Eternal India Encyclopedia

EDUCATION

Eternal India

encyclopedia

SCHOOLS 1991-92

Higher Secondary+2 Stage

188800

High schools (classes (IX & X)

62984

Middle (VI to VII)

153921

Primary (I to V)

5,72,511

Pre-Primary (KG I & II)

13662

With the launching of education for all, the enrolment will be

explosive at the pre-primary and primary levels. The existing struc-

tures and finance will not be able to cope with the number. So, more

and more non-formal, part-time and own time schools will come up.

Financing will be spread over panchayats and other agencies also.

VOCATIONAL INSTITUTIONS

Polytechnics

1848

Industrial Training Institutes

3839

These institutions will supply middle level and lower level func-

tionaries in industries. India is a vast country. The number of

vocational institutions will have to increase in vast numbers. Industries

should be asked either to open such institutions or bear a substantial

burden of running them. Courses will have to be continuously rede-

signed in accordance with emerging needs.'

HIGHER EDN. INSTITUTIONS -1991-92

Universities (gen)

164

(Including 9 central Univ.)

Deemed Universities

Institutions of Vocational Importance

Research Institutions

On account of increasing number of colleges (now more than

7500) and the variety of courses (both general and professional), the

affiliating universities have lost favour especially with indiscipline of

both teachers and students. To accommodate the increasing pressure

for admissions, open university on the model of Indira Gandhi National

Open Universities are becoming more popular. Similarly a large

number of Autonomous, Colleges and Deemed universities are also

coming up.

Percentage of expenditure on education to Total Budget.

* States’ share:

19168.88

Centre’s share:

188.87

Education budget is 13.33 % of the total, which is too low and must

be enhanced to 20% by reducing expenditure on Defence.

The share of technical education is far too low. It has to be double,

keeping in view the increasing demand for vocational and technical

education.

Secondly, taking inflation and rise in population, the overall outlay

also needs to be enhanced substantially.

With an average increase of 2% per year in population the

population in 2000 A.D. will reach the one billion mark. Coupled with

increasing concerted efforts for ‘Education for all’ the pressure on

enrolment in preprimary and primary will be almost double that of now,

because the present drop-out rate of 60% at primary level is expected

to b e reduced to 20% only.

Financial Resources : At present about 90% of expenses are borne

by government. But in 2000 A.D. government will find it impossible

to meet the demand. Therefore alternative sources like education cess,

voluntary agencies taking up a share in private schools, and most

importantly alternative approaches which will be less costly will have

to be adopted - these will be distance education, non-formal classes,

own-time learning at home etc.,

Curriculum: the present primary curriculum is heavy as a result

of which drop-outs are many. As suggested by the Yashpal Commit-

tee, load at primary level should be reduced. Already, the MLL (Mini-

mum Level of Learning) has been launched in a big way in India. This

should be more systematised and monitored for efficacy.

Continuing Education

: Because of lack of adequate provision for

continuing education, adult literates are relapsing into illiteracy. This

has to be checked by well planned continuing education.

HRD : Secondly, changing environment needs changing knowl-

edge and skills. Continuing education has to be suitably evolved and

provided to update human resources in all vocations.

Vocationalisation

: General education at degree level has lost its

relevance. No one now likes to go in for knowledge for knowledge

sake. General education must end at plus 2 stage. All higher education

has to be vocationalised. This has to be of three types :

Fully professional like engineering medicine, Law etc.

II.

Vocational for middle level workers (Diploma type)

III.

Certifiable courses of shorter duration for a very large

number of people.

This is a vital necessity if unemployment is to be drastically

reduced.

Management

: The one crucial deficiency in education is wastage and

inefficiency. This is because, while all fields have adopted manage-

ment skills through training, there is absolutely no management train-

ing in education now.

Varieties of management courses related to education need to be

evolved, experts have to be created, finance has to be provided and

training imparted periodically.

Value Education

: There is value crisis in all aspects of life. The

human resources have to be value oriented for efficiency and produc-

tivity. Hence value education should come in a big way at all levels of

education.

(Prof S.R.R.)

SELECTED REFERENCES

National Policy on Education -

1986,

Programme of Action -

1992,

Curriculum

Innovations for 2000 A.D.

(Mysore Conference 6-8 Dec. 1989),

Toward an

International Education for the 21st Century

- Mysore Conference Paper,

Selected Educational Statistics

(as on30 Sept. 1992) published by Ministry of

Human Resource Developmnent. (Govt.of.lndia) 1993.,

Education Commission

Report

(1964-66) (DrD.S,Kothari, Chairman

), Higher Education inlndia

(The

Institutional Context) Ed. Amrik Singh and G.D. Sharma,

"The Lute and the

Plough"

by G.D. Khanolkar,

Rabindranath Tagore -

by Hiranmaya Bannerjee,

Rabindranath Tagore - Homage from Vishwa Bharati

- (1962) Ed.SC-Sengupta,

Recent Educational Philosophies -

Dr. S. P. Chaube,

A System of National

Education

- by Sri Aurobindo,

"SriAurobindo and Mother on Education "

PartsI

and II,

Towards New Education -

by M.K. Gandhi,

Education and the Aim of

Human Life-

by Pavitra (P.B. Saint Hillare),

Education of the Future

by Dowsett

and Jayaswal (Integral Education Series),

My Views on Education

by M.K.

Gandhi,

Basic National Education

Zakir Hussain Committee Report,

A Picture

and Programme of Post-Basic Education., Education by Life

by K.S.

Narayanaswamy,

Teachers Handbook of the course in Human Values

Ed. by Dr.

V. K. Gokak and Prof S. R. Rohidekar,

Education in Human Values Handbook

for Teachers

- Part -II Ed. by Profs S.R. Rohidekar, Shanta Diwakar and K.B.

Prabhuprasad,

Education in Human Values

by Prof. S.R. Rohidekar and others)

Karnataka Govt. Publication,

Human Values and Education

by-S. P. Ruhela,

Sathya Sai Institute of Higher Learning -

Information Handbook,

Research on

Bal Vikas Education -

1985.