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commences2.
Secondary Education is the link between the Primary Education on the one
hand and the University Education on the other. While Elementary Education
provides the basic information necessary for survival and opens up the gates of
2
M. Laloo.: “North East General Knowledge and Sikkim,Rilum”.Shillong: Printing
House,Shillong.2002. Pp 1-23.print.
knowledge, University Education enlarges the bounds of that knowledge and may
between these two stages and seeks to provide future leadership to the society in
the various walks of life. All the teachers engaged in the propagation of knowledge
the illiterate masses has mostly from the class which has acquired benefits of
secondary education. At the same time, the Secondary Schools are the feeding line
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to the universities and colleges. “Secondary Education has, therefore, a vital role to
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play in any programme of education for the community. It provides teachers for
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both primary and adult education. It also prepares pupils for the universities and
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other institutions of higher learning. The number of students who search avenues
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for Higher Education cannot take full advantage of the wider opportunities offered
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by the universities unless they have been received their grounding in a system of
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that Secondary Education must be of the highest quality, if it is to satisfy the needs
adequate. In any community, the vast majority give up schooling at the close of
elementary stage. The small minority which goes beyond the secondary stage may
provide the higher leadership but if the purposes of that leadership are to be
persons who have the requisite knowledge, training and character to carry them
out. Secondary Education can and ought to train this large body of intermediaries.
Those who complete their education at this stage must therefore acquire
character.
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1.3 Secondary Education and the Constitution
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India attained independence on 15th August 1947. The constitution of the
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country was adopted on November 26, 1949 and came into force on January 26,
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1950. The constitution mirrors the hopes and aspirations of the people of India.
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The Preamble of the constitution outlines the social philosophy which should
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govern over all the educational institutions. Right to education is one of the
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in the constitution should mould our educational planning and practices. The
constitution of India gives a few directions and suggestions for the development of
Article 21A makes free education a fundamental right, only for children in
the age group of 6-14 years. At the same time as per Article 51A of the
3
H. Kabir “Education in New India”. London: George Allen & Unwin Ltd., 1961. pp. 39-40. Print.
constitution, it is a fundamental duty of the parents and the guardian to provide
opportunity for education to their ward in the age group of 6-14 years.
Article 30. It accepts the right of the minority to establish and administer
educational institutions.
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ten years from the commencement of this constitution, for free and compulsory
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education for all children until they complete the age of fourteen years”. The
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expression “State” which occurs in this Article is defined in Article 12 to include
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“The Government and Parliament of India and the Government and the Legislature
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of each of the State and all local or other authorities within the territory of India or
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under the control of the Government of India”. Thus, we notice that the
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organisations.
Article 46. It provides for special care to the promotion of educational and
Sections.
language.
Till 1976, education was a state subject with certain provisions at the
Central level. But the forty-second Amendment, 1976 brought about drastic
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changes in the Indian Constitution as it affected the status of education by putting
The National Policy on Education (NPE), 1986 has accepted the concurrency
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between the Central Government and the State Government. The Central
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education. The important role of the local bodies is by intimately associating with
education.4
4
S.D.Khanna, V.K. Saxena , et al. “Education in the Emerging Society”: Made Easy. Delhi
In 1948, the Central Advisory Board held its 14th meeting, in which it
reflected upon Secondary Education. It put forth the suggestion for the
existing Secondary Education in the country, and (ii) to give suggestions for the
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problems relating to it. These suggestions were implemented when a committee
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was appointed under the Chairmanship of the then Advisor on educational
matters, Tara Chand. Its report was considered the 15th meeting of the Advisory
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commission for determining the objectives and purposes, and suggesting solutions
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for the problems of Basic, Secondary and University Education. This requirement
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Chairmanship of Dr. A.L. Swami Mudaliar on September 23, 1952 to study the
problems of Secondary Education in India and suggest measures for the reforms of
its various aspects, such as aim, curricular, examination system, teaching method,
the light of the following needs – (i) development of qualities of character through
education.
citizenship, (ii) Training in the art of living, (iii) Development of personality, (iv)
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Supply of professional skills, (v) Training for leadership, and (vi) Propagation of love
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of the country.
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at 7 years, intended for children between 11 and 17 years of age. It was divided
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into two parts – (i) three years for middle education and (ii) four years of higher
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secondary education. Provision was also made for a three-year degree course. The
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schools should be developed. It also provided for co-education. It views that the
and students should be taught at least two languages at the Junior High School
Stage. At the Secondary Stage a student should learn at least three languages, the
national language, the mother tongue or the regional language and a foreign
language.
The Commission had emphasised the necessity of reorganising the
Secondary School Curriculum in order that the aims of education may be realised.
reorganised according to the needs of the students, keeping in view the demands
of the time and those of the country, meeting all the social aspirations. It should
also be organised in such a way that the student’s time and leisure may not be
wasted.
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The commission also advocated the nationalisation of the textbooks.
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Textbooks should be selected on the basis of their merits and utility. For this
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Committee which will select books for all the classes. The commission also
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suggested that the textbook once chosen should not be changed soon. In addition
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to textbooks each school should have some such books which may impart general
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knowledge to students. The teachers should also be provided with new literature
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For improving the standard of teaching the commission has suggested that
conduct research for finding out ways and means for improving the teaching
methods.
trained teachers should be appointed to teach higher class. Same pay for same
work and ability should also be adopted. Teachers should be given handsome
salary, pension, and provident fund and life insurance benefits in order to give
(i) The post of the Director of Education should be equivalent to the Joint
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capacity.
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(ii) The Secondary Education Board should be organised under the
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(iv) Central and State Committees should be organised for giving advice on
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Secondary Education.
time to time.
(vi) New schools should be reorganised only when they fulfil all conditions.
(vii) The State Government should organise a committee for management and
administration of schools.
For finance, the commission has suggested that the government should be
responsible for providing Vocational and Technical Education and the Centre
periodicals, magazines, proper desks, chairs and hall where all the students may
assemble for some group programmes are the suggestions of the commission.
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Regarding examination, the commission suggested the introduction of
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objective test and weight age should be given to internal assessment.
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The commission has given numerous practical suggestions for the reforms
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of Secondary Education in the country. If the same had been implemented in full,
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years working of this new system, The Government of U.P. considered it necessary
to study the problems of Secondary Education in U.P. and suggest measures for its
reforms.
The committee paid attention to the all round development of students and
has given comprehensive and practical suggestions for their education. The main
recommendations are – (i) the committee suggested that the managing committee
of each school should have at least 12 members in addition to the Principal and a
years. This arrangement should be applicable to all recognised schools, (ii) the
selection committee for a school should consist of five members of the managing
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committee including the Principal. A teacher selected by this committee should be
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approved by the District Inspector of Schools, (iii) some committees should be
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organised for considering problems relating to the salary, facilities and transfer of
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teachers, (iv) the Directorate of Education should prepare a list of textbooks for
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classes IX to XII. The teachers of the subject concerned and the Principal should
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select textbooks from this list. The managing committee should not be empowered
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to select textbooks, (v) the committee has raised the prestige of the District
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approved by him, (vi) Sanskrit should be a compulsory part of the syllabus meant
for Hindi, (vii) in classes IX and X, six subjects should be taught along with
was set up in 1964. This commission has given Indian Education a new direction.
The commission has reflected upon the entire spectrum of education, from its
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illuminating questions for the country’s educationist to reflect upon. Its
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recommendations on Secondary Education are –
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(iv) In junior classes at this stage, the three language formula should be
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subjects of arts and science, art or handicraft, social, moral and spiritual
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independent of each other.
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(e) The National Policies of Education, 1968
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as it related to the essential development of a country. It was in 1968, for the first
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time, that a National Policy of education was formulated for preparing suitable
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included: (1) free and compulsory education, (2) improvement should be effected
in the standard of teachers, scale of pay and teaching methods, (3) development
research, (7) the provision of work-experience and National Service Scheme, (8)
education in agriculture and industries, (9) production of books, (10) reform in the
expansion of Literacy and Adult Education, (15) sports and games, (16) education
Education should be made available to the children of all categories, poor and rich,
boys and girls, scheduled castes and scheduled tribes. Some technical and
industrial education should be given even at the Secondary stage according to the
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needs of the country.
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In April 1979, the Education Minister under the Janata Government at the
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Centre declared a National Policy of Education with the following basic points
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1. In this Education Policy the first place was given to Primary Education, the
2. Special attention has been drawn for rural development through the media
of education.
be over-emphasised.
(+4) Plus four will be the stage of Secondary Education. This will be meant
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for children within the 14 to 18 years of age. ‘General’ and ‘Vocational’
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aspects will be the principal parts of education at the Secondary Stage. The
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General Education may lead to higher general education and the vocational
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part will later lead to acquisition of some vocational skill for some
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employment. The interchange from one part to the other will also be
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9. Technical and Adult education are also emphasise in this policy.
On April 20, 1986 a New Educational Policy was placed before the Indian
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aware of the same in order that they may utilise them in their future life.
environment. The child must acquire some skill in some area of his interest. This is
necessary for a happy life in future. With this end in view this new education policy
has advocated for inclusion of scientific and technical subjects in the curriculum.
When the National Front Government was entrenched at the Centre early
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The main purpose of this committee was to critically examine the old educational
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policies and to suggest new measures for promoting industrialisation and
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development of rural areas of the country. The Central Government also expected
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educational system and for making Operation Black-Board Scheme of 1986 policy
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more successful. The committee was further requested to detail out the causes
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due to which Secondary Education up to 1990 could not be vocationalised and job-
the same. This kind of educational programme should be initiated from the
1992
Since the adoption of the 1968 Policy on Education, there had been
considerable expansion in educational facilities all over the country at all levels.
However, the general formulations incorporated in the 1968 policy did not get
quality, quantity, utility and financial outlay, accumulated over the years, assumed
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such massive proportions that they had to be tackled with the utmost-urgency.
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Accordingly, the Government of India announced in January 1985, that a New
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the country. Finally the New Policy on Education 1986 was approved by the
Parliament in May 1986. Subsequently ‘Programme of Action’ was chalked out for
slight modifications were made. Nevertheless the thrust and the programme of the
6. Pace-setting schools.
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7. Vocationalisation of education.
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8. De-linking degrees from jobs.
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It was for the first time that a Prime Minister in Independent India had
shown such a deep concern for education and initiated action for the formation of
NPE to meet the present and future needs of the country. Again for the first time
there was a nation-wide debate on various aspects of education. But this was not
considered enough. The policy document was discussed in the Parliament and
Programme of Action was approved for the implementation of the New Policy.
The Ministry of Education, Government of India renamed itself as the
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2. Elementary Education and Operation Blackboard – For bringing about
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qualitative improvement a new scheme of Operation Blackboard was
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started.
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by 1995.
educational institutions.
education.
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suitability of candidates for specified jobs and to pave the Way for the
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Emergence of Norms of Competence Access the Nation.
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10. Raising Resources – The policy has suggested methods of financial
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buildings and supplies of some consumables, (ii) raising fees at the higher
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facilities
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Education.
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8. No department should be opened for the implementation of NPE. Existing
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resources should be utilised.
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9. No new posts should be created for the implementation on the NPE. There
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11. There should be no expansion of universities like JNU, New Delhi as they
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separate institutions.
13. Maximum use should be made of the existing facilities in higher educational
institutions.
14. Posts of the Secretary of Education at the Centre and the States should be
given to educationist and not to other cadres and also of the Director of
schools. If this is not possible, this staff should be utilised for other
educational programmes.5
plans with a view to effect the development of the country in various fields. In
these plans education, too, found an important place. So plans have been made
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for the development of various stages and kinds of education. Below are the
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objectives of the development of education under the various plans and the
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society;
areas;
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Ibid, pp. 145-148.
5. Training of teachers, especially women teachers and teachers for vocational
services; and
The Planning Commission tried to reorganise education under the First Five
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Year Plan. The following were the main points of this reorganisation scheme
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1. To convert Primary Education into basic education, to expand social,
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University Education.
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The plan could not be successful because of inadequate finance and lack of
The experience gained during the first five year plan became the basis for
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the second five year plan. In this new plan the incomplete programmes were to be
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completed alongside some new ones.
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educational schemes and programmes of the first five year plan. Causes of failure
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of the programmes were discussed and the new schemes were formulated for the
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second plan in view of the needs of the nation and the aspirations of the people.
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multi-purpose.
Central Government gave 95 crores and the State Governments 212 crores.
Excepting Primary Education, other types of education were well taken care during
In the third five year plan, Primary Education and literacy drive were to be
especially encouraged. The objective of this plan was to make Primary Education
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compulsory for children between 6 to 11 years of age. Some programme for the
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development of secondary, higher, vocational, industrial, technical and science
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development were also made. To improve the condition of teachers and their
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training was another aspect of the plan in the area of education. Regarding
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secondary education, in the third plan, it was decided to open more high schools.
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between 14 to 17 years of age for secondary schools. It was also aimed to give a
education was given preference over other items and 130 crores were reserved for
this. The remaining sum of Rs. 370 crores was to be distributed once other items of
development of education. Primary Education was given 180 crores, secondary 90
For the fourth five year plan, the government provided 1260 crores of
rupees. This sum was two and a half times more than what it was for the second
plan. In this plan greater attention was paid to qualitative development and less on
quantitative. The various schemes of education were framed with this major
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objective. Regarding Secondary Education, on the basis of the previous plan, it was
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estimated that about 5 lakhs students would take admission to Secondary Schools
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during the fourth plan period. Accordingly facilities had to be organised for
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Secondary Education.
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education. Rs. 1726 crores were allocated in the fifth plan for education.
schools. It was estimated that in all about 20 lakhs more students would be
enrolled in Higher Secondary Schools during this plan period. Accordingly, funds
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has been a special scheme with regard to education during the plan period.
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age.
adults.
7. Education in science to be encouraged.
decided that new schools will be opened only in backward areas. In the qualitative
students will be engaged in social sciences. Better training for teachers will be
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arranged. Vocational courses to be instituted will be more beneficial than those
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introduced during the fifth plan period. In the sixth plan 300 crores of rupees have
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been provided for the development of Secondary Education. In order to arrange
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The main objectives of education during the seventh five year plan are
earmarked for the purpose. Out of this amount it was decided that Rs. 5457.09
crores will be spent on improving general and technological education. Rs. 360.00
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crores was fixed for development of adult education.
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On Secondary Education, it was thought to utilise the ‘Distance Education’
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important at this stage. For this purpose libraries and laboratories were to be
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enriched. The importance of work experience was recognised and it was thought
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The objectives of education as laid down for the Seventh Five Year Plan
(1985-90) were not achieved during the stipulated period, but the ritual of
declaring the institutions of an Eighth Five Year Plan was duly started by our
Central Government.
Secondary Education will be expanded further. New Secondary Schools will
castes and scheduled tribes. Qualitative improvement will be effected and the
system of 10+2 will be instituted at places where it has not yet been done. At this
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Mantri Gram Sadak Yojana were one of the programmes implemented during the
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first three years of the plan period. The programme consisted of the seven
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fourth year of the Ninth Plan, the Government of India introduced some changes
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in the Basic Minimum Programme and splitted the programmes into two parts, i.e.,
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the Pradhan Mantri Gramodaya Yojana (PMGY) which included five programmes
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including Universal Primary Education, and Pradhan Mantri Gram Sadak Yojana
6
S.P Chaube “History and Problems of Indian Educations”. Agra: Vinod Pustak, Latest edition pp.219-240.
Print.
7
Govt. of Meghalaya. Tenth Five Year Plan 2002-2007 and Annual Plan 2002-200:.Draft Proposals. Vol. I.
General Issues and Sectoral Programmes. Shillong: Planning Department, p.x. Print.
Universalisation of Elementary Education through the Sarva Shiksha
Education for all, will be the main objective during the 10th Plan. The goals of SSA
are:-
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- All children complete 8 years of schooling by 2010.
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- Focus on Elementary Education of satisfactory quality with emphasis on
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- Bridge all gender and social category gaps at primary stage by 2007 and at
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(UEE). There will also be an Annual Work Plan and Budget that will list the
prioritised activities to be carried out during the year. The assistance under SSA
will be on 85:15 sharing arrangement during 9th Plan, 75:25 during the 10th Plan
and 50:50 sharing thereafter between the Central and State Governments.
up in a phased manner.
received its due attention. A perusal of the various provisions regarding education
in the constitution would reveal that while there is Article 45 of the Constitution
concerning Primary Education, Entries 62, 63, 64, 65 and 66 of List I include higher
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education. It is therefore obvious that Secondary Education has been rather
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neglected, and it has remained as the weakest link.8
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(iii) Aim towards major reduction in gender, social and regional gaps in
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S.D.Khanna, et al. Op cit.
Education is targeted to increase from 52% in 2004-05 to 75% by 2011-12
and the combined secondary and senior secondary GER from 40% to 65%
Scheme for Universal Access and Quality at the Secondary Stage (SUCCESS)
schools, girl child incentive, Integrated Education for Disabled Child (IEDC),
Vocational Education (VE), etc. will be subsumed under a new umbrella CSS named
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SUCCESS. The principal objectives of SUCCESS will be (i) universalising access with
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major reduction in gender, social, and regional gaps in enrolment, dropout, and
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retention and (ii) improving quality with focus on Science and Maths. Specific
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100% trained teachers in all schools and reaching PTR of 25:1 by 2011-12.