coming under increasing strain.

1.12
The rural areas, with poor infrastructure and social
services, will not get the benefit of trained and educated youth,
unless
rural-urban disparities are reduced and
determined
measures are taken to promote diversification and dispersal of
employment opportunities.

1.13
The growth of our population needs to be brought down
significantly over the coming decades. The largest single factor

2

that could help achieve
education among women.

this is the spread

of

literacy

and

1.14
Life in the coming decades is likely to bring new
tensions together with unprecedented opportunities. To enable the
people to benefit in the new environment will require new designs
of human resource development. The coming generations should
have the ability to internalise new ideas
constantly and
creatively. They have to be imbued with a strong ccmmitment to
humane values and to social justice. All this implies better
education.

1.15
Besides, a variety of new challenges and social needs
make it imperative for the Government to formulate and implement
a new Education Policy for the country.
Nothing short of this
will meet the situation.

PART II

THE ESSENCE AND ROLE OF EDUCATION

2.1
In our national perception education is essentially for
all. This is fundamental to our all-round development, material
and spiritual.
2.2
Education
has an acculturating role.
It
refines
sensitivities
and perceptions that contribute to
national
cohesion, a
scientific temper and independence of mind and
spirit— thus furthering the goals of socialism, secularism and
democracy enshrined in our Constitution.

2.3
Education develops manpower for different levels of the
economy. It
is also the substrate on which research and
development flourish, being the ultimate guarantee of national
self-reliance.
2.4
In sum, Education is a unique investment in the
and the future.
This cardinal principle is the key
National Policy on Education.

present
to the

PART III

NATIONAL SYSTEM OF EDUCATION
3.1
The Constitution embodies the principles
National System of Education is conceived of.

3.2
that,

on

which

the

The concept of a National System of Education implies
up to a given level, all students, irrespective of caste,

3

creed,
location or sex,
have access to education of
a
comparable quality.
To achieve this,
the
Government will
initiate appropriately funded programmes.
Effective measures
will
be taken in the direction of the Common School System
recommended in the 1968 Policy.
3.3
The
National System of Education envisages a common
educational structure.
The 10+2+3 structure
has now been
accepted in all parts of the country. Regarding the further
break-up of the first 10 years efforts will be made to move
towards an elementary system comprising 5 years of primary
education and 3 years of upper primary,
followed by 2 years of
High School.

3.4
The National System of Education will be based on a
national curricular framework which contains a common core along
with other components that are flexible. The common core will
include
the
history of India's
freedom
movement,
the
constitutional obligations and other content essential to nurture
national identity. These elements will cut across subject areas
and will be designed to promote values such as India's common
cultural heritage, egalitarianism, democracy and secularism,
equality of the sexes, protection of the environment, removal of
social barriers,
observance of the small family norm and
inculcation of the scientific temper. All educational programmes
will be carried on in strict conformity with secular values.

3.5
India has always worked for peace and understanding
between nations,
treating the whole world as one family. True to
this hoary tradition, Education has to strengthen this world view
and
motivate
the
younger generations
for
international
cooperation and peaceful co-existence. This aspect cannot be
neglected.
3.6.
To promote equality, it will be necessary to provide for
equal opportunity to all not only in access, but also in the
conditions for success. Besides, awareness of the' inherent
equality of all will be created through the core curriculum. The
purpose is to remove prejudices and complexes transmitted through
the social environment and the accident of birth.
3.7
Minimum levels of learning will be laid down for each
stage of education. Steps will also be taken to foster among
students
an understanding of the diverse cultural and social
systems ' of the people living in different parts of the country.
Besides the promotion of the link language, programmes will also
be launched to increase substantially the translation of books
from one language to another and
to publish multi-lingual
dictionaries and glossaries. The young will be encouraged to
undertake the rediscovery of India, each in his own image and
perception.

3.8
In higher education in general, and technical education
in particular,
steps will be taken to facilitate inter-regional
mobility by providing equal access to every Indian of requisite

4

merit, regardless of his origins. The universal character
universities and other institutions of higher education is to
underscored.

of
be

3.9
In the areas of research and development, and education in
science and technology, special measures will be taken to
establish network arrangements between different institutions in
the country to pool their resources and participate in projects
of national importance.

3.10
The Nation as a whole will assume the responsibility of
providing
resource support for implementing programmes
of
educational
transformation,
reducing
disparities,
universalisation
of elementary education,
adult
literacy,
scientific and technological research, etc.
3.11
Life-long
education is a cherished goal of
the
educational
process.
This presupposes universal
literacy.
Opportunities will be provided to the
youth,
housewives,
agricultural and industrial workers and professionals to continue
the education of their choice, at the pace suited to them. The
future thrust will be in the direction of open and distance
learning.

3.12
The institutions which will be strengthened to play an
important role in giving shape to the National System of
Education are the University Grants Commission,
the All India
Council
of
Technical Education,
the Indian
Council
of
Agricultural Research and the Indian Medical Council.
Integrated
planning will be instituted among all these bodies so as to
establish
functional linkages and reinforce programmes
of
research and postgraduate education.
These, together with the
National Council of Educational Research and Training,
the
National Institute of Educational Planning and Administration
and
the International Institute of Science and Technology
Education will be involved in implementing the Education Policy.

A MEANINGFUL PARTNERSHIP
3.13
The Constitutional Amendment of 1976, which includes
Education in the Concurrent List, was a far-reaching step whose
implications--substantive, financial and administrative— require
a new sharing of responsibility between the Union Government and
the States
in respect of this vital area of national life.
While the role and responsibility of the States in regard to
education will remain essentially unchanged, the Union Government
would accept a larger responsibility to reinforce the national
and integrative character of education,
to maintain quality and
standards
(including those of the teaching profession
at all
levels), to study and monitor the educational requirements of the
country as a whole in regard to manpower for development, to
cater to the needs of research and advanced study, to look after
the international aspects of education, culture
and Human
Resource Development and, in general, to promote excellence at

5

all levels of the educational pyramid throughout the country.
Concurrency signifies a partnership which is at once meaningful
and challenging;
the National Policy will be oriented towards
giving effect to it in letter and spirit.

PART IV

EDUCATION FOR EQUALITY
DISPARITIES
4.1
The new Policy will lay special emphasis on the removal
of
disparities and to equalise educational opportunity by
attending to the specific needs of those who have been denied
equality so far.

EDUCATION FOR WOMEN'S EQUALITY

4.2
Education will be used as an agent of basic change in the
status
of woman.
In order to neutralise the accumulated
distortions of the past, there will be a well-conceived edge in
favour
of women. The National Education System will play a
positive,
interventionist role in the empowerment of women. It
will foster the development of new values through redesigned
curricula, textbooks, the
training and orientation of teachers,
decision-makers and administrators, and the active involvement
of educational institutions. This will be an act of faith and
social engineering. Women's studies will be promoted as a part of
various courses and educational institutions encouraged to take
up active programmes to further women's development.

4.3
The removal of women's illiteracy and obstacles inhibiting
their access to, and retention in,
elementary education will
receive overriding priority, through provision of special support
services,
setting of time targets, and effective monitoring.
Major
emphasis will be laid on women's participation
in
vocational, technical and professional education at different
levels.'
The policy of non-discrimination will be pursued
vigorously to eliminate sex stereo-typing in vocational and
professional courses and to promote women's participation in
non-traditional occupations,
as well as in existing
and
emergent technologies.

THE EDUCATION OF SCHEDULED CASTES
4.4
The central focus in the SCs' educational development is
their equalisation with the non-SC
population at all stages
and levels of education, in all areas and in all the four
dimensions - rural male, rural female, urban male and urban
female.

6

4.5

The measures contemplated for this

purpose include:

i) Incentives to indigent families to send their children
school regularly till they reach the age of 14;

to

ii) Pre-matric Scholarship scheme for children of families
engaged in occupations such as scavenging, flaying and tanning to
be made applicable from Class I onwards.
All children of such
families, regardless of incomes, will be covered by this scheme
and time-bound programmes targetted on them will be undertaken;
iii) Constant micro-planning and verification to ensure that the
enrolment, retention and successful completion of courses by SC
students do not fall at any stage, and provision of remedial
courses to improve their prospects for further education and
employment.

iv)

Recruitment

of teachers from Scheduled

v) Provision
of facilities for
hostels
at district headquarters,
programme;

vi) Location of school
Centres in such a way as
the Scheduled Castes;

Castes;

SC students in students'
according to a
phased

buildings, Balwadis and Adult Education
to facilitate full participation of

vii) The utilization of N.R.E.P. and R.L.E.G.P. resources so as
to make substantial educational facilities available to the
Scheduled Castes; and

viii) Constant innovation in finding new methods to increase the
participation of the Scheduled Castes in the educational process.

THE EDUCATION OF SCHEDULED TRIBES

4.6
The following measures will be taken urgently to bring the
Scheduled Tribes on par with others

i) Priority will be accorded to opening primary schools in
tribal areas. The
construction of school buildings will be
undertaken in these areas on a priority basis under the normal
funds for education, as well as under the N.R.E.P, R.L.E.G.P,
Tribal Welfare schemes, etc.
ii) The socio-cultural milieu of the STs has its distinctive
characteristics including, in many cases, their own spoken
languages.
This
underlines the need to develop the curricula
and devise instructional materials in tribal languages at the
initial stages, with arrangements for switching over to the
regional language.

iii)

Educated

and

Scheduled

promising

7

Tribe youths

will

be

encouraged and trained to take up teaching in

tribal areas.

iv) Residential schools,
including
established on a large scale.

Schools,

Ashram

will

be

v) Incentive schemes will be formulated for the Scheduled
Tribes,
keeping in view their special needs and life styles.
Scholarships for higher education will
emphasise technical,
professional and para-professional courses. Special remedial
courses and other programmes to remove psycho-social impediments
will be provided to improve their performance in various courses.
vi) Anganwadis, Non-formal and Adult Education Centres will be
opened on a priority basis in areas predominantly inhabited by
the Scheduled Tribes.
vii) The curriculum at all stages of education will be designed
to create an awareness of the rich cultural identity of the
tribal people as also of their enormous creative talent.

OTHER EDUCATIONALLY BACKWARD SECTIONS AND AREAS

4.7
Suitable incentives will be provided to all educationally
backward sections of society, particularly in the rural areas.
Hill and desert districts, remote and inaccessible areas and
islands will be provided adequate institutional infra-structure.

MINORITIES

4.8
Seme minority
groups are educationally deprived or
backward.
Greater attention will be paid to
the education
of these groups in the interests of equality and social justice.
This will naturally include the Constitutional guarantees given
to them to establish and administer their own
educational
institutions, and protection to their languages and culture.
Simultaneously, objectivity will be reflected in the preparation
of textbooks and in all school activities, and
all possible
measures will be taken to promote an
integration based on
appreciation of common national goals and ideals,
in conformity
with the core curriculum.

THE HANDICAPPED

4.9
The objective should be to integrate the physically and
mentally
handicapped
with the general ccnniunity as equal
partners, to prepare than for normal growth and to enable them
to face life with courage and confidence. The following measures
will be taken in this regard :
i) Wherever
it is feasible,
the education of
children
with motor handicaps and other mild handicaps will be common with
that of others.

8

ii) Special schools with hostels will be provided, as far as
possible at district headquarters, for the severely handicapped
children.

iii) Adequate arrangements
training to the disabled.

will be made to give

vocational

iv) Teachers' training programmes will be reoriented,
particular for teachers of primary classes,
to deal with
special difficulties of the handicapped children; and
v) Voluntary
effort for the education of the
will be encouraged in every possible manner.

in
the

disabled,

ADULT EDUCATION

4.10
Our ancient scriptures define education as that which
liberates - i.e. provides the instruments for liberation from
ignorance and oppression. In the modern world, it would naturally
include the ability to read and write, since that is the main
instrument of learning. Hence the crucial importance of adult
education, including adult literacy.
4.11
The critical development issue today is the continuous
upgradation of skills so as to produce manpower resources of the
kind and the number required by the society. Since participation
by beneficiaries in the developmental programmes is of crucial
importance, systematic programmes of adult education linked with
national
goals such as alleviation of
poverty,
national
integration, environmental conservation, energisation of the
cultural creativity of the people, observance of small family
norm, promotion of women's equality, etc. will be organised and
the existing programmes reviewed and strengthened.

4.12
The whole Nation must pledge itself to the eradication
of illiteracy, particularly in the 15-35 age group. The Central
and
State Governments,
political parties and their
mass
organisations, the mass media and educational institutions must
commit themselves to mass literacy programmes of diverse nature.
It will also have to involve on a large scale teachers, students,
youth, voluntary agencies, employers, etc. Concerted-efforts will
be made to harness various research agencies to improve the
pedagogical aspects of adult literacy.
The mass
literacy
programme would include,
in addition to literacy,
functional
knowledge and skills, and also awareness among learners about the
socio-economic reality and the possibility to change it.

4.13
A vast programme of adult and continuing education will
be implemented through various ways and channels, including-

(a)

establishment of centres
continuing education;

9

in

rural

areas

for

(b)

workers' education through the employers,
unions and concerned agencies of government;

(c)

post-secondary education institutions;

(d)

wider promotion of books,
rooms;

(e)

use of radio,
learning media;

(f)

creation of learners' groups and organisations;

(g)’

programmes of distance learning;

(h)

organizing assistance in self-learning; and

(i)

organising need and
training programmes.

libraries

TV and films,

interest

as mass

based

and

and

trade

reading

group

vocational

PART V

REORGANISATION OF EDUCATION AT DIFFERENT STAGES

EARLY CHILDHOOD CARE & EDUCATION

5.1
The National Policy on Children specially emphasises
investment in the development of the young child, particularly
children
from sections of the population in which
first
generation learners predominate.
5.2
Recognising the holistic nature of
child development,
viz., nutrition, health and
social, mental, physical, moral and
emotional development, Early Childhood Care and Education (ECCE)
will
receive high priority and be suitably integrated with the
Integrated
Child Development Services
programme,
wherever
possible.
Day-care centres
will be provided as a support
service for universalisation of primary education,
to enable
girls engaged in taking care of siblings to attend school and as
a support service for working women belonging to
poorer
sections.
5.3
Programmes of ECCE will be child-oriented,
focussed
around play and the individuality of the child. Formal methods
and introduction of the 3 R's will be discouraged at this stage.
The local community will be fully involved in these programmes.
5.4

A

full

integration

of

10

child

care

and

pre-primary

education will be brought about, both as a feeder and a
strengthening factor for primary education and for human resource
development in general. In continuation of this stage, the School
Health Programme will be strengthened.

ELEMENTARY EDUCATION
5.5
The new thrust in elementary education will emphasise two
aspects :
(i) universal enrolment and universal retention of
children up to 14 years of age,
and (ii) a substantial
improvement in the quality of education.

CHILD-CENTRED APPROACH

5.6
A warm, welcoming and encouraging.approach, in which all
concerned share a solicitude for the needs of the child,
is the
best motivation for the child to attend school and learn. A
child-centred and activity-based process of learning should be
adopted at the primary stage. First generation learners should
be allowed to set their own pace and be given supplementary
remedial instruction. As the child grows,
the component of
cognitive learning will be increased and skills organised through
practice.
The policy of non-detention at the primary stage will
be retained, making evaluation as disaggregated as feasible.
Corporal punishment will be firmly excluded from the educational
system and school timings as well as vacations adjusted to the
convenience of children.
SCHOOL FACILITIES:

5.7
Provision will be made
of
essential facilities in
primary schools,
including at least two reasonably large rooms
that are
usable in all weather, and the necessary toys,
blackboards, maps, charts, and other learning material. At least
two teachers, one of whom
a woman, should
work in every
school, the number increasing as early as possible to one teacher
per class.
A phased drive,
symbolically called OPERATION
BLACKBOARD
will be undertaken with immediate effect to improve
Primary Schools all over the country. Government,
local bodies,
voluntary agencies and individuals will be fully involved.
Construction of school buildings will be the first charge on NREP
and RLEGP funds.

NON-FORMAL EDUCATION

5,8
A large and systematic programme of non-formal education
will be launched for school drop-outs,
for children from
habitations without schools, working children and girls who
cannot attend whole-day schools.
5.9
Modern technological aids will be used to improve the
learning environment of NFE centres. Talented and dedicated young
men and women from the local community will be chosen to serve

11

,
lie,

COMMUNITY HEALTH CELU
326. V Main, I Block
Koramong»!a
Bangaiora-560034
India

as
instructors,
and particular attention
paid to
their
training.
Steps will be taken to facilitate their entry into
the formal system in deserving cases. All necessary measures will
be taken to ensure that the quality of non-formal education is
comparable with formal education.
5.10
Effective steps will be taken to provide a framework
for the curriculum on the lines of the national core curriculum,
but based on the needs of the learners and related to the local
environment. Learning material of high quality will be developed
and provided free of charge to all pupils. NFE programmes will
provide participatory learning environment, and activities such
as games and sports, cultural programmes, excursions, etc.

5.11
Much of the work of running
NFE centres will be done
through voluntary agencies and pancnayati raj institutions.
The
provision of funds to these agencies will be adequate and timely.
The Government will take over-all responsibility for this vital
sector.
A RESOLVE
5.12
t The New Education Policy will give the highest priority
to solving the problem of children dropping out of school
and
will adopt an array of meticulously formulated strategies based
on micro-planning, and applied at the grass-roots level all over
the country, to ensure children's retention at school. This
effort will be fully coordinated with the network of non-formal
education. It shall be ensured that all children who attain the
age of about 11 years by 1990 will have had five years of
schooling, or its equivalent through the non-formal stream.
Likewise, by 1995 all- children will be provided free and
compulsory education upto 14 years of age.

SECONDARY EDUCATION

5.13
Secondary education begins to expose
students to the
differentiated roles of science, the humanities and social
sciences. This is also an appropriate stage to provide children
with a sense of history and national perspective and give them
opportunities to
understand their constitutional duties and
rights as citizens. Conscious internalisation of a
healthy
work ethos and of the values of a humane and composite culture
will
be
brought about
through
appropriately
formulated
curricula. Vocationalisation through specialised institutions or
through the refashioning of secondary education can, at this
stage, provide valuable manpower for economic growth. Access to
secondary education will be widened to cover areas unserved by
it at present. In other areas, the main emphasis will be on
consolidation.

12

PACE-SETTING SCHOOLS

5.14
It is universally accepted that children with special
talent or aptitude should be provided opportunities to proceed
at a faster pace, by making good quality education available to
them, irrespective of their capacity to pay for it.
5.15
Pace-setting schools intended to serve this purpose will
be established in various parts of the country on a given
pattern, but with full scope for innovation and experimentation.
Their broad aims will be to serve the objective of excellence,
coupled with equity and social justice (with reservation for SCs
and STs),
to
promote national integration by
providing
opportunities to talented children largely rural, from different
parts of the country to live and learn together,
to develop
their full potential, and, most importantly, to become catalysts
of a nation-wide programme of school improvement. The schools
will be residential and free of charge.

VOCATIONALISATION
5.16
The
introduction
of systematic,
well-planned
and
rigorously implemented programmes of vocational education
is
crucial
in the proposed educational reorganisation.
These
elements
are meant to enhance individual
employability, to
reduce the mis-match between the demand and supply of skilled
manpower, and
to provide an alternative for those pursuing
higher education without particular interest or purpose.

5.17
Vocational education will be a distinct stream, intended
to prepare students for identified occupations spanning several
areas of activity.
These courses will ordinarily be provided
after the secondary stage, but keeping the scheme flexible, they
may also be made available after Class
VIII.
In the interests
of
integrating
vocational education better
with
their
facilities the Industrial Training
Institutes
will
also
conform to the larger vocational pattern.
5.18
Health planning and health service management should
optimally
interlock with the
education and
training
of
appropriate categories of health manpower through health-related
vocational courses. Health education at the primary and middle
levels will ensure the commitment of the individual to family and
community health, and lead to health-related vocational courses
at the +2 stage of higher secondary education. Efforts will be
made to devise similar vocational courses based on Agriculture,
Marketing, Social Services, etc. An emphasis in vocational
education will also be on development of attitudes, knowledge,
and skills for entrepreneurship and self-employment.
5.19
The establishment of vocational courses or institutions
will
be the responsibility of the Government as well as
employers in the public and private sectors; the
Government
will, however, take special steps to cater to the needs of women,

13

rural and tribal students and the deprived sections of society.
Appropriate programmes will also be started for the handicapped.
5.20
Graduates
of
vocational courses
will
be
given
opportunities, under predetermined conditions, for professional
grow±h, ■ career improvement and lateral entry into courses of
general, technical and professional education through appropriate
bridge courses.
5.21
Non-formal, flexible and need-based vocational programmes
will also be made available to neoliterates, youth who have
completed primay education, school drop-outs, persons engaged in
work and unemployed or partially employed persons.
Special
attention in this regard will be given to women.

5.22
Tertiary level courses will be organised for the young
who graduate from the higher secondary courses of the academic
stream and may also require vocational courses.
5.23
It is proposed that vocational courses
cover 10 per
cent of higher secondary students by 1990 and 25 per cent by
1995. Steps will be taken to see that a substantial majority of
the products of vocational courses are employed or become selfemployed. Review
of the
courses offered would be regularly
undertaken.
Government will also review its recruitment policy
to encourage diversification at the secondary level.

HIGHER EDUCATION
5.24
Higher education provides people with
an opportunity
to reflect on the critical social, economic, cultural, moral and
spiritual issues facing humanity.
It contributes to
national
development through dissemination of specialized knowledge and
skills. It is therefore a crucial factor for survival. Being
at the apex of the educational pyramid, it has also a key role in
producing teachers for the education system.
5.25
In the context of
the unprecedented explosion
of
knowledge, higher education has to become dynamic as never
before, constantly entering uncharted areas.
5.26
There are around 150 universities and
about 5,000
colleges in India today. In view of the need to effect an all
round improvement in these institutions,
it is proposed that, in
the near future, the main emphasis will be on the consolidation
of, and expansion of facilities in, the existing institutions.

5.27
Urgent steps
degradation.

will

be taken

to protect the system

from

5.28
In view of mixed
experiences with
the system of
affiliation, autonomous colleges will be helped to develop in
large numbers until the affiliating system is
replaced by a
freer
and more creative association of universities
with

14

colleges. Similarly,
the
creation of autonomous
departments
within universities on a selective basis will be encouraged.
Autonomy and freedom will be accompanied by accountability.
5.29
Courses and programmes will be redesigned to meet the
demands of specialisation better. Special emphasis will be laid
on linguistic competence. There will be increasing flexibility in
the combination of courses.

State level
planning
and
coordination of
higher
5.30
education will be done through Councils of Higher Education. The
UGC and these Councils will develop coordinative methods to keep
a watch on standards.
5.31
Provision will be made for minimum facilities
and
admission will be regulated according to capacity. A
major
effort
will be directed towards the
transformation
of
teaching
methods.
Audio-visual aids and electronic equipment
will be introduced;
development of science and technology
curricula and material, research, and teacher orientation will
receive attention. This will require preparation of teachers at
the beginning of the service as well as continuing education
thereafter.
Teachers'
performance
will be
systematically
assessed.. All posts will be filled on the basis of merit.

5.32
Research in the universities will be provided enhanced
support and steps will be taken to ensure its high quality.
Suitable mechanisms will be set up by the UGC for coordinating
research in the universities, particularly in thrust areas of
science and technology,
with research undertaken by other
agencies. An effort will be made to encourage the setting up of
national research facilities within the university system, with
proper forms of autonomous management.
5.33
Research
in
Indology,
the
humanities and social
sciences will receive adequate support.
To fulfil the need for
the synthesis of knowledge,
inter-disciplinary research will be
encouraged. Efforts will be made to delve into India's ancient
fund of knowledge and to relate it to contemporary reality. This
effort will imply the development of facilities for the intensive
study of Sanskrit and. other Classical languages.

5.34
In the interest of greater coordination and consistency
in
policy,
sharing of
facilities
and developing inter
disciplinary research, a national body covering higher education
in general, agricultural, medical, technical,
legal and other
professional fields will be set up.

OPEN UNIVERSITY AND DISTANCE LEARNING
5.35
The Open University system has been initiated in order
to
augment opportunities for higher education and as
an
instrument of democratising
education.

15

5.36
The Indira Gandhi National Open University, established
in 1985 in fulfilment of these objectives, will be strengthened.

5.37
This powerful instrument will have to be developed
care and extended with caution.

with

DELINKING DEGREES FROM JOBS
5.38
A beginning will be made in de-linking degrees from jobs
in selected areas.

5.39
The proposal cannot be applied to occupation-specific
courses like Engineering,
Medicine,
Law,
Teaching,
etc.
Similarly,
the
services
of
specialists
with
academic
qualifications in the .humanities, social sciences,
sciences,
etc. will continue to be required in various job positions.
5.40
De-linking will be applied in services for which a
university degree need not be a necessary qualification.
Its
implementation will lead to a re-fashioning of
job-specific
courses and afford greater justice to those candidates who,
despite being equipped for a given job, are unable to get it
because of an unnecessary preference for graduate candidates.

5.41
Concomitant with de-linking, an appropriate machinery,
such as a National Testing Service,
will be established,
in
appropriate phases, to conduct tests on a voluntary basis to
determine the suitability of candidates for specified jobs and to
pave the way for the emergence of norms of comparable competence
across the nation.

RURAL UNIVERSITY
5.42
The new pattern of the
Rural University
will be
consolidated and developed
on the lines of Mahatma Gandhi's
revolutionary ideas on education so as to take up the challenges
of micro-planning at grassroot levels for the transformation of
rural areas. Institutions and programmes of Gandhian basic
education will be supported.

PART VI
TECHNICAL AND MANAGEMENT EDUCATION

6.1
Although the two streams of technical and management
education are functioning separately, it is essential to look at
them together,
in view of their close relationship
and
complementary
concerns. The reorganisation of Technical and
Management Education should take into account the anticipated
scenario by the turn of the century, with specific reference to
the likely changes in the economy, social environment, production

16

and management processes,
the rapid expansion of knowledge and
the great advances in science and technology.

6.2
The infrastructure and services sectors as well as the
unorganised
rural sector
also need a greater induction of
improved technologies and a supply of technical and managerial
manpower. This will be attended to by the Government.
6.3
In order to improve the situation regarding
manpower
information, the recently set up Technical Manpower Information
System will be further developed and strengthened.
6.4
Continuing education,
covering established as well
emerging technologies, will be promoted.

as

6.5
As computers have become important and ubiquitous tools,
a minimal exposure to computers and a training in their use will
form part of professional education.
Programmes of conputer
literacy will be organised on wide scale from the school stage.
6.6
In view of the present rigid entry requirements to
formal courses restricting the access of a large segment of
people to technical and managerial education, programmes through
a distance-learning process,
including use of the mass media,
will be offered. Technical and management education programmes,
including education in polytechnics, will also be on a flexible
modular pattern based on credits, with provision for multi-point
entry.
A strong guidance and counselling service will be
provided.
6.7
In order to
increase the relevance of
managenent
education, particularly in the non-corporate and under-managed
sectors, the management education system will study and document
the Indian experience and create a body of knowledge and specific
educational programmes suited to these sectors.
6.8
Appropriate formal and non-formal programmes of technical
education will be devised for the benefit of wcmen,
the
economically and socially weaker sections, and the physically
handicapped.

6.9
The emphasis on vocational education and its expansion
will need a
large number of teachers and professionals in
vocational
education,
educational
technology,
curriculum
development, etc. Programmes will be started to meet this demand.
6.10
To encourage students to consider "self-employment" as a
career option, training in entrepreneurship will be provided
through modular or optional courses, in
degree or diploma
programmes.
6.11
In order to meet the continuing needs of updating
curriculum, renewal should systematically phase out obsolescence
and introduce new technologies or disciplines.

17v

INSTITUTIONAL THRUSTS:
6.12
Some polytechnics
in the rural areas have started
training
weaker groups in those areas
for
productive
occupations through a system of community polytechnics.
The
community polytechnic system will be appraised and appropriately
strengthened to increase its quality and coverage.

INNOVATION, RESEARCH AND DEVELOPMENT:

6.13
Research as a means of renovation
and
renewal of
educational processes will be undertaken by all higher technical
institutions.
It will primarily aim at producing quality
manpower capable of taking up R&D functions. Research for
development
will focus on improving present
technologies,
developing new indigenous ones and enhancing production and
productivity. A suitable -system for watching and forecasting
technology will be set up.
6.14
The scope for cooperation, collaboration and networking
relationships between institutions at various levels and with the
user systems
will be utilised.
Proper maintenance, and an
attitude
of innovation and improvement
will be promoted
systematically.

PROMOTING EFFICIENCY AND EFFECTIVENESS AT .ALL LEVELS:
6.15
As technical and management education is expensive,
the
following major steps will be taken for cost-effectiveness and to
promote excellence:

i) High priority
will
be given to modernisation
removal of obsolescence.
However,
modernisation will
undertaken to
enhance functional efficiency and not for
own sake or as a status symbol:

and
be
its

ii) Institutions will be encouraged to generate resources
using their capacities to provide services to the community and
industry.
They will be equipped with
up-to-date learning
resources, library and computer facilities:
iii) Adequate hostel accommodation will be provided, specially
for girls.
Facilities for sports, creative work and cultural
activities will be expanded:

iv) More effective procedures will be adopted in
the
recruitment of staff. Career opportunities,
service conditions,
consultancy norms and other perquisites will be improved.

v) Teachers will have multiple roles to perform:
teaching,
research, development of learning resource material, extension,
and managing the institution.
Initial and in-service training

18

will be made mandatory for faculty members and adequate training
reserves will be provided. Staff Development Programmes will be
integrated at the State,
and coordinated at Regional and
National levels.
vi)
The curricula of technical and management programmes
will be targetted on current as well as the projected needs of
industry or user systems. Active interaction between technical or
management
institutions and industry will be promoted
in
programme planning and implementation, exchange of personnel,
Gaining facilities and resources, research and consultancy and
other areas of mutual interest.

vii)
Excellence in performance of institutions and individuals
will be recognised and rewarded. The emergence of substandard and
institutions will be checked. A climate conducive to excellence
and innovation will be promoted with full involvement of the
faculty.
viii) Select
institutions
will
be
awarded
academic,
administrative
and financial autonomy of
varying degrees,
building in safeguards with respect to accountability.

ix)
Networking systems will have to be established between
technical education and industry, R&D organisations,
programmes
of rural and community development,
and with other sectors of
education with complementary characteristics.

MANAGEMENT FUNCTIONS.AND CHANGE:
6.16
In view of the likely emergence of changes in management
systems and the need to equip students with the ability to cope
with them, effective mechanisms will be devised to understand the
nature and direction of change per se and to develop the
important skill of managing change.
6.17
In view of the integrated nature of the task,
the
Ministry of Human Resource Development will coordinate the
balanced development of engineering, vocational and management
education as well as the education of technicians and craftsmen.
6.18
Professional societies will be encouraged and enabled to
perform their due role in the advancement of technical and
management education.

6.19
The All India Council for Technical Education will
be
vested with statutory authority for planning, formulation and the
maintenance of nonns and standards, accreditation, funding of
priority areas, monitoring and evaluation, maintaining parity of
certification and awards and ensuring the
coordinated and
integrated development of technical and management
education.
Mandatory
periodic evaluation will be carried out by a duly
constituted Accredi tation.Board.

19

6.20
In the interests of maintaining standards and for several
other valid reasons, the commercialisation of technical and
professional education will be curbed.
An alternative system
will be devised to involve private and voluntary effort in "this
sector of education, in conformity with accepted norms and goals.

PART VII

MAKING THE SYSTEM WORK

7.1
It is obvious that these and many other new tasks of
education cannot be performed in a state of disorder. Education
needs to be managed in an atmosphere of utmost intellectual
rigour,
seriousness of purpose and, at the same time, of freedom
essential for innovation and creativity. While far-reaching
changes will have to be incorporated in the quality and range of
education, the process of introducing discipline into the system
will have to be started, here and now, in what exists.
7.2
The country has placed boundless trust in the educational
system. The people have a right to expect concrete results. The
first ta^k is to make it work. All teachers should teach and all
students study.

7.3

The strategy in this behalf will consist of -

(a)

a better deal to teachers with

(b)

provision of improved students' services and insistence on
observance of acceptable norms of behaviour;

(c)

provision of

(d)

creation of a system of performance
appraisals
institutions according to standards and norms set at
National or State levels.

better facilities

greater

to

accountability;

institutions; and
of
the

PART VIII

REORIENTING THE CONTENT AND PROCESS OF EDUCATION

THE CULTURAL PERSPECTIVE
8.1
The
existing
schism between the formal system of
education and the country's rich and varied cultural traditions
needs to be bridged. The preoccupation with modern technologies
cannot be allowed to sever our new generations from the roots in
India’s history and culture.. De-culturisation^ de-humanisation
and: alienation must be avoided at all' costs.
Education can and
must bring about the fine synthesis
between change-oriented

20

technologies and the country's continuity of cultural tradition.

8.2
The curricula
and processes of education will
be
enriched by cultural content in as many manifestations as
possible. Children will be enabled to develop
sensitivity to
beauty,
harmony
and refinement.
Resource persons in the
community,
irrespective
of
their
formal
educational
qualifications, will be invited to contribute to the cultural
enrichment of education, employing both the literate and oral
traditions of communication. To sustain and carry forward the
cultural tradition, the role of old masters, who train pupils
through traditional modes will be supported and recognised.

8.3
Linkages will be established between the university
system and institutions of higher learning in art, archaeology,
oriental studies etc. Due attention will also be paid
to the
specialised disciplines of Fine Arts,
Museology, Folklore etc.
Teaching, training and research in these disciplines will be
strengthened so as to replenish specialised manpower in them.

VALUE EDUCATION

8.4
The growing concern over the erosion of essential values
and an increasing cynicism in society has brought to focus the
need for readjustments in the curriculum in
order to make
education a forceful tool for the cultivation of social and
moral values.
8.5
In our culturally
plural society, education should
foster universal and eternal values, oriented towards the unity
and integration of our people. Such value education should help
eliminate
obscurantism,
religious
fanaticism,
violence,
superstition and fatalism.

8.6
Apart from this combative role, value education has a
profound positive content, based on our heritage, national goals
universal perceptions.
It should lay primary emphasis on this
aspect.

LANGUAGES

8.7
The Education Policy of 1968 had examined the question
of the development of languages in great detail;
its essential
provisions can hardly be improved upon and are as relevant today
as before. The implementation of this part of the 1968
Policy
has, however, been uneven. The Policy will be implemented more
energetically and purposefully.

BOOKS AND LIBRARIES

8.8
for

The availability of books at low prices is indispensable
people's education. Effort will be made to secure easy

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21
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accessibility to books for all segments of the population.
Measures will be taken to improve the quality of books, promote
the reading habit and encourage creative writing. Authors'
interests will be protected. Good
translations of foreign books
into Indian languages will be supported. Special attention will
be paid to the
production of quality books for children,
including text books and work books.

8.9
Together with the development of books, a nation-wide
movement for the
improvement of existing libraries and the
establishment of new ones will be taken up.
Provision will be
made in all educational institutions for library facilities and
the status of librarians improved.

MEDIA AND EDUCATIONAL TECHNOLOGY

8.10
Modern communication technologies have the potential to
bypass several stages and sequences in the process of development
encountered in earlier decades. Both the constraints of time and
distance at once become manageable.
In order to avoid structural
dualism, modern educational technology must reach out to the most
distant areas and the most deprived sections of beneficiaries
simultaneously with the areas of comparative affluence and ready
availability.
8.11
Educational technology will be employed in the spread of
useful information, the training and re-training of teachers, to
improve quality, sharpen awareness of art and culture, inculcate
abiding values, etc., both in the formal and non-formal sectors.
Maximum use will be made of the available infrastructure.
In
villages without electricity, batteries or solar packs will be
used to run the programme.

8.12
The generation of relevant and culturally compatible
educational programmes will form an important component of
educational technology, and . all available resources in the
country will be utilised for this purpose.
8.13
The media have a profound influence on the minds of
children as well as adults; some of them tend to encourage
consumerism, violence etc. and have a deleterious effect. Radio
and T.V.
programmes ’which clearly militate against proper
educational objectives will be prevented. Steps will be taken to
discourage such trends in films and other media also. An active
movement will be started to promote the production of children's
films of high quality and usefulness.

WORK EXPERIENCE:

8.14
Work experience, viewed as purposive and meaningful
manual work, organised as an integral part of the learning
process and resulting in either goods or services useful to the
community, is considered as an essential component at all stages

22

of education,
to tie provided through well-structured and graded
programmes.
It would comprise activities in accord
with the
interests, abilities and needs of students,
the level of skills
and knowledge to be upgraded with the stages of education. This
experience would be helpful on his entry into the workforce. Prevocational programmes provided at the lower secondary stage will
also facilitate the choice of the vocational courses at the
higher secondary stage.

EDUCATION AND ENVIRONMENT
8.15
There is a paramount need to create a consciousness of
the environment.
It must permeate all ages and all sections of
society, beginning with the child. Environmental consciousness
should inform teaching in schools and colleges. This aspect will
be integrated in the entire educational process.

MATHEMATICS TEACHING
8.16
Mathematics should be visualised as the vehicle to
train a child to think, reason, analyse and to articulate
logically.
Apart from being a specific subject,
it should be
treated as a concomitant to any subject involving analysis and
reasoning.
8.17
With the recent introduction of computers in schools,
educational computing and the emergence of learning through the
understanding of cause-effect relationships and the interplay of
variables,
the
teaching of mathematics will be suitably
redesigned to bring it in line with
modern technological
devices.

SCIENCE EDUCATION
8.18
Science education will be strengthened so as to develop
in
the
child well defined abilities and values such as the
spirit of inquiry, creativity, objectivity,
the
courage to
question, and an aesthetic sensibility.

8.19
Science education programmes will be designed to enable
the learner to acquire problem solving and decision making skills
and to discover the relationship of science with
health,
agriculture,
industry and other aspects of daily life. Every
effort will be made to extend science education to the vast
numbers who have remained outside the pale of formal education.

SPORTS AND PHYSICAL EDUCATION
8.20
Sports
and physical education are an integral part of
the learning process, and will be included in the evaluation of
performance.
A
nation-wide
infrastructure
for
physical

23

education,
edifice.

sports

and games will be built into the

educational

8.21
The infrastructure will consist of playfields, equipment,
coaches and teachers of physical education as part of the School
Improvement Programme. Available open spaces in urban areas will
be reserved for playgrounds,
if necessary by legislation.
Efforts will be made to establish sports institutions and hostels
where
specialised attention will be given to sports activities
and sports-related studies,
along
with normal
education.
Appropriate encouragement will be given to those -talented in
sports and games. Due stress will
be laid on indigenous
traditional games. As a system which promotes an integrated
development
of body and mind,
Yoga will receive special
attention.
Efforts will be trade to introduce yoga in all
schools; to
this end,
it will be introduced
in
teacher
training courses.

THE ROLE OF YOUTH

8.22
Opportunities will be provided for the youth to involve
themselves in national and social development through educational
institutions and outside them. Students will be required to
participate in one or the other of existing schemes, namely,
the National Service Scheme, National Cadet Corps, etc. Outside
the institutions,
the
youth will be encouraged to take up
programmes of development, reform and extension. The National
Service Volunteer Scheme will be strengthened.

THE EVALUATION PROCESS AND

EXAMINATION REFORM

8.23
Assessment of performance is an integral part of
any
process of learning and teaching. As part of sound educational
strategy, examinations should
be employed
to bring about
qualitative improvements in education.
8.24
The objective
will be to re-cast the examination system
so as to ensure a method of assessment that is a valid and
reliable measure of student development and
a
powerful
instrument for improving teaching and learning.
In functional
terms, this would mean:

i)
The elimination
subjectivity;
ii)

of excessive

The de-emphasis of

element

of

chance

and

memorisation;

iii)
Continuous and comprehensive evaluation that incorporates
both scholastic and non-scholastic aspects of education,
spread
over the total span of instructional time:

iv)
Effective use of the evaluation
students and parents:

24

process

by

teachers,

v)

Improvement in the

conduct of

examinations;

vi) The introduction of concomitant changes in
materials and methodology;

instructional

vii)
Introduction of the semester system from
stage in a phased manner; and

the

viii)

secondary

The use of grades in place of marks.

8.25
The above goals
are relevant both
for
external
examinations and evaluation within
educational institutions.
Evaluation at
the institutional level will be streamlined and
the predominance of external examinations reduced.

PART IX

THE TEACHER
9.1
The status of the teacher reflects the socio-cultural
ethos of a society; it is said that no people can rise above the
level of its teachers. The Government and the community should
endeavour to create conditions which will help motivate and
inspire teachers on constructive and creative
lines. Teachers
should have the freedom to innovate,
to devise appropriate
methods of canmunication and activities relevant to the needs and
capabilities of and the concerns of the community.

9.2
The methods of recruiting teachers will be reorganised to
ensure merit, objectivity and conformity
with spatial and
functional requirements. The pay and service conditions of
teachers
have to be
commensurate with their social
and
professional responsibilities and with the need to attract talent
to the profession. Efforts will be made to-reach the desirable
objective
of uniform emoluments,
service
conditions
and
grievance-removal mechanisms for teachers throughout the country.
Guidelines will be formulated to ensure objectivity in the
postings and transfers of teachers.
A system of
teacher
evaluation— open, participative and data-based— will be created
and reasonable opportunities of promotion to higher grades
provided.
Norms of accountability will be laid down with
incentives for good performance and disincentives for non
performance.
Teachers will continue to play a crucial role in
the formulation and implementation of educational programmes.
9.3
Teachers'
associations must
play a significant role in
upholding professional integrity, enhancing the dignity of the
teacher and in curbing professional misconduct. National level
associations of teachers, could prepare a Code of Professional
Ethics for Teachers and see to its observance.

25

TEACHER EDUCATION

9.4
Teacher education is
a continuous process,
and its
pre-service and in-service components are inseparable. As the
first step, the system of teacher education will be overhauled.

9.5
The new programmes of teacher-education will emphasise
continuing education
and the need for teachers to meet the
thrusts envisaged in this Policy.

9.6
District Institutes of Education and Training (DIET)
will be established with the capability to organise pre-service
and in-service courses for elementary school teachers and for the
personnel working in
non-formal and adult education. As DIETS
get established, sub-standard institutions will be phased out.
Selected Secondary Teacher Training Colleges will be upgraded to
complement the work of State Councils of Educational Research and
Training. The
National Council of Teacher Education will be
provided the
necessary resources and capability to
accredit
institutions
of
teacher-education
and
provide
guidance
regarding
curricula and methods.
Networking arrangements will
be
created between institutions of teacher education
and
university departments of education.

PART X

THE

MANAGEMENT OF EDUCATION

10.1
An overhaul of
the system
of
planning and the
management of education will receive high priority. The guiding
considerations will 6e :a)
Evolving a long-term planning and management perspective of
education and its integration with the country's developmental
and manpower needs;

b)
Decentralisation and the
for educational institutions;

creation of a spirit of

autonomy

c)
Giving pre-eminence to people's involvement, including
association of non-governmental agencies and voluntary effort;

d)
Inducting
education;

more wcmen in the planning

e)
Establishing the principle of
to given objectives and norms.

and

management

accountability

in

of

relation

NATIONAL LEVEL
10.2

The

Central

Advisory

Board of Education

26

will

play

a

pivotal role in reviewing educational
development, determining
the
changes
required to improve the system and monitoring
implementation.
It will function through appropriate Committees
and other mechanisms created to ensure
contact with, and
coordination among,
the various
areas of
Honan Resource
Development. The Departments of Education at the Centre and in
the States will be strengthened through the involvement of
professionals.

INDIAN EDUCATION SERVICE
10.3
A proper management structure in education will entail
the establishment of the Indian Education Service as an All-India
Service. It will bring a national perspective to this vital
sector.
The basic principles,
functions and procedures of
recruitment to this service will be decided in consultation with
the State Governments.
STATE LEVEL

10.4
State Governments may establish State Advisory Boards of
Education on the lines of CABE.
Effective measures should be
taken to integrate mechanisms in the various State departments
concerned with Human Resource Development.
10.5
Special attention will be paid to the training of
educational planners, administrators and heads of institutions.
Institutional arrangements for this purpose should be set up in
stages.

DISTRICT AND LOCAL LEVEL
10.6
District Boards of Education will be created to manage
education up to the higher secondary level. State Governments
will attend to this aspect with all possible
expedition.
Within
a multi-level framework of educational development,
Central,
State,
District
and Local level agencies
will
participate in planning, coordination, monitoring and evaluation.
10.7
A very important role must be assigned to the head of an
educational institution.
Heads will be specially selected and
trained. School complexes will be promoted on a flexible pattetn
so as to serve as
networks of institutions and synergic
alliances to encourage professionalism
among
teachers,
to
ensure observance of norms of conduct and to enable the sharing
of experiences and facilities.
It is expected that a developed
system of school ccmplexes will take over much of the inspection
functions in due course.
10.8
Local communities,
through appropriate bodies, will be
assigned a major role in programmes of school improvement.

21

VOLUNTARY AGENCIES AND AIDED INSTITUTIONS:
10.9
Non-government and voluntary effort including social
activist
groups
will be encouraged,
subject
to
proper
management,
and
financial assistance provided. At the same
time, steps will be taken to prevent the establishment of
institutions set up to commercialise education.

PART

XI

RESOURCES AND REVIEW
11.1
The Education Commission of 1964-66,
the
National
Education Policy of 1968 and practically all others concerned
with education have stressed that the egalitarian goals and the
practical, development-oriented objectives of Indian society
can be realised only by making investments in education of an
order commensurate with the nature and dimensions of the task.

11.2
Resources, to the extent possible, will be raised
by
mobilising
donations, asking the beneficiary- communities to
maintain school buildings and supplies of sane consumables,
raising fees at the higher levels of education and
effecting
some savings by the efficient use of facilities. Institutions
involved with research and the development of technical and
scientific
manpower should also mobilize some funds by levying
a cess or charge on the user agencies, including Government
departments, and entrepreneurs. All these measures will be taken
not only to reduce tire burden on State resources but also for
creating a greater sense of responsibility within the educational
system. However, such measures will contribute only marginally to
the total funding. The Government and the community in general
will find funds for such prograimes as: the universalisation
of elementary education; liquidating illiteracy; equality of
access to educational opportunities to all sections throughout
the country;
enhancing the social relevance,
quality and
functional effectiveness of educational programmes; generating
knowledge and developing technologies in scientific ' fields
crucial to self-sustaining economic development; and creating a
critical consciousness of the values and imperatives of national
survival.
11.3
The deleterious consequences of
non-investment
or
inadequate investment in education are indeed very serious.
Similarly,
the cost of neglecting vocational and technical
education and of research is also unacceptable. Sub-optimal
performance in these fields could cause irreparable damage to the
.Indian economy. The network of institutions set up from time to
time since Independence to facilitate the application of science
and technology would need to be substantially and expeditiously
updated, since they are fast becoming obsolete.
11.4

In view

of these imperatives,

28

education wil,l be treated

aS a crucial area of investment for national development and
survival. The National Policy on Education,
1968, had laid down
that the mvestnent on education be gradually increased to- reach
a level of expenditure of 6 percent of the national income as
early as possible. Since the actual level of investment has
remained far short of that target,
it is important that greater
determination be shov/n now to find the funds for the programmes
laid down in this Policy.
V.’hile the actual requirements will be
computed from time to time on the basis of
monitoring and
review, the outlay on education will be shapped up to the extent
essential for policy implementation in the Seventh plan. It will
be ensured that from the Eighth Five Year Plan onwards it will
uniformly exceed to 6 percent of the National income.

REVIEW
11.5
The implementation of the various parameters of the New
Policy must 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.

PART XII
THE FUTURE
12.1
The future shape of education in India is too complex to
envision with precision.
Yet, given our tradition which has
almost always put a high premium on intellectual and spiritual
attainment, we are bound to succeed in achieving our objectives.
12.2
The main task is to strengthen the base of the
pyramid,
which might come close to a billion people at the turn of the
century.
Equally, it is important to ensure that those at the
top of the pyramid are among the best in the world. Our cultural
well-springs had taken good care of both ends in the past; the
skew set in with foreign domination and influence. It should now
be possible to further intensify the nation-wide
effort in
Human Resource Development, with Education playing its multi
faceted role.

XXX

X

29

Publication

Number

1559

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Minto Road, New Delhi.

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