SEMINAR ON CHALLENGE OF EDUCATION Role of Women in General & Women Teachers in Particula
Item
- Title
-
SEMINAR
ON
CHALLENGE OF EDUCATION
Role of Women in General
&
Women Teachers in Particula - extracted text
-
COMMUNITY HEALTH I
326. V Main, I Block
Koramtngala
Bangalore-560034 ’
India
KARNATAKA WOMEN TEACHERS ASSOCIATION (Regd.)
Affiliated to All India Federation of Teachers Organisations, Delhi - 110 035
SEMINAR
ON
CHALLENGE OF EDUCATION
Role of Women in General
&
Women Teachers in Particular
Shikshaka Sadana, 14, Nrupatunga Road, Bangalore - 560002
Phone : 70247
May 5 introduce to you the KWTA ?
Karnataka Women Teachers Association is a registered body affiliated to All
India Federation of Teachers Organisations which in turn is Affiliated to International
Federation of Free Teachers Unions.
The KWTA came into existence on 29th Dec. 1984 with the motto of
bringing women teachers from nursery to university level together to discuss about
their roles in building the Nation. The promoters felt that there is a need to have a
common platform for women teachers working in various educational institutions
both Govt, and Private from Nursery to University level including retired teachers also.
The objectives are :
(a) To know one another, (b) To understand one another, (c) To help
one another, (d) To Co-operate with one another, (e) To study the problems of
one another, (f) To discuss solutions to those problems, (g) To highlight our
opinion in National and International matters, (h) To work for our Socio Cultural,
Educational & Economical advancement, (i) For diffusion of knowledge towards
political awareness.
The problems of employed women is an international subject.
Women teachers are the best persons to draw the attention of the country
as they are more vocal than others.
Hence the formation of KWTA. We intend to expand this Association to
the National & international level. We appeal to all the women teachers to join
hands.
Rohini Machimale
General Secretary,
OFFICE BEARERS OF THE K W T A
President
:
Smt. B. PADMAVATHt Vi TEAL RAO, M.A .L.T.,
Ex. M.L.C
Vice President
:
Smt. LALITHA V. THIRTH, m.a , M.Ed ,
Retd. Professor of Education, Bangalore University
General Secretary
:
Smt. ROHINI MACHIMALE, m a., B.Ed.,
Principal. Govt- Junior College, Yelahanka
-
Organising Secretary
Smt VaSANFHI S- RAO, m.a.,
Retd. Reader. A. P. S: College, Bangalore
Treasurer
:
Smt- V. ANNAPURNA, m.a., B.L., B Ed.,
Ex. Captain, N.C.C., Vice Principal, A.P.S .College, B’lore
Members
:
Smt. R. CHANDRALEELA., b.Sc., B.Ed., D.P.Ed.
Asst. Mistress, Govt. High School, Madivala
Smt. SUNANDA NAGANANDA, b.a., a.M.L,
Principal, Shishugriha Montissori & Primary School, B’lore
<
*»--•
Smt. M. JAYALAKSHMI, m.Sc.,
Lecturer, Maharani’s Science College, Bangalore
Smt A- S- NAGAMMA, m.a,
Retd. Lecturer, Corporation Junior College
Smt. C. S. SHANEHA BAI, b.a , B.T.,
Asst. Mistress, Govt. Junior College, Yelahanka
Advisor
:
Sri H. R. DASEGOWDA, m.a,, b.l ,
Director, College Development Council,Bangalore University
~ Hioo
WHY THIS SEMINAR?
Why this Seminar, specially for WOMEN ?
1. The challenge of education is a challenge to every honourable and
respectable citizen of India. It is a challenge to the whole society, irrespective of
caste, creed, community or sex. It is a challenge to the rich and the poor, to the
educated and the intelligent, to think about his survival. It is a challenge to the
vested politician, who has stalled the considered opinions & recommendations of
educationists to introduce much needed changes in the educational system,
to make it more relevant to society. It is a challenge to the visionless bureaucrats,
who continue to press the same buttons from the same chairs, refusing to see
and react to the changing needs of the society.
2. It is a challenge to all the educated migrants of this developing country,
who, after taking advantage of the poor man's taxes, have gone abroad to the
developed countries, on me plea that there are no scopes in India for their specia
lised talents. How did the developed countries develop in the first instance, except
by the blood, sweat & tears of their own countrymen & women ?
3. It is a challenge to every industrialist, businessmen, scientist & techno
logist to ensure that the development and interest of the country are not bartered
away in the market of self interest. It is a challenge to.every individual teachers,
from pre primary to university and every responsible parent to see around the
havocs our present system of education has wrought on many of our misguided
youths, who have been made to believe that all types of degrees would bring them
white collared jobs, ignoring skill & hard work.
4. It is a challenge to women in general & women teachers in particular, who
form 50% of our nation and who are the ultimate suffrerers in a chaotic country, as
daughters, as sisters, as wives and as mothers, both socially and economically. Our
request to them is to take up this challenge very seriously, in their multiple role.
Hence, this seminar.
B. Padmavtahi Vittal Rao
President and members of the Executive Committee
Group Discussion During the Seminar
GROUP 1
-
Pre-Primary ;
GROUP II
-
Secondary and (Vocational) work biased Education ;
GROUP III
-
Higher Education and vocationalisation, like Nursing
Professional Training courses ; etc,
GROUP IV
-
College & University Education ;
GROUP V
-
Non-Formal Education & Adult Education ;
GROUP VI
-
Technical, Medical & Management Education.
The theme of the Seminar would be "What should be the policy of the Governnent both at the Centre and the’States if women have to play an effective role in the
nation building p.ogrammes before stepping into the new century".
QUESTIONNAIRE
1. In the developmental activities, what have been the contribution of women
to the society, so far ?
2. What are the impediments
college going girls to that of boys ?
in bringingup the percentage of school &
3. Who and what are responsible for the problems of women and how can
they be solved ?
4. How can girls' education be promoted, so that they can take effective part
in the educational, social, economical, cultural & developmental activities of the
country ?
5. What are the reforms and considerations one can expect from the Govern
ment, to enable the women to play their roles effectively & efficiently ?
6. Which are the various fields, where the women can work, along with
their domestic responsibilities ?
7. Which are
self-employment ?
the
various
jobs,
which
women
can
take
up
for
8. How can the lives of illiterate rural women and the women living in urban
slums be bettered, educationally, economically & socially ?
9. How can women improve today's society, in which corruption, deception,
cruelty, dishonesty are rampant ?
10. Should all discriminations of caste, community & language be removed
from the Constitution and there should be one equal law for all Indians ?
11. What should be the code of conduct for working women, who have to
manage the home and the outside working world ?
NOTE :
Answers may be sent within ten days, if you are unable to complete
during discussion. It would be a valuable follow-up work of yours
at Delhi.
PRESIDENT & MEMBERS
KARNATAKA WOMEN TEACHERS' ASSOCIATION (REGD.)
Shikshak Sadan,
No. 14, Nrupatu.nga Road, BANGALORE-560 002.
Our grateful
& heartfelt thanks to :
Sri T. Ramesh U. Pai
Sri A. Krishna Rao
Registrar,
Academy of General Education
Manipal-576 119.
Chairman & Managing Director,
Syndicate Bank,
Manipal-576 119.
for their kind financial
of Education"
help for the conduct of this seminar on "Challenge
President
& Executive Committee Members of KWTA
Ssminar
on
CHALLENGE GF EDUCATION
24-11 - 85
Programme :
10-00 a m.
:
Invocation
10-05 a.m.
:
Welcome
10-15 a-m.
:
Inauguration
Smt- T. K. Jayalakshmi,
Principal, R. V- Teachers- College, Bangalore
10-25 a.m.
:
Key Note Address
Dr. Sharadamba Rao,
Field Advisor, N C-ER.T.
10-40 a.m.
:
10-50 a m-
:
Presidential Address
Prof- P. L. Padmavathi,
Former Principal,Vijaya Teachers- College,B-lore
Vote of Thanks
11-00 a-m.
:
TEA BREAK
11-15 to 1-00 p.mI C< / H
1-30 to 3-30 P-m-
:
Group J)jscussion L Session
:
Group Discussion II Session
3-30 P-m,
:
Tea & Consolidation of Recommandations
4-00 p.m.
:
Concluding Function
President
:
Dr- A. Pushpavathi,
Hon'ble Social Welfare Minister, Karnataka
Guest
:
Smt. Kamala Sampalli
Principal, Govt- Girls- Junior College,
Malleswaram, Bangalore
Vote of Thanks
National Anthem
“CHALLENGE OF EDUCATION”
(A Brief from the Forward of Shri K. C. PANT,
Union Minister for Education)
1.
Necessity to review & reshape the Education System was to
efficiency & quality.
2.
Success or failure in education depends upon the commitment of Society to
it and the sense of purpose and integrity of the participants in the process of its
implementation.
3.
If there is no sense of dedication, all policies, good or bad, become words
without meaning.
Programme planning & resource allocation will not be successful if, at the stage
of actual operation and of teaching - learning process, there is no
understanding.
The country must decide the goals of new Education Policy and be prepared to
support it to realise the goals.
In the past two decades, desired improvements in Education have not materi
alised because neither the resources nor the measures for restructuring were
commensurate with the imaginative Education Policy of 1968.
Resource constraints and insistence to institutional change had circumscribed
educational orientation and qualitative improvement.
The new role of education is to transform a static society into a vibrant one
with a commitment to develop and change. Hereafter, people of all ages and
all sections will have not only access to education but also get involvement in
continuing education. Open, non formal, part time and adult education will
become as meaningful as formal education. These two streams will reinforce
each other.
Education is a National responsibility. The next generation should not enter
the 21st Century ill equipped. It would blame the present generation for its
inadequacies. It would not accept any alibi for the short-comings in their
educational or training.
The new education policy will succeed to such an extent depending on the
unfragmented
total
commitment
of the nation,
by giving total
priority for the development of our human resources.
Final Policy decision on the New Education depends on the outcome of
National Debate.
4.
5.
6.
7.
8.
9.
10.
11.
improve
PRESIDENT AND EXECUTIVE
COMMITTEE MEMBERS OF K.WTA
its
CHAPTER I
Education, Society & Development
1.
Five yearly review of progress of Education after 1968 has not revealed desira
ble results. The new born baby of today will complete high school when we
enter the 21st Century. The Child may have to face future challenges & he has
to be properly equipped.
2.
In the midst of continuing revolution in the world technology, India has to face
internal challenges & external challenges & only cohesive & vibrant education
capable of providing wherewithal for creating better, fuller and more purposeful
life can face those challenges.
3.
After overview of the present system, it will be easier to determine the future
course, as to how educational restructuring can be done.
4.
Only through development of proper attitudes, values & capabilities, both of
knowledge and skills, education can provide strength, resilience' and recupera
tive power to people to respond to changing situations and enable them to
cause & contribute to social development. Development of human resources is
the main function of education.
Social Development
5.
The concept of Social Development, includes economic development, material
well being of people, political development, harmonious living and promoting
a democrative society. Intellectual, cultural & aesthetic development enriches
the quality of life.
6.
For orderly change and successful living, education is a tool. Individual deve
lopment through education, conditioned by social concerns, reduce conflict &
violence. Expansion of knowledge has led to the concept of lifelong learning
for the individual & evolution of instiutions of continuing education. A great
deal has been discovered about the process of learning. Learning of well
established disciplines of the past has given way to inter disciplinary teaching &
research.
7.
' The goals of societal development reflect the aspiration of its people. In India,
its constitution has underscored the country's commitment to Socialism,
Secularism & Democracy. The Constitution also envisages a society based on
Justice ; Social & Economical, Political & Equality of Status & Opportunity, It
8
enjoins the State to promote fraternity among all citizens, assuring dignity of
individual and unity & integrity of the Nations. (This has been a far cry in
fact. So far, the politicised States have done more harm towards dignity of
individual and unity & integrity of Nation).
8.
The goal of independence was achieved through a prolonged struggle. The
vision envisaged building of a self reliant Nation through optimal utilisation of
Resourses ; Men & Materials. The article of faith was that quality of freedom
depends on the enhancement of production being distributed quitably, which
was possible only through the expansion, dispersal and diversification of
employment. In human terms, it depended on availability of equal opportuni
ties to all people, irresoective of caste, creed, sex & religion, specially in the
fields of Arts, Sciences, Humanities as well as in values & traditions. In fact
Indian polity was more concerned about the individual growth then economic
growth as the National growth depends on individuals. Only an individual with
self confidence & with a strong commitment to democratic values only would
be a Nation Builder & it was the belief that Education was the mainstay of a|l
National endeavours.
Role of Education
9.
To achieve the multiple but independent goals of personal. Economic, Social,
Political & Cultural Development, appropriate provision for integrated progra
mmes of education for people living at different levels and economic develop
ment, possessing different Linguistic, Social & Cultural attributes have to be
made with common core curricula, to strengthen unity within diversity & to
facilitate mobility from one part of the countr/ to another.
10.
To enable the Education System to play its role effectively, it is essential to see
that the attainment of educational levels are not be too disparate between sexes
among social groups and across geographical regions.
11.
If not, the chasms of economic disabilities, regional imbalances and social
injustice will widen further, resulting in disintegration & tensions. Human
resource development has a multiplier effect on the utilisation of all other
resources. The concept of education as an investment & education as the only
instrument for peaceful social change is increasingly accepted.
Priorities in Educational Development :
Primary or elementary education of eight years schooling is most crucial, which
lays foundation for personality, attitudes, social confidence, habits, learning
9
skills, communicating capabilities etc. besides the skills of three R's It is a
stage to assist for physical growth, interest in sports, adventurism, manual
dexterity etc. A child which gets good education at this stage never looks back
in life with regreat.
13.
Importance of elementary education has been accepted by all and that it can
only yield highest rate of return & significant impact on productivity & general
well being of the masses. Article 45 in the Constitution has given, under
Directive Principles of State Policy, to giving utmost importance to Primary
Education. Almost all countries which have adopted democratic form of Govern
ment have devoted pointed attention to the objective of achieving universal
literacy through mass movement, involving administrative & political apparatus
& utilizing the services of voluntary organisations. This movement has to help
removal of adult illiteracy. At the Higher Secondary level, Vocational Training
through special institutions is essential for economical growth of the country.
Vocational education should be linked between production function & employ
ment & educational processes. Development of Vocational skills has to be
integrated with the immediate environment and the community where it is
located.
14.
Higher education has been given a special place as it can provide persons' ideas
to give shape to the future and sustain all the other levels of education. The
quality of life and face of development depends on the intelligentsis who can
play a special role in determining the quality of the overall environment. Higher
education supplies a wide range of sophisticated and ever changing variety of
man power needed for industry, agriculture, administration & services. The
self-reliant & indigenous character of economy can bo maintained only when
competent people are available to foresee, plan and execute research & deve
lopment activity to keep our country abreast of development elsewhere in the
world.
»
15.
Equity, quality & relevance are of particular significance in planning the development of the.education system. Qualitatively highly educated persons, even
in small numbers, may be of great nelp in increasing productivity & promoting .
economic growth, while large number of indifferently educated graduates who
may be unemployable could create social tensions and retard economic growth.
It is only the right type of education, provided on an adequate scale, that can
lead to National development.
16.
Limitations of the Education System :
Education'System does not operate in a vaccum. It has limitations. It cannot
be blamed for all short comings. It is influenced by the characteristics of the
10
environment. Education can maintain its excellence only if the policy makers,
planners and adminis'raters are willing & able to support its thrusts in these
directions. Financial resources will not be available for all educational iniatives, unless the decision makers are convinced that education is a crucial inpu1
for future development.
17.
Educational planning depends on decision makers. They have to spell out its
quantitative & qualitative, spatial & temporal objectives. They have also to
consider the constraints of financial resources, political, social, cultural and
organisational milieu. As education is for the future, the present populist poli
tics may rough and tumble it. It cannot be protected by planners. It can get
protection only by opinion makers and leaders of public life.
18.
It is easy to decide about the context & methodology, but the tasks in respect
of technological, economic & societal goals have to be harmonised with
environmental availability, taking directions from the National development
schemes.
19.
Every policy frame work carries a price tag. If universalisation of education or
building of institutions of excellence has an expensive tag., a heavier tag has
to be paid for no change option also. There will be chaos of insecurity.
20.
Though progress has been done after independance by the increase of all types
of education, enrolment sophistication, diversification etc, the Nation's aspira
tions in overall coverage, equitable distribution and quality education have not
been reached.
21.
When the universities have produced engineers, technologists, doctors and
management personnel
of quality comparable with best products of best
universities of the world, they have also produced against this small minority of
quality products, a preponderant majority of mere book learners with a degree,
but with little capacity for self study, with poor language & communication
skills, a highly limited world view and hardly any sense of social or national
responsibility.
22.
Even amongst the gifted with sharper perceptions, having studied in institu
tions of excellence at very little cost to themselves, are not committed to social
responsibilities. Even those products of elite schools have not developed
social obligation or sensitiveness to pain & poverty. They develop snobbish
ness, which creates distances between them & realities ofdheir environments.
23.
The scenario of examination system on the basis of rote learning & memorising
is worth mentioning. Students get time to waste during most part of the year
11
......
COMMUNITY HEALTH CELL
/ ' t
47/1, (First Floor; St. Marks Road,
Bangalore - 560 001.
and enough time to gear themselves up for the last three or fourmonths for exa
minations. Poor results due to lack of continuity in application lead unbearable
pressures at the end of the year, which end in boycott of examinations, leakage
of question papers, mass copying, payment of bribes to evaluators and other
unethical practices. Hence, degrees and grades do not command any credi
bility in public & private sectors. Higher Education has become warped diso
riented & dysfunctional, producing a large number of unemployable young
men & women.
24.
Thoughtful people in all walks of lile are greatly disturbed by the prograssive
erosion of values & the resultant pollution of public life. The crisis of values
is pervasive every where, from schools to every walk of life. Hence, young
people should be reoriented ro realise the ills of exploitation, insecurity and
violence. By inculcating coherent viable value system through educational
processes, they may develop rationality and a scientific & moral approach
to life.
25.
India's political unity got established through struggle for independence. But
after that, caste, linguistic religious & regional considerations have become
the devisive forces. There is a demand to take effective counter measures.
Through education, the dangers of caste fragmentation & the need to strengthen
the composte culture have to be driven home. The present scenario indicates
failure of the present Education System. Hence, efforts are to be made to
change, so that the coming generation gets immunised against separatist
tendencies.
26.
.
Neither an individual nor a Nation can survive without a sense of self confidence & pride. They cannot enter the 21st Century with a bowl in hand
psychology. They should know that it is their duty ro realise their full
potential.
27.
The feudal attitude of regarding manual activity and vocational employment as
something inferior to routinised clerical work has become a mass feeling.
Developed countries have long moved away from such inhebitions & it is high
time that Indians too shed such outmoded notions.
28.
If India has to maintain its present status amongst nations, it has to cut down
growth of population, deal with technological revolution, transform qualitative
changes in the environment, diffuse modern & scientific outlook, so that the
centres of excellence are not smothered by the mass of tradition bound, slow
moving and generally passive population.
12
29.
At present, vast majority of students are not exposed to challenges which would
develop their potential for creativity and innovation,
because the whole
System of education is characterised by class work & examinations, with
emphasis on rote learning & repetitive exercises. This will require an overhall
of pedagogic methodology, curricula & textual materials. Orientation of
teachers to work ethic, knowledge & skills, so that they can function much
more creatively in a learning than in a teaching environment.
30.
Harnessing of the massive nation building potential and universalisation of
elementary education will have greater relevance, based on the perception of
parents about the value of education. A massive programme has to be
launched for the involment of adult population in the universalisation of
education.
Towards a New Education Policy
31.
States have to play a crucial role in development. The Central Government also
has certain responsibilities at various stages.
32.
Regarding quantitative & qualitative education, there have been changes; some
for the better & some for the worse. Inspite of frequent observations made by
innumerable Commissions and Committees, as a result of tardy & haphazard
implementation, there has been a progressive decline in the allocation of
resources. In the new education policy, it is envisaged that education should
articulate educational imperatives not only in terms of objectives, concepts and
priorities, but also spell out operational strategy with the associated financial,
materials, organisational & human requirements. If a radical change in educa
tional policy is agreed upon, radical instruments and organisational structures
have to be devised to give it practical shape.
33.
A National Policy on Education has to emerge from the perceptions and active
participation & wisdom of all those who are concerned with its implementation,
like the States, local bodies, voluntary agencies, teachers, students, parents,
scientists, entrepreneurs, workers, Parlimentarians, Legislators etc.
34.
This Paper attempts to present the broad approach to various practical & policy
issues of Education at all stages, from Primary to Adult & Teachers Education,
along with strategy & policy alternatives.
13
CHAPTER II
An Overview of Educational Development
2-1
This Chapter highlights the salient features of what has been accomplished
and what remains to be accomplished.
Growth of Institutions :
2-2,3, During the last 3-5 decades number of educational institution in Inda have
4,5,6,7 jncreasecj from 2 & 3 lakhs in 1950 to 6 & 9 lakhs in 1981, out of which
73 percent are Primary schools. Secondary Schools have been increasing at
the rate of 6.3 percent per annum. Middle Schools have increased from
13.4 thousand to 123.3 thousand. The growth of Vocational education has
not been uniform in all the states. It has taken shape in elevan states only
so far. Tamil Nadu is leading in this aspect. The growth of Polytechnic is
only 6.8% per annum with Tamil Nadu leading. Regarding Engineering
Colleges growth was 9.3%.
per annum with Karnataka leading. The
growth of pre-degree colleges for general education and universities is 6%
per annum. At present there are 5246 colleges & 140 Universities in India.
Enrolment :
2-8 9 The total student population has increased from 2.8 crores in 1950-51 to
10,11, 11.4 crores in 1982-83. Average growth per year is 4.5%. Girls enrolment
12
increased 5.5% per annum while the boys 3.9%. During 1950-81 Enrol
ments are not unifrom in all the states whether boys or girls. Age of enrol
ment also differs from State to State.
2-13
Regarding Secondary education as there has been no uniformity from State
to State it is difficult to describe the progress achieved.
2-14,
15,16
’
Enrolment in higher education has increased at the rate of 9.7% per annum
between 1950-80. In the fifties rate of increase was 12.4 & 13.4 percent
per annum. But after seventies it came down to 3.8 percent.
Enrolment for specialisation has increased.
Enrolment for professional
courses has increased very much. Enrolment for medicine is 39.1 percent,
engineering 36.6 percent, agricultural science 5.4 percent, teachers training
2.6%. But 5.1% percent girls go for teachers training. Enrolment for
Engineering has gone up from 43,000 to 112,000 between 1960 to 83.
14
2-17,
18,19
Even in Polytechnics there is considerable number of enrolment showing
substantial increase.
2-19
Retention & Dropouts :
Retention of boys has
seventies.
been successful to a certain extent
since the
2-20,
21
Dropouts are about seven percent between 1964-65 & 1979-80. In some
states like UP it is very high & in Kerala the least. The magnitude of
wastage is emaciating the educational development in the country.
2-22
To make the dropouts & non starters literates, non-forfhal education has
been introduced for the age group of 9 to 14 years as they can neither join
school or have dropped out prematurly.
i\Jon-formal Education & Literacy :
2-23, Non-formal education was introduced in the sixth five year plan. There are
24, 25 60,000 centres with 14.7 lakh students enrolled in nine States. U.Pis leading
in Non-formal education with 4.35 lakhs students.
2,25
Literacy rate has increased from 16.67 in 1951 to 36.23 in 1981. Males
46.9% & Women 24.8% Kerala has the largest literacy of 70.4% & Rajastan
the lowest with 24.38%.
2,26
Adult Education in the productive age between 15 & 35 years has been the
minimum needs programme in the sixth plan. There are two lakh centres
with fifty eight lakh population. There are still 8.7 crores illiterates between
the age group of 15.35 years, as the total enrolled up to the end of sixth
plan was only 2.3 crores.
2,27
In 2000 AD India will have the largest percentage of illiterates between the
age group of 15-35. 54.8% of the worlds illiterates would be in India.
Teachers :
2,28
1950 to 1983 number of teachers increased from 7.5 lakhs to 32 lakhs. At
every level increase Of female teachers have been faster than male teachers.
Pupil teachers ratio in middle school level has worsened between 1971-72
to 1982-83.
2,29
2,30
Qualification of teachers has been raised. No. of teachers with less than
SSLC qualification have decreased between 1951 and 1978.
Expenditure :
Educational expenditure was 114.3 crores.
In 1950-51 for all type of
education. In 1976-77 it increased to 2304.16 crores, Sikkim spends
15
12.7% of the State Budget while Kerala spends 36.1%,. UP spends the
lowest.
2.31
Education budget is next to the defence budget. For the year 1982-83 total
budget under plan & non plan was 5185.9 crores. Plan budget is for deve
lopmental expenditure, like expenditure on new schemes. While non-plan
denotes maintanance expenditure on going on schemes.
2.32
Compared to other countries India spends much less on education in terms
of proportion of gross National Product. Many countries spend 6 to 8%'
while in India it is 3.0%. Education commission in 1964-65 has recommen
ded the expenditure to be increased to the level of 6%.
2.33
The Plan outlay was Rs. 169 crores in the first plan
sixth.
& 2524 crores in the
2.34,
75% is spent on salaries & 10% on the salary administration.
35, 36
Differential outreach & Amenities :
2.37
Educational expenditure is mostly in rural areas. In 1950-51 it was 35% &
the latest figures are 44%. Still it is not enough in rural areas.
2.38
Enrolment of SC & ST have improved in all States mostly in male admission.
2.39
Amongs the SC highest literacy is found of males in urban areas (47.5%) &
the lowest of females in rural areas (6.8%)
2.40
The gap in retention rate between SC & other students is reduced.
rate at primary level is low but at Middle school level good.
2.41
Basic facilities are very poor in Primary & Middle Schools. 1978 Survey
shows that 9% schools have no building. Only 58.5% Primary schools had
black boards, only 28% schools had some kind of literary facilities & 46.6%
schools had no play grounds. In Madhya Pradesh only 21 % rural schools
hnd drinking water facilities. In West Bengal only 1% Higher Secondary
schools had drinking water facilities. In rural areas 80% Primary schools
70% Middle Schools, 27% Secondary Schools & 10% Higher Secondary
schools did not have urinals or lavatories.
Retention
Employment Interface
2.42
Among all the development interlinkages, education & employment is of
greater significance. So far growth & development of education is tied up
16
with employment and work. During 1961-82 employment growth rate of
3.2 percent has increased to 4.4%.
2.43
Since Independence public sector has played well in India's Socio-economic
sector. In 1978 Public sector have enroled 1.5 crore employees which is
about 60% of labour force.
2.44
Often Heavy Public Sector employees did not undergo formal education.
58% workers in occupation of technical knowledge or skill did not possess
any formal education or training.
Even 24% workers occuped in Health based occupations did not have any
formal education or training. So far public sector employees with general &
specific education have been 2/3 & 1/3 respectively. The structural pattern
of employment in the public sector has been even changing. In the future
pattern of education it is advisable to study the spread of education in diffe
rent occupations & the varrying patterns of utilisation needs in details.
2.45
The occupational categories in employment in public sector indicate prefe"
ence for qualified persons, specially in the production side, persons with
diploma & certificates are prefered. In professional educations teachers
constitute the largest segment. In the technical category also there is good
demand. In the unskilled there is small increase in the clerical & production
process.
2.46
The distribution of employees in occupation requiring general & specific
skills can be classified as 1/5 & 4/5 respectively. In the sixties & in the mid
eighties it may change to 1/4 & 3/4. In the context in the Public sector 94%
employees requiring general knowledge/skill have been formally educated or
trained.
2.47
Both private & public sector are now-a-days using the same pattern of for
mally educated or trained as matter of occupational structure.
2.48
Unemployment Rate of Educated :
Graduates
Males
Females
1956-57
4%
6%
1972-73
7%
10%
No. of unemployed Matriculates Decreased in 1973
Most of the Graduates with general education suffered more.
were technically educated fared better.
17
Those who
2.49
Unemployment in rural areas increased
1972 73
1977-78
2.50
2.51
Females
16%
24%
Males
18%
19%
Number of Job seekers :
1961-81
12% increase per annum
1961
Job seekers were 1/3 of the unemployed
1981
Job seekers 1/2 of the unemployed.
Rate of unemployed has been different for different educated level. In 1961
unemployed matriculates were 3/4 & in 1981 the rate declined to 55%.
While unemployed graduates doubled from 9.5% to 18.7% from 1961 to 81
Education or employment has not helped the Nation in terms of the goals the
Nation had set for itself :
Some Thoughts on the New Education Policy
1.
Education is a continuous process of developing
individual. It takes place from birth to death.
2.
Its aims are health, citizenship, literacy, skills for the world of work, recreation
worthy use of leisure and morality.
3.
It is a Co-operative enterprise of parents, the state, the community, industries
and philanthropists.
4.
It is formal as well as informal. It may be full time,
without compulsion for a particular type.
5.
It should be within the easy reach of all with regard to distance, cost,
time & age.
6.
The different stages should be pre primary, primary, secondary, vocational'
academic degree, professional and research.
7.
Pre primary, primary and secondary education should cover 5 years, 7 years and
3 year sesperctively.
18
the personality of an
part time or own time
8.
Vocational courses should be introduced as one or 2 years certificate course
after primary education and two or 3 year diploma course after secondary
education.
9.
Vocational education should be closely related to the world of work and
office. The several wings of the Government like Revenue, Judiciary, Agri
culture, Forest, Education etc., may run their own vocational courses to meet
their demands. There should also be vocational courses on the several arts &
crafts needed for the growth of society, i.e, carpentry, metal works, pottery,
weaving, tailoring, hair dressing, laundry, nursing, transport communication,
art, music, architecture etc. The aim should be to produce competent workers
for the community at large as well as class IV and class III employees for the
Government. The certificate or diploma courses should be the pre condition
for employment and no graduates should be employed for the purpose. To that
extent, jobs should be delinked from degrees.
10.
There should be only activity programmes in the pre primary stage with emphasis
on health, recreation, play, cooperative participation, silence and prayers.
Love of nature should be instilled at this stage through out door activities and
improvised appliances. The mother tongue and regional language should be
the medium of instruction, supplementing and strengthening one another.
11.
At the primary stage there should be effective language programme in the
•mother tongue or regional language or both. Fairly good competencies of
speaking in different languages of the community should be recognised &
encouraged to enrich human relationship.
Many of the topics of Socia1
Studies and natural science should be integrated and infused in the language
reader, with emphasis on correct content and language. The historical back
ground of such topics should be suitably depicted. Mathematics at this stage
should be related to the quantitative aspects of life ; other subjects of study
besides arithmetic, algebra & Geometry, being suitably integrated. Algebra
should be looked upon as generalised arithmetic & symbolic representation.
Geometry as the study of shapes & forms of 3 dimensional, two dimensional
and one dimensional concepts referring to art, architecture and industry. Select
topics in science covering physics, chemistry, biology, physiology, astronomy
should be a compulsory part of the course. Work experience to produce things
that are useful, usable, or saleable should be made compulsory. Every subject
& its teacher should aim at moral and spiritual education.
12.
There should be only internal assessment and standardised achievement tests
should ba used both before and after teaching units of study. Diagnosis &
19
remedial programmes should be undertaken at all stages. Accumulative records
duly signed by the head of the school & the class teachers should be maintai
ned and issued at the end of the primary stage. It should have the identity
photo of the student with his signature.
13.
Suitable aptitude & achievement tests, basically needed for particular vocational
certificate courses, should be conducted by the particular vocational schools for
qualifying students for admission.
14.
Academic tests on Language, Mathematics & Social Studies should be introdu
ced by the High School \Secondary Schools) authorities for admission to the
schools. At least 3 languages should be taught at this stage besides Mathe
matics, General Science and Social Studies, including citizenship. Physical
education, work experience and moral & spiritual education should be the res
ponsibility of all teachers of the school, though there may be individual leaders
for each of them.
15.
There should be only internal assessment at this stage as well. Tests and exa
minations should be commonly held with taluks or cluster of schools as units
Cumulative records should be continued at this stage also.
16.
The Vocational courses after secondary education for diplomas should organise
their own admission tests and continue the course for 2 or 3 years to make
students fit enough to be absorbed as workers in the corresponding areas.
17.
Only students with high academic achievements in subjects should be admitted
for pre degree classes of two years duration, with wide option to study two
languages & 3 subjects ; besides citizenship, physical education and work
experience including social service.
18.
Universities should conduct admission tests for these students to throw open a
degree course of 3 years to be followed by 2 years of post-graduate course or a
professional course of 4 or 5 years.
19.
Suitable opportunities and facilities should be provided for certificate holders to
qualify for diplomas & for the latter for degrees after successful work experi
ence in these areas for a specified period of 3 or 4 years.
20.
Pre primary & primary education should be mainly the responsibility of the
Government with decentralisation of administration to the panchayat & district
level. School buildings & equipments should be provided by the government
20
dritl the public at large. The available resources should be fully utilised with
out barriers of depaitmental isolations and community distinction.
Fund5
available at places of worship may be liberally utilised for the purpose.
21.
Teachers should have residential facility in the school area or village and should
be transferred only on disciplinary grounds. Batches of 30 at the pre primary
stage, 40 at the primary stage, 50 at the secondary stage and 60 at the pre
degree stage should have the respective class rooms, besides staff room, office
room, library, equipment room, laboratory and hall for cultural activities. Play
ground, garden area, toilets & water facilities should to be provided without
fail.
22.
40 weeks a year with 5 days of work every week at 5 hours a day should be the
minimum working hours for schools & colleges. All conferences, seminars
sports meets & celebrations should be organised outside this period. Each
school or cluster of schools should prepare & implement their calendars with
community based needs and communicate the same to the government in
advance.
23.
Service recruitments should be mainly through vocational schools and profes
sional colleges for the respective areas ; to that extent, degrees should be
delinked from jobs.
24.
The Central & the State Goveraments should announce the particular language or
languages & the medium of instruction studied by students for recruitment to
the several jobs at various levels so that the pupils have the initiative to learn
them. Consistent with the above, the study of languages & the medium Of
instruction may be left to the choice of parents and according to the above
needs, the schools, may function.
25.
There may be Government Schools and Aided Schools and Unaided recognised
schools under the overall supervision of the Government to encourage competi
tion and excellence of performance. There should not be any model schools
existing under artificial conditions. The aim should be for every school to be a
model school in its own way and programmes with the stamp of its own
teachers and the culture of the community in which it is located.
26.
Equal work, equal education, equal pay should be implemented at all stages.
27.
Self supported recognised unaided institutions need not be banned in the
democratic set up of the country. They would supplement the endeavours &
activities of the Government.
21
28.
Engineering colleges at the degree level could meet most of the expenditures
from the taxes levied to industry, Medical colleges from the taxes paid by the
pharmaceuticals & Colleges of Education from taxes on text book & other lite
racy publications. For every Degree College of a profession, there should be
ten Diploma Institutions & for every Diploma Institution there may be ten Insti
tutions providing Certificate courses. The admission for Diploma
Courses
should be from Secondary Schools and for Certificate courses from primary
schools.
29.
Adult education and Continuing education should be the cooperative effort of
the Government, the community and the retired personnel eager to render
social service. This programme should be organised by the panchayats &
district councils for the benefit of the respective areas.
30.
It should be endeavour of every educational institution to work for the unity,
integrity and secularism of the country. The constitution of our country should
be upheld at all costs by all schools, teachers and students.
B. Bhavani Rao
Retired Professor & Coordinator
MANGALORE-575 003.
22
Canara Finance Corporation (Regd.)
14/3, Nrupathunga Road,
BANGALORE-560 002.
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Two years and above but less than three years
Three years and above
9% p.a.
10% p.a.
11% p.a.
12% p.a.
13% p.a.
14% p.a.
15% p.a.
Special rate at ONE per cent above the deposit rate for deposits of
Charitable Institutions and Trust Funds
SAVINGS DEPOSITS
You will earn interest at NINE per cent p.a. on minimum balance
between 10th and last day of the month.
INVEST IN OUR KALPATHARU CASH CIRTIFICATES
BOARD OF MANAGEMENT
Sri. M. P. PRABHU
Smt. KAVERY NADAMANGALAM, m. a. caiib
Monag'ng Partnrri
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