ON EDUCATION

1. Education Desk
AIPSN

2. VARIOUS EDUCATIONAL
POLICIES
Post Independence…
Dr. Radhakrishnan’s University Education Commission
(1948-49),
National Science Policy (1952),
Sri Mudaliar’s Secondary Education Commission (1952-
53),
Dr. Kothari’s Education Commission (1964-66) which
was made into National Policy on Education (1968),
 The National Commission on Teachers - I & II (1983-
85)
The National Policy on Education 1986 (revised in
1992) were the important policies of education

3. HR. EDUCATION POLICIES
 Yashpal committee
 Birla-Ambani Report - which says Hr. Education
is not public good and it is private good ,
 NKC Report
 Recommendations by N. R. Narayanamurthy

4. VARIOUS PROGRAMMES OF EDUCATION
 National Literacy Mission,
 Sakshar Bharat Mission,
 Right to Education Act, 2009.
 A number of NGOs and CSOs have been functioning in the
fields of literacy and Elementary Education, including the
mass organizations like the PSMs and BGVS.
 implementing several centrally sponsored schemes, such as
SSA, RMSA for secondary education and RUSA for higher
education.
 Besides, the Government has sought to skills education by
introducing the National Skill Qualification Framework
(NSQF).
 This has been additional to the conventional fund allotment
for a wide variety of schemes, such as Mid-Day Meals
Schemes, special schemes for the SCs and STs, differently
abled children and so on.

5. STATUS OF LITERACY AND
EDUCATION
 Adult literacy rate still is around 73% with the female
literacy around 65%,
 Enrolment of children in the primary classes has picked
up but Gross and Net Enrolment Ratios falling sharply
after Standard VIII, showing that a number of children
drop out after primary education( or when they complete
14 years, so that they can become labourers). The drop
out rates is sharper in the case of SCs and STs.
 There is a clear improvement in the enrolment of girls
into primary education, but they also drop out after
primary education
 The bedrock of the programmes for realization of
Education for All, still have not been fully answered,
and States that have been backward, still remain
backward in terms of access.

6. CHALLENGES IN LITERACY
 India currently has the largest non-literate population in
the world with the absolute number of non-literates
among population aged 7 and above being 282.6 million
in 2011.
 India also hosts the largest number of youth and adult
illiterates in the world with the youth literacy rate (15-
24 years) and adult literacy rate (15 years and above) in
India in 2011 being 86.1 percent and 69.3 percent
respectively.
 Youth literacy rate, with the youth literacy rates for
male and female population (age 15-24 years) in 2011
being 90 per cent and 81.8 per cent respectively.
 Adult literacy rates for male and female population (age
15 years and over) in 2011 being 78.8 per cent and 59.3
per cent respectively..

7. CHALLENGE - SCHOOL EDUCATION
 The absolute number of out-of-school children remains
high. The relatively lower enrolment rates in upper primary
and secondary education as compared to primary education are
also a matter of concern.
 Many girls are not sent to schools .
 The proportion of out-of-school children (OOSC) has been
higher than the national average for SC children, ST
children and Muslim children. This indicates that these
children need greater and focused attention
 Despite these efforts, children from certain sections of the
population, such as children with disabilities, children in
remote locations, children belonging to nomadic families,
migrant children, and other vulnerable/disadvantaged groups
and Urban poor children
 Children with disabilities and children with special
needs constitute a significant proportion of out-of-school
children.

8. CHALLENGES - SCHOOL
EDUCATION
 Achievement Surveys of the NCERT - 2010 show that about 31.5%
of children surveyed got less than 40% in language, 35.8% fail in
mathematics and 35.1% fail in EVS
 The biggest challenge facing school education relates to the
unsatisfactory level of student learning. The findings of the
National Achievement Surveys (NAS) covering Grades III, V, VIII
and X suggest that learning levels of a significant proportion of
students do not measure up to the expected learning levels.
 OBC, SC and ST students and Children from historically
disadvantaged and economically weaker sections of society and first
generation learners exhibit significantly lower learning outcomes.
 The Central Government has initiated vocational secondary
education from 1988, but it has not shown appreciable results.
Skills education has been introduced from 2009, and it is yet to
show the desired results.
 Employability as a criterion along with equity and excellence in
education has been also negative.

9. CHALLENGES IN HIGHER
EDUCATION
 Gross Enrolment Ratio in higher education remains low
at 23.6 percent in 2014-15. The current target is to
increase GER to 25.2 per cent in 2017-18 and further to
30 per cent in 2020-21
 Regional disparities in Gross Enrolment Ratio (GER) in
higher education are large.
 In 2011-12 GER in higher education ranged between 8.4
percent in Jharkhand and 53 percent in Chandigarh.
 Similarly, the variations among the social groups too are
considerable the Gross Enrolment Ratio in higher
education remains low at 23.6 percent (24.5% for boys,
22.7% for girls; 18.5% for SCs and 13.3% for STs) in 2014-15.
 The quality of education provided in a large number of
higher education institutions is a matter of great concern
 Academic mercantilism, Academic cloning,

10. NEP-2016
 No detention policy will be limited up to class V
 Existing non-viable schools into composite schools
 Clause 12 (1) (c) of RTE Act to government-aided
minority institutions
 Reasons for the success of Novothyas will be
studied and replicated by the States
 Open schooling facilities enable dropouts and
working children to pursue education
 vocational skill-based programs slow learners and
underachievers, secondary and higher secondary
students about relevant employment
opportunities.

11. NEP-2016
 A common national curriculum for Science, Maths and
English
 Mathematics, Science and English will be at two levels:
Part-A at a higher level and Part-B at a lower level.
Students
 a central examination at the end of class-X and XII
 National Fellowship Fund for 10 lakh students for the
economically weaker sections
 A separate national talent scholarship scheme, covering
all subject areas for meritorious students
 medium of instruction up to primary level is the mother
tongue or local or regional language, the second language
will be English and the choice of the third language
upper primary level
 facilities for teaching Sanskrit at the school and
university stages will be offered on a more liberal scale.

12. NEP-2016
 IT-based applications for monitoring teacher and student
attendance, performance and evaluation
 to deal with absenteeism and indiscipline, assisted by
technology for recording attendance with mobile phones
and biometric devices
 Disciplinary powers will be vested with the School
Management Committees
 Periodic assessment of teachers in government and private
schools will be made mandatory and linked to their future
promotions and release of increments.
 They will have to appear and clear an assessment test
every 5 (five) year which assesses their pedagogic skills
and subject knowledge
 Principals/head teachers will be held accountable for the
academic performance of the schools and its improvement

13. NEP-2016
 The IES will be an all India service with HRD as the cadre
controlling authority.
 to prevent them from staying in hostels and misuse facilities of
the institute.
 Selected foreign universities, from the top 200 in the world
 A mechanism of assessment of academic performance of faculty
 100 new centres/ departments of excellence, in the field of
higher education
 The Government will take steps for incentivizing private sector
investment in education, such as, tax benefits and inclusion of
education within the definition of infrastructure. In general,
public funding will continue for core activities, whereas other
functions can be through private funding.
 Private funding and FDI for R&D and other quality
enhancement activities in education institutions will be
pursued as an important strategy for mobilizing financial
resources.
 performance-linked funding of higher education institutions
will be implemented

14. QUALITY
 Quality should be determined not only
in terms of learning outcomes based on
scores that the students get in
examination but also on the basis of the
all-round development of individuals
functioning in society, in terms of the
their mental, material, aesthetic, bodily
kinesthetic and performance
capabilities and activities.

15. VALUE
EDUCATION:
 Value education is addressed as
religion and religious morality, rather
than the principles of secularism,
freedom of religion, freedom of opinion
and democracy stated in the
constitution, and not a word is said
about academic freedom stressed by all
educational thinkers.

16. STUDENT’S
UNION:
 The best way to tap these sensibilities is to
provide more academic freedom, more flexible and
decentralized administrative functioning, with the
administration being sensitive to the needs and
aspirations of the academic community, including
the students, teachers and researchers as a whole.
The solution to student unrest is more democracy
and creativity, with a commitment of the entire
academic community to the acquisition of
knowledge, rather than resorting draconian
bureaucratic measures.

17. IES
 These members are mainly educational
administrators overseeing implementation of
policy, not teachers or educators. Such
prescriptions can only deepen hierarchies that
see teachers and students at the bottom, ruled
on by such elite from above. Recommendation
for an All India Education Service, provide the
substance of education, are to be subsumed
under an education bureaucracy

18. CENTRES OF
EXCELLENCE
 The Report has no specific recommendations
for the improvement of functioning of state
Universities. Instead, the report recommends
the establishment of new Universities that
provide quality education and facilitate
‘innovation’! Again, this is nothing but the
rehash of the Old proposal of the UPA
Government for Universities of research and
innovation. So the state Universities are
allowed to follow their own paths of decay and
death.

19. FOREIGN UNIVERSITIES:
 The issue of foreign Universities is also addressed
in the report. Perhaps due to the apprehension that
mediocre educational entrepreneurs will invade the
country, the Report recommends that investment be
sought from the ‘best’ two hundred Universities ( as
rated by the various rating agencies in the World)
 There is no indication regarding what such
Universities are going to do in our education
system, and how such investment is going to benefit
the rural student, who admittedly suffers from lack
of quality.

20. TEACHER
 Student outcomes and relate them to teacher performance
– this should be the predominant criterion for making
teachers accountable for their performance.
 The reward and punishment structure of teachers needs
also to be closely linked to continuous assessment of
student performance and teacher evaluation.
 Acquisition of techniques of teaching in teacher education
cannot translate itself into actual teaching practice unless
the concrete situation demands it. Nor can the best
potential teachers be induced to teach unless there is
democracy, operative freedom and freedom of expression
necessary for an academic professional, which is what any
professional worker would demand.

21. ITC
It is at best an augmenting device
and not a replacement for the
physical and mental process of
teaching, learning and research.
The impact of IT is manifest when
the actual teaching and learning
process improves, and not vice
versa.

22. ON
CURRICULUM
Given the diversity of the education
system a, it clear that centralised
curriculum is not feasible. Only
curricular guidelines needs to be
worked out at the central level, with the
states being asked to develop detailed
curricula. For Higher education, the
same task should be entrusted with the
Universities as is the practice today.

23. ON RTE
 Minority schools might be required to accept
the condition admitting 25% of students from
economically weaker sections. The second is
the amendment made in the no detention
policy up to the fifth standard. If one accepts
the spirit of the RTE act and wants to
implement it seriously, then the only
possibility that emerges is that the entire
education from 6 to 14 is integrated under a
framework of common schools,

24. PRE­SCHOOL
EDUCATION:
The recommendations that we should
welcome: pre­school education to be
declared a right; cadres of pre ­primary
teachers to be developed; Similarly pre­
primary education also does not require a
common curriculum as indicated by the
Report, but common perspective based of
ECCE for which specific curricula will
have to devised as per concrete local
conditions by the states.

25. CENTRALISATION AND
BUREAUCRATISATION
 Major impediment in the development of
local and regional initiatives which are very
important in the growth of education in
country of great diversity such as India. This
becomes even more important as education
is a field that is essentially participatory and
democratic, which cannot be carried out
without the active participation of the
teachers, students and the neighbourhood
community.

26. SANSKRIT
LEARNING
The emphasis on Sanskrit learning,
Vedic –Puranic traditions and
ancient Indian culture , as well as
repeated appeals to the experience of
Gujarat are too obvious in the report
to be ignored. Such intrusions, that
are already compromising the
scientific nature of the Report, are
certain to assume conspicuous
dimensions in policy formulations.

27. STATE’S ROLE
NEGLECTED:
 Overall, the solutions in the Report seek
to centralize, based on the premise that
State governments' performance in
education is poor and the corollary that
only the Centre can deliver. This again is
a pernicious attempt that must be
resisted. The Constitution provides
considerable autonomy to the States in
education and this need to be
safeguarded.

28. POLITICS OF EDUCATIONAL
POLICIES
 The ideology of the ruling class would be the
policies of the govt. to fulfill their ideology.
 The expected National Policy of Education
-2016 would be definitely based on neo-liberal
reforms and the Hindutva agenda of the
present day Modi led NDA Govt. The neo-
liberal agenda would focus on privatization of
education and planned degradation and
destruction of the public institutions and the
imposition of the Hindutva agenda.

29. DR. PRABHAT PATNAIK
“DESTRUCTION OF EDUCATION”
commoditization of education, and
the “communalization” of
education
privatization, and for a “public-
private partnership”
Corporate capital requires “skills”
not “knowledge”

30. THE RESISTANCE IN
CAMPUSES
Resistance by Marxist, Ambedkarite,
progressive-nationalist, secular-
democratic, and women’s liberationist
ideas, all of which appear, both to
corporate capital and to the Hindutva
forces, as part of a “red menace”.
To meet this resistance, an alliance
with “communal-fascism” becomes
necessary for the globalised corporate-
financial oligarchy.

31. This Govt. has started as like in NDA-1
the communalization of Higher
Education Institutes by nominating
and appointing saffron brigade in
various higher education institutions
right from ICHR and Film Institute to
Fashion Technology institutes negating
the constitution rules and regulations.

32. The suicidal death of Rohit
Vemula
The resistance movement at
Delhi, “occupy UGC”
Kannhaiya Kumar Episode
“freedom within” which was
stamped as an anti-national
activities as like in British
period.

33. So the present day rulers want an
education system vigorously to
implement neo liberal polices on one
hand and communalize education in
the shadow of national pride and
culture and seal the democratic
movements in education as anti
nationals. PSM should see these
trends and respond by its own
methods of reaching the people to
counter.