COMMITTEE ON EMPOWERMENT OF WOMEN (2001 …164.100.24.208/ls/committeer/empowerment/6.pdf ·...

COMMITTEE ON EMPOWERMENT OF WOMEN

(2001-2002)

SIXTH REPORT

(THIRTEENTH LOK SABHA)

EDUCATION PROGRAMMES FOR WOMEN

MINISTRY OF HUMAN RESOURCE DEVELOPMENT (DEPARTMENT OF ELEMENTARY EDUCATION AND LITERACY)

(DEPARTMENT OF SECONDARY EDUCATION AND HIGHER EDUCATION)

LOK SABHA SECRETARIAT NEW DELHI

DECEMBER 2001/AGRAHAYANA 1923 (SAKA)

CONTENTS Composition of the Committee on Empowerment of Women (2001-2002) Introduction Report

APPENDIX

Statement of Observations/Recommendations

COMPOSTION OF THE COMMITTEE ON EMPWOERMENT OF WOMEN

(2001-2002)

CHAIRPERSON Smt. Margaret Alva MEMBERS LOK SABHA 2. Dr. (Smt.) Anita Arya 3. Smt. Jayashree Banerjee

4. Shri Bhan Singh Bhaura 5. Smt. Krishna Bose 6. Smt. Santosh Chowdhary 7. Smt. Renuka Chowdhury

8. Dr. (Smt.) Beatrix D’Souza 9. Adv. Suresh Ramrao Jadhav 10. Smt. Abha Mahto 11. Dr. Ashok Patel 12. Shri Bishnu Pada Ray 13. Smt. Sushila Saroj 14 Dr. (Smt.) V. Saroja 15 Smt. Minati Sen 16. Smt. Shyama Singh 17. Smt. Jayaben B. Thakkar 18. Shri Prakash Mani Tripathi 19. Dr. (Smt.) Vukkala Rajeswaramma 20. VACANT RAJYA SABHA 21. Smt. Shabana Azmi 22. Dr. (Ms.) P. Selvie Das 23. Smt. Saroj Dubey 24. *Smt. Vanga Geetha 25. Smt. S.G.Indira

26. *Smt. Gurcharan Kaur 27. *Smt. Ghandra Kala Pandey 28. *Smt. Bimba Raikar 29. Miss Mabel Rebello 30. Smt Savita Sharda

SECRETARIAT

1. Shri P.D.T. Achary - Additional Secretary

2. Shri K.V.Rao - Joint Secretary 2. Shri Ashok Sarin - Deputy Secretary 3. Smt. Veena Sharma - Under Secretary

INTRODUCTION I, the Chairperson of Committee on Empowerment of Women, having been

authorised by the Committee to submit this Report, present the Sixth Report of the

Committee on the ‘Education Programmes for Women’.

2. This Report is based on the material received from the Ministry of Human

Resource Development (Department of Elementary Education and Literacy and

Department of Secondary Education and Higher Education), National Commission for

Women and impressions gained by the Committee during visits to some of the States of

the Country.

3. The Committee on Empowerment of Women took oral evidence of the

representatives of the Ministry of Human Resource Development (Department of

Elementary Education and Literacy and Department of Secondary Education and Higher

Education) in connection with examination of the subject.

4. The Report was considered and adopted by the Committee on Empowerment of

Women (2001-2002) at its sitting held on 10th December, 2001. The Minutes of the

sittings form Part II of the Report.

5. The Committee wish to express its thanks to the Ministry of Human Resource

Development (Department of Elementary Education and Literacy and Department of

Secondary Education and Higher Education) for their help and cooperation in connection

with the examination of the subject and for providing evidence, material and information.

6. For facility of reference, the Observations and Recommendations of the

Committee have been printed in thick type in the body of the Report.

NEW DELHI MARGARET ALVA 14th December, 2001 CHAIRPERSON Agrahayana 23, 1923(Saka) COMMITTEE ON EMPOWERMENT OF WOMEN

EDUCATION PROGRAMMES FOR WOMEN

REPORT

Background

The Women of India have suffered neglect in the matter of education

throughout the ages, seriously affecting their intellectual development and social

status. Keeping 50% of its citizens illiterate does not make for a progressive, forward

looking nation.

1.2 The Constitution of India mandates universal and compulsory education for

all. A number of programmes have been implemented and are still under

implementation to improve the level of female literacy. Some States have made

remarkable progress in this direction, but some have not. It is almost axiomatic to

state that a literate mother is the greatest guarantor of education for the next

generation with a great bearing on the socio-economic and cultural advancement of a

nation.

1.3 Article 14 of the Constitution provides for equality before the law and equal

protection of the law. Article 15 prohibits discrimination against any citizen on

grounds of religion, race, caste, sex or place of birth. Article 16 guarantees equality

of opportunity to all citizens in matters relating to employment or appointment to any

office of the State and forbids discrimination on the basis of religion, caste, sex, etc.,

in matters of employment or appointment to any office under the State. However,

Article 15(3) empowers the State to make any special provision for women and

children even in violation of the fundamental obligation of non-discrimination on the

basis of sex. This provision has enabled the State to draw up special policies and

programmes to benefit women.

1.4 Education was a State subject till 1976 and then was placed in the Concurrent

List by the 42nd Constitutional Amendment. Placing education in the Concurrent List

means a dominant role for the Central Government viz:

i) To determine the policies, priorities and programmes relating to

education.

ii) To provide effective leadership to the States.

iii) To provide funds for educational development in the States.

iv) To take steps for minimizing regional imbalances in educational

development and for equalization of educational opportunities in

different States.

v) To take steps for promoting national integration through education.

vi) To carry out uniform educational reforms in the country.

1.5 According to the Department of Elementary Education and Literacy, the

National Policy on Education (NPE) 1986, recognizes that the education of girls is

possibly the most critical pre-condition for the empowerment of Women. The

consequent Programme of Action which includes Education for Women’s Equality,

privileges the role of education as an instrument to bring about change in the status of

women. Departing from the First National Education Policy of 1968 which was

committed to the provision of equal education opportunity, the NPE 1986, brought the

fundamental issue of women’s equality to the centre stage. According to this policy

“Education will be used as an agent of basic change in the status of women. In order

to neutralize the accumulated distortions of the past, there will be a well-conceived

edge in favour of women. This will be an act of faith and social engineering. The

removal of women’s illiteracy and obstacles inhibiting their access to, and retention

in, elementary education will receive overriding priority, through provision of special

support services setting time targets and effective monitoring.”

Female Literacy Rate

1.6 The following table indicates the literacy rate in India and male and female

literacy rates in the country from 1951:-

Census Year Persons Males Females Male-female

gap in literacy

rate

1 2 3 4 5

1951 18.33 27.16 8.86 18.30

1961 28.30 40.40 15.35 25.05

1971 34.45 45.96 21.97 23.98

1981 43.57 56.38 29.76 26.62

1991 52.21 64.13 39.29 24.84

2001 65.38 75.85 54.16 21.70

1.7 It is evident from the above table that the gap in male-female literacy rates of

18.30 percentage points in 1951, increased to 26.62 in 1981, but has improved since

then. In 1991 this gap was reduced to 24.84 and in 2001 it has further gone down to

21.70 percentage points. These declines according to the Department of Elementary

Education and Literacy are bound to be slow initially as a result of the continuing past

legacy of a large number of adult illiterate women, but will show accelerated trends in

the coming decade.

1.8 The following table indicates the number of literates and illiterates in the

population aged 7 years and above, and their change from 1991 to 2001.

Literate/Illiterates Persons Males Females

Literates

1991

358,402,626

228,983,134

129,419,492

2001 562,010,743 336,969,695 225,041,048

Increase in 2001

over 1991

203,608,117 107,986,561 95,621,556

Illiterates

1991

328,167,288

128,099,211

200,068,077

2001 296,208,952 106,654,066 189,554,886

Increase in 2001

over 1991

- 31,958,336 - 21,445,145 - 10,513,191

1.9 It is seen from above that out of the 203 million added to the literate

population during 1991-2001, 107 million were males and 95 million were females.

On the other hand, during this period the contribution to the total decrease of 31

million among illiterates is dominated by males (21 million) as compared to the

females (10 million).

1.10 The following table shows ranking of States and Union Territories by literacy

rate and sex, as per census 2001:-

Rank

Persons

Males Females

States/Uts Literacy

Rate State/UTs Literacy

Rate

States/UTs Literacy

Rate

1 Kerala 90.92 Kerala 94.20 Kerala 87.86

2 Mizoram 88.49 Lakshadweep 93.15 Mizoram 86.13

3 Lakshadweep 87.52 Mizoram 90.69 Lakshadweep 81.56

4 Goa 82.32 Pondicherry 88.89 Chandigarh 76.65

5 Delhi 81.82 Goa 88.88 Goa 75.51

6 Chandigarh 81.76 Daman & Diu 88.40 Andaman &

Nicobar

islands

75.29

7 Pondicherry 81.49 Delh 87.37 Delhi 75.00

8 Andaman &

Nicobar

islands

81.18 Maharashtra 86.27 Pondicherry 74.13

9 Daman & Diu 81.09 Andaman &

Nicobar

islands

86.07 Daman & Diu 70.37

10 Maharashtra 77.27 Himachal

Pradesh

86.02 Himachal

Pradesh

68.08

11 Himachal

Pradesh

77.13 Chandigarh 85.65 Maharashtra 67.51

12 Tripura 73.47 Uttaranchal 84.01 Tripura 65.41

13 Tamil Nadu 73.47 Tamil Nadu 82.33 Tamil Nadu 64.55

14 Uttaranchal 72.28 Tripura 81.47 Punjab 63.55

15 Gujarat 69.97 Gujarat 80.50 Nagaland 61.92

16 Punjab 69.95 Haryana 79.25 Sikkim 61.46

17 Sikkim 69.68 Manipur 77.87 Meghalaya 60.41

18 West Bengal 69.22 Chhatisgarh 77.86 Uttaranchal 60.26

19 Manipur 68.87 West Bengal 77.58 West Bengal 60.22

20 Haryana 68.59 Madhya

Pradesh

76.80 Manipur 59.70

21 Nagaland 67.11 Sikkim 76.73 Gujarat 58.60

22 Karnataka 67.04 Rajasthan 76.46 Karnataka 57.45

INDIA 65.38 Karnataka 76.29 Haryana 56.31

23 Chhatisgarh 65.18 Orissa 75.95 Assam 56.03

24 Assam 64.28 INDIA 75.85 INDIA 54.16

25 Madhya

Pradesh

64.11 Punjab 75.63 Chhatisgarh 52.40

26 Orissa 63.61 Dadra Nagar

Haveli

73.32 Andhra

Pradesh

51.17

27 Meghalaya 63.31 Assam 71.93 Orissa 50.97

28 Andhra

Pradesh

61.11 Nagaland 71.77 Madhya

Pradesh

50.28

29 Rajasthan 61.03 Andhra

Pradesh

70.85 Rajasthan 44.34

30 Dadra &

Nagar

Haveli*

60.03 Uttar Pradesh 70.23 Arunachal

Pradesh

44.24

31 Uttar Pradesh 57.36 Jharkhand 67.94 Dadra Nagar

Haveli

42.99

32 Arunachal

Pradesh

54.74 Meghalaya 66.14 Uttar Pradesh 42.98

33 Jammu &

Kashmir

54.46 Jammu &

Kashmir

66.75 Jammu &

Kashmir

41.82

34 Jharkhand 54.13 Arunachal

Pradesh

64.07 Jharkhand 39.38

35 Bihar 47.53 Bihar 60.32 Bihar 33.57

1.11 It is seen from the above table that the literacy rate for the country as a whole

in 2001 works out to 65.38 per cent for the population-aged 7 years and above. The

corresponding figures for male and female literacy are 75.85 and 54.16 per cent

respectively. Thus, three-fourths of the male and more than half of the female

population aged 7 years and above are literate in the country today. Although female

literacy has improved to 54.16 % in 2001 from 39.29% in 1991, it is still far behind

the male literacy rate of 75.85%. In fact, no State or Union Territory has an equal or

greater literacy rate for women. Further, female literacy rate is very low in Jharkhand

(39.38%), Arunachal Pradesh (44.24%), Bihar (33.57%), Uttar Pradesh (42.97%),

Rajasthan (44.34%) and Jammu & Kashmir (41.82%).

1.12 The Department of Elementary Education and Literacy have stated that

consistent efforts have been made in the last fifty years of freedom to improve the

participation of girls in the education sector. The Gross Enrolment Ratio for girls has

gone up from 24.8% in 1950-51 at the primary level to 81.8% in 1996-97. Similarly

the GER for girls at the upper primary level has gone up from 4.6% to 52.8% over the

same period. Despite a series of problems that the country faced soon after

independence, it has been possible to create a vast educational infrastructure in terms

of large enrolments, a massive teaching force and capabilities for management,

research and development. In pursuance of the provision for universal elementary

education in our National Policy, significant strides have been made over the past five

decades. Recent household surveys confirm that 70 per cent of the 6-14 age group

children are attending schools. During the period from 1950-51 to 1998-99,

enrolment at the primary stage has gone up by approximately six times from 1.92

crores to 11.0 crores. At the higher primary stage, the increase in enrolment during

this period was 13 times with the enrolment of girls recording a massive increase of

32 times. While the Gross Enrolment Ratio (GER) at the primary stage, in the

country as a whole, and in most States, exceed 100 per cent*, there are quite a few

States where the ratio is considerably lower. These include Andhra Pradesh, Uttar

Pradesh, Bihar, Punjab, Haryana, Jammu & Kashmir and Chandigarh. In most of

these States the literacy rates are also lower than the national average. The following

Table gives the position of gross enrolment and drop out rates of boys and girls at the

primary level in different States:

___________________________________________________________________________________

* The Department of Elementary Education and Literacy have informed that in some

States the total enrolment figures for primary school exceed the total population

between the age group of 6-11 years. This is because children below 6 years as well

as above 11 years also get enrolled at the primary school level. Therefore, the GER

in certain States exceed 100%.

Name of the State GER DROP RATE(96-97)

OUT Provisional

Boys Girls Boys Girls Andhra Pradesh 85.5 78.7 45.34 48.30

Arunachal Pradesh 114.4 81.0 53.74 48.60

Assam 113.5 104.2 39.82 41.74

Bihar 85.0 54.6 60.85 63.44

Goa 99.4 76.9 2.74 9.52

Gujarat 112.4 118.4 41.20 46.39

Haryana 80.5 79.2 17.03 20.80

Himachal Pradesh 110.4 82.0 21.33 30.05

Jammu & Kashmir 84.0 53.1 34.4 33.63

Karnataka 111.7 100.4 40.91 45.51

Kerala 91.7 89.7 -5.48 -2.04

Madhya Pradesh 109.1 84.0 25.97 38.29

Maharashtra 114.5 108.0 18.66 25.60

Manipur 92.6 67.3 41.12 45.68

Meghalaya 102.6 84.7 59.45 62.46

Mizoram 133.2 97.2 59.14 56.95

Nagaland 142.6 117.2 38.53 34.12

Orissa 103.0 75.1 50.75 47.90

Punjab 80.2 81.5 24.03 21.76

Rajasthan 114.5 71.0 48.79 57.02

Sikkim 138.3 106.6 61.88 55.40

Tamil Nadu 107.7 104.6 14.05 16.21

Tripura 103.6 73.8 52.73 56.65

Uttar Pradesh 85.2 59.9 22.31 22.94

West Bengal 106.0 101.1 55.83 55.59

Union Territories

States GER DROP RATE(96-97)

OUT Provisional

Boys Girls Boys Girls

Andaman & Nicobar 104.2 80.3 19.77 21.01

Chandigarh 78.1 62.1 0.13 2.76

Dadra & Nagar Haveli 131.5 72.4 32.57 47.55

Daman & Diu 107.9 87.1 3.13 -6.27

Delhi 88.8 73.5 11.62 23.50

Lakshadweep 121.1 104.2 5.44 -1.60

1.13 It is seen that gender disparities are conspicuous in regard to enrolment and

retention. Though girls’ enrolment has increased at primary stage from 5.4 million in

1950-51 to 48.2 million in 1998-99 and that at upper primary stage from 0.5 million

to 16.30 million with the rate of growth of enrolment of girls being higher than that of

boys. But disparities still persist as girls still account for only 43.5 per cent of

enrolment at the primary stage and 40.5 per cent at upper primary stage. The drop-out

rate of girls is however much higher than that of boys at primary and upper primary

stages.

1.14 The reasons for the non-enrolment and drop-out of girls are complex. They

range from infrastructural issues of non-availability of schools within the habitations

and lack of women teachers, economic compulsions, education not believed to offset

the opportunity cost of child labour, to powerful and strong cultural attitudes and

taboos. Retention of girls in school has also proved to be more problematic, with the

gender problem being sharper in rural areas. In rural areas, for every 100 girls

enrolled in class I, only 40 reach class V, and only one to class XII. This has a long-

term impact. A majority of girls are denied the opportunity for vocational or technical

education which require 12 years of schooling. This disparity becomes even more

pointed in the case of Scheduled Castes, Scheduled Tribes and working children.

Though the drop out rates of girls has shown a downward trend since 1951, they

continue to be of concern. There are also pronounced regional variations. For

instance, in Kerala with female literacy rate of 89%, the drop out rate of girls is 0% at

the primary level. At the other end of the spectrum, in Bihar, with a female literacy

rate of 33.57% the drop out rate of girls is as high as 63.44%.

1.15 The Department has stated that since the mid-1980’s, Basic Education

Programmes and the issues of girl’s education are receiving special attention. A host

of proactive initiatives have been undertaken in order to achieve Universalisation of

Elementary Education with a special focus on school dropouts, working children, girls

who cannot attend formal school and children of disadvantaged social groups. Each

initiative has been built on previous experience and aimed at the goal of

Universalisation of Elementary Education.

1.16 Responding to the Committee, the Department of Elementary Education and

Literacy have stated that the main strategies adopted by the Government for

increasing female literacy in the country are:

a) National Literacy Mission for imparting functional literacy.

b) The programmes for the Universalisation of Elementary Education and

c) The schemes for Non Formal Education.

National Literacy Mission

1.17 The Government of India launched the National Literacy Mission in 1988 for

eradication of adult illiteracy. Since women account for an overwhelming percentage

of the total number of illiterates, the National Literacy Mission is to a large extent

concerned with imparting literacy to women, and with its launch in 1988, literacy and

adult education have gained prominence in the national agenda. The objective of

Total Literacy Campaigns (TLC) in India is not only to provide adult learners

functional literacy but in the process to acquire the awareness and skills to play an

effective role in their own development and that of the country. The programme

addresses both post-literacy and continuing education needs. At present there are 450

TLC projects .

1.18 According to the Department, the TLCs follow a mass campaign approach

which in turn is based on mass mobilization with the active support and involvement

of Central and State Governments, district administrations, non-government and

voluntary agencies. A multi-faceted communication strategy is adopted to highlight

the vital link between literacy and basic problems of life. The TLC approach is

decentralized in terms of planning and implementation, and targets people in the age

group 15-45 within a fixed time frame. The TLC has succeeded in changing mindsets

to view adult literacy programmes not merely as welfare activities but as a society’s

responsibility that requires partnerships to be forged between the Government and

different sections of the community.

Universalisation of Elementary Education

1.19 Universalisation of Elementary Education (UEE) has been accepted as a

national goal. In pursuance of the Constitutional Directive and the need for provision

of elementary education as a crucial input for nation building, the National Policy on

Education 1986, as revised in 1992, stated that free and compulsory education of

satisfactory quality should be provided to all children up to the age of 14 years, before

the commencement of the 21st Century. The Department of Elementary Education

and Literacy have stated that though considerable progress has been made towards

achieving the targets, more rigorous and sustained efforts are required to achieve UEE

by the end of Ninth Five Year Plan.

1.20 The Department have further submitted that concerted efforts towards UEE

have resulted in mani-fold increase in institutions, teachers and students. Access to

schools is no longer a major problem. At the primary stage 94 per cent of the

country’s rural population now has schools within a distance of one kilometre. At the

upper primary stage, 84 cent of the rural population has schools within a distance of

three kilometres.

1.21 The table below indicates the growth of recognized educational institutions

since 1994-95:

Years Primary Upper Primary High/Hr.Sec./Inter/

Pre. Jr. Colleges

1994-95* 581305 163605 92252

1995-96* 590421 171216 98134

1996-97* 598354 176772 102183

1997-98* 610763 185506 107100

1998-99* 626737 190166 112438

* Provisional

1.22 Some of the initiatives taken by the Department of Elementary Education and

Literacy towards achieving Universalisation of Elementary Education and promoting

women’s education are discussed below:-

Operation Black Board (OBB)

1.23 The Scheme of Operation Black Board was launched in 1987-88 with the aim

of improving existing resources in the primary schools of the country. The physical

achievements under Operation Blackboard since its inception are as under:

i) 5.23 lakh primary schools have been covered as originally envisaged in

the scheme with provision of teaching/learning material as per norms.

ii) As against the Budgetary provision of 1.53 lakh posts, 1.49 lakh posts

for an additional teacher for single teacher schools have been

sanctioned.

iii) As against the target of 2.63 lakh, 1.82 lakh classrooms have been

constructed under various rural development schemes/programmes by

State Governments.

1.24 The scheme was revised in 1993-94 and extended to provide a third classroom

and a third teacher to primary schools where enrolment exceeds 100 students.

1.25 The Department have stated that on the basis of past experience and

observations of Audit and Evaluation reports it has been observed that the funds

sanctioned for teaching/learning equipment under the Operation Blackboard Scheme

are lying unutilized in many States. They claim that this is largely due to lack of

flexibility and decentralized procurement and supply of equipment. The State

Governments have been advised to remedy the situation by decentralizing

procurement while ensuring quality control. It was further suggested that involve

representatives of Panchayati Raj institutions, village educational committees and

teachers/headmasters be involved to ensure timely supply of quality materials.

The Lok Jumbish Programme

1.26 The goal of equity in education – between boys and girls is a key objective in

the Lok Jumbish programme in Rajasthan, one of the educationally backward states of

the country. The effort is to create a gender sensitive environment, which will impact

girls’ education.

1.27 According to the Department of Elementary Education and Literacy, Lok

Jumbish aims at :

• ensuring that children complete primary education;

• bridging the gender gap in primary education between girls and boys;

• making education an instrument of women’s equality

• an effective involvement of people in educational management.

1.28 Since girls education deprivation is the most glaring manifestation of

Rajasthan’s educational backwardness, a variety of strategies and activities have been

adopted, which may be list as :

• Recognizing the need for transformation of social attitudes, the focus

has been on people’s /women’s mobilization and the creation of

mechanisms for effective involvement in school management.

• Improving facilities of drinking water, fuel and fodder, and child care

facilities through convergence with other departments.

• Introducing a well-planned programme of non-formal education to

reach girls.

• To ensure universal enrolment, a decentralized approach of micro-

planning is adopted.

1.29 As in all basic education programmes, the focus is on recruitment of women

teachers. Recognizing that women teachers themselves face several problems both at

the workplace and in the domestic sphere, Lok Jumbish has organized forums of

women teachers called ‘Adhyapika Manch’, which focus attention on gender issues.

The District Primary Education Programme (DPEP)

1.30 The District Primary Education Programme has furthered the initiatives for

girl’s education embedded in the earlier Basic Education Projects. DPEP is a national

initiative with a holistic approach to reduce gender and social disparities and to

universalize access, retention and achievement. Initiated in November 1994, DPEP

covers 163 districts in 14 States of the country.

1.31 The programme has been launched in low female literacy districts. Since

DPEP attempts a systematic change, an integrated approach to gender has been built

into planning and management, pedagogical improvement, affirmative interventions

for girls’ education and strategies for community mobilization and participation.

1.32 Recognizing that girls’ education cannot be furthered without the active and

willing participation and support of the communities, DPEP has adopted a variety of

strategies for awareness building and creating the space for the active involvement

and ownership of the programme by the community. Mobilization campaigns have

focused on the need for girls’ education. Women have been mobilized and in some

cases through convergence with programmes like Mahila Samakhya. Community

participation has been institutionalized within the programme. The outcomes of this

latter strategy has resulted in a very conducive and supportive environment for girls’

education, effective role of the community in management and monitoring of Early

Childhood Care And Education, alternative schooling, school constructions and so

on.

1.33 The Department of Elementary Education and Literacy have also launched

several other supportive activities like Early Childhood Care And Education for

freeing girls who have the responsibility of sibling care, to go to school. To overcome

cultural biases, appointment of women teachers has received priority. To reach

working girls, minorities and other marginal groups, innovative alternative schooling

has emerged. In addition to providing facilities and creating a supportive

environment, DPEP is consciously trying to develop a gender sensitive pedagogy,

sensitizing teachers to the social complexities of gender and the ways in which this

impacts the lives of girls, in order to enable them to confront and change their own

biases and attitudes.

Mahila Samakhya: Education for Women’s Equality

1.34 The National Policy on Education saw education as an agent that could bring

about a basic change in the status of women and the empowerment of women and as a

critical precondition for their participation in the education process. To concretize

this policy objective into an implementable strategy, the Mahila Samakhya

programme was designed. Its aim is to mobililse and organise women for education

by creating an environment for learning.

1.35 Mahila Samakhya Programme (Education for Women’s Equality) was

launched in 1989 as a 100% Dutch assisted project. Subsequently, the programme

was extended to more States with funding under the DPEP and Uttar Pradesh Basic

Education programme. The programme is currently being implemented in 51 districts

covering 7335 villages in eight States in the country (Uttar Pradesh, Andhra Pradesh,

Gujarat, Karnataka, Bihar, Madhya Pradesh, Assam and Kerala). With its emphasis

on processes rather than mechanical fulfillment of set targets, the Mahila Samakhya

programme affords a good insight into testing the premise that educated and aware

mothers will change the world for their daughters.

1.36 Mahila Samakhya is stated to be a women’s empowerment project which does

not aim at service delivery but seeks to bring about a change in women’s perceptions

about themselves and of society, in regard to women’s traditional roles. It

endeavours to create an environment for women to seek knowledge and information

in order to make informed choices and create circumstances in which women can

learn at their own pace and rhythm. The centrality of education in the struggle to

achieve equality is an important focus of Mahila Samakhya.

1.37 According to the Department of Elementary Education and Literacy, the 1997

Indo Dutch evaluation has found that the Mahila Samakhya programme has reached

poor and marginal women and has effectively organised them, laying the basis for a

grass root level women’s movement. They have also found that the Mahila Samakhya

organisational set up can be a viable model for similar programmes requiring

flexibility and responsiveness in the field.

Non Formal Education for girls

1.38 Under a centrally sponsored scheme a programme of Non-Formal Education

(NFE) has been running since 1979-80 for out of school children in the 6-14 age

group. Recognizing that large number of girls and working children have been left

out of the ambit of education, the Non-Formal Education Scheme provides the

flexibility, relevance of curriculum and diversity in learning activity through a

decentralized management system. At present the scheme is being implemented in 25

States/UTs in both the educationally backward States as well as in States having

urban slums, desert, tribal areas. It also covers working children. Under the NFE

scheme there is a separate budget for girl centres. At present out of 2.41 lakh NFE

centres, there are 1.18 lakh NFE girl centres throughout the country. During the 9th

Plan period it is proposed to set up at least 1.2 lakh NFE girl centres.

Sarva Shiksha Abhiyan

1.39 Based on the experience of programmes for girls’ education and women’s

empowerment, the proposed Sarva Shiksha Abhiyan, which is in mission mode,

adopts many of the successful initiatives. The focus is on recruitment of women

teachers, participation of women in the affairs of the schools, upgradation of primary

to upper primary schools with a focus on access to girls and provision of context

specific initiatives. The Sarva Shiksha Abhiyan aims to bring every child in the 6-14

age group to school/back to school/to an Education Guarantee Scheme Centre by

2003. It also aims at providing 5 years of primary schooling for all by 2007 and 8

years of elementary schooling by 2010. Mainstreaming of gender in all the proposed

interventions through the District Elementary Education Plan (DEEP) is central to the

proposed Sarva Shiksha Abhiyan.

1.40 The Committee desired to know as to what has been the achievement in

attaining the goal of universalisation of elementary education by undertaking the

aforesaid schemes and how far they have been successful in promoting women’s

education. In reply, the Department have stated that as a consequence of these efforts,

the country has made enormous progress in terms of increase in institutions, teachers

and students in elementary education. The number of schools in the country has

increased four-fold from 2,31,000 in 1950-51 to 9,30,000 in 1998-99. The Gross

Enrolment Ratio (GER) at the primary stage has exceeded 100%. Access to schools

is no longer an over-burdening problem. At the primary stage, 94% of the country’s

rural population has schooling facilities within one kilometer and at the above primary

stage it is 84%. However, it is also to be noted that an estimated 60 million children

are still out of school. Of these, 35 million are girls. The problems relating to drop out

rates, low levels of learning achievement, low participation of girls, tribals and other

disadvantaged groups persist. There are also certain other major problems, viz.

inadequate school infrastructure, poorly functioning schools, high teacher

absenteeism, large numbers of teacher vacancies, poor quality of education and

inadequate funds.

1.41 The Department of Elementary Education and Literacy have, however,

admitted that they are yet to achieve the goal of universalisation of elementary

education and in order to achieve this long cherished goal, there is an urgent need for

increasing public expenditure on education to at least 6% of the Gross Domestic

Product (GDP).

Schemes/Programmes for Secondary and Higher Education for Women

1.42 Secondary Education serves as a bridge between elementary and higher

education and prepares young persons between the age group of 14-18 years for entry

into higher education. Secondary Education starts with Classes IX-X leading to the

higher secondary Classes of XI-XII.

1.43 Paras 4.2 and 4.3 of the National Policy on Education, 1986 speak about

Education for Women’s Equality. Para 4.2 envisages that the National Education

system will play a positive, interventionist role in the empowerment of women. “It

will foster the development of new values through redesigned curricula, textbooks,

training and orientation of teachers, decision-makers and administrators, and active

involvement of educational institutions. This will be an act of faith and social

engineering. Women’s studies will be promoted as a part of various courses and

educational institutions encouraged to take up active programmes to further women’s

development.”

1.44 Para 4.3 of the National Policy on Education states “The removal of women’s

illiteracy and obstacles inhibiting their access to, and retention in, elementary

education will receive overriding priority, through provision of special support

services, setting of time targets, and effective monitoring. Major emphasis will be

laid on women’s participation in vocational, technical and professional education at

different levels. The policy of non-discrimination will be pursued vigorously to

eliminate sex stereo-typing in vocational and professional courses and to promote

women’s participation in non-traditional occupations, as well as in existing and

emergent technologies.”

1.45 The policy revised in 1992 called for a planned expansion of secondary

education facilities all over the country, higher participation of girls, SCs/STs

children, particularly in Science, Vocational and Commerce streams, reorganization

of Boards of Secondary Education and vesting them with more autonomy and lastly

introducing Computer skills to the school children.

1.46 The budget allocation and funds utilized under Secondary Education during

the last five years is given below:

(Rs. in Crores)

Year Budget allotted Fund utilised

1995-96 409.11 339.92

1996-97 381.11 349.68

1997-98 354.94 244.90

1998-99 464.81 422.03

1990-2000 558.45 451.10

1.47 Major reasons for shortfall and under utilization of funds as per Department of

Secondary Education and Higher Education are:

i) Under the Centrally Sponsored Schemes, slow utilization by State

governments.

ii) Delay in finalization of Ninth Five Year Plan.

iii) Delay in revision of some of the schemes.

1.48 In reply to a question, the Department of Secondary Education and Higher

Education have informed the Committee that the number of girls enrolled in

Secondary/Higher Secondary Education in India has increased from 84 lakhs in 1994-

95 to 105 lakhs in 1998-99. As per the data available in the Sixth All India

Educational Survey conducted by NCERT, a total of 10,384 institutions (3705 in

rural areas and 6679 in urban areas) have been set up for Secondary and Higher

Education for girls.

1.49 The details of secondary schools and colleges for girls are given below:

Year Colleges Secondary

Schools

1990-91 1556 6971

1991-92 1686 7090

1992-93 1811 7235

1993-94 1931 6982

1994-95 2065 68065*

1995-96 2191 71065*

1996-97 2303 73127*

1997-98 2446 76230*

1998-99 NA 79648*

(*Total Secondary Schools)

1.50 The Department have further informed the Committee that as per the data of

the same Survey, the total number of girls enrolled in Secondary/Higher Secondary

Education particularly in Science, Commerce, and Vocational streams/courses are:

Science 466550

Commerce 296513

Voc./Tech. 96793

1.51 When asked about the various schemes/programmes for Secondary and Higher

Education that are being implemented, the Department of Secondary Education and

Higher Education have stated that to improve the enrolment of girls and their

retention in the school system at the upper primary, secondary and senior secondary

stage a scheme for strengthening of boarding and hostel facilities for girl students of

Secondary and Higher Secondary Schools was launched in 1993-94. Under this

Scheme, financial assistance is being given to the eligible NGOs to improve the

enrolment of adolescent girls belonging to rural areas and weaker sections.

Preference is, however, given to girls hostels and boarding houses located in

educationally backward districts. No physical targets were set. However, following

number of girls were benefited from this scheme during the last five years.

Year No. of Agencies No. of

Beneficiaries

1995-96 31 1370

1996-97 30 1310

1997-98 41 2063

1998-99 60 2963

1999-2000 80 3810

2000-2001 109 5116

(upto Nov. 2000)

1.52 Under the scheme the following types of grants are given:

(i) Rs. 5,000/- per annum per girl boarder, for food and salary of

cook and warden if the hostel/boarding house accommodates at

least 25 girl boarders who are students of classes IX-XI of

recognised schools subject to an overall number of 50 girl

boarders; and

(ii) One time grant of Rs. 1,500/- per girl boarder for purchase of

furniture (including beds) and utensils and provision of basic

recreational aids, particularly material for sports and games,

reading room equipments and books.

1.53 The Department, however, clarified that under the Scheme for strengthening

of boarding and hostel facilities for girl students of Secondary and Higher Secondary

Schools, the recurring and non-recurring grants given are inadequate. The number of

girl boarders should not be restricted to 50 and the facilities should be extended to

class VI and upwards. With regard to Women’s Hostels in Universities and Colleges,

the Department have stated that under this, a special grant is given to Women’s

universities and women’s colleges and also general colleges, where women’s

enrolment is more than 30 per cent. The assistance under the scheme is given at three

levels depending upon women’s enrolment in the university/college.

1.54 Further the University Grants Commission (UGC) also initiated a scheme of

Development of Women’s Studies in 1986 with the main objective of playing an

interventionist role by initiating gender perspective in several areas. Under the

scheme, the UGC set up Women’s Studies Centres in 22 Universities and Women’s

Studies Cells in 11 Colleges in the VII Plan which were continued in VIII Plan. In the

IX plan, there are 33 Women’s Studies Centres in Universities and 6 Women’s

Studies Cells in Colleges. These Women’s Studies Centres have been placed in

different phases depending upon their past performance. The financial assistance

made available to them for a period of 5 years is as follows:

Phase I Rs. 25.00 lakhs

Phase II Rs. 40.80 lakhs

Phase III Rs. 50.00 lakhs

1.55 The National Open School has been established as an autonomous

organization under this Ministry, with a mission to provide opportunities for

continuing education to those who have missed opportunities to complete school and

developmental education through courses and programmes of general, life enrichment

and vocational education, from primary to pre-degree level. National Open School

reaches out to a prioritized client group which includes school drop-outs and

marginalised groups such as rural youth, girls and women, Scheduled Castes and

Scheduled Tribes, handicapped and ex-servicemen. In order to promote the education

of girls and women, National Open School provides subsidies in the form of

concession in admission fees to the students belonging to these categories of students.

During the year 1998-99, a total subsidy of Rs. 135.60 lakhs was given to the 59,109

beneficiaries (SC –16,354, ST-10,576, Ex-servicemen-242, Handicapped-769,

Women-31,168 excluding SC/ST).

1.56 When asked about the extent of awareness among the rural populace about the

need for secondary and higher education for women, the Department of Secondary

Education and Higher Education have explained that Media and Information

Technology are now discharging a significant role in increasing awareness among

rural population about the need for Secondary and Higher Education of girls. A

separate educational channel has been launched with support from Doordarshan. The

experimental telecast for four hours in the evening has started. There is a proposal to

acquire and operationalise 40 FM radio stations for educational purposes in

cooperation with the Ministry of Information and Broadcasting.

1.57 With regard to the steps being taken/proposed to be taken by the Department

of Secondary Education and Higher Education to encourage and motivate the people

in rural and semi-urban areas to send their girls for secondary and higher education,

the Department have clarified that most of the steps are being taken by the State

Governments as School Education is primarily their responsibility. The Department

have admitted that the present infrastructure for secondary and higher education for

girls in the country is still inadequate. However, the Central Government supplements

the efforts of the State Governments through various Centrally Sponsored Schemes.

Some of these are:

i) Computer Literacy and Studies in Schools

ii) Educational Technology

iii) Vocationalisation of Secondary Education

iv) Setting up of Navodaya Vidyalayas where one-third of the seats are

reserved for girls.

v) National Open School and State Open Schools opened to provide

distance education to those students who have missed opportunities to

complete school, with subsidy in the form of concession in admission

fees to girls and women.

vi) Integrated Education for Disabled Children.

1.58 The Committee drew the attention of the Department to the oft repeated

criticism that the course and syllabus for secondary education is too wide and

extensive which unduly burdens the students and enquired whether the Government is

considering any move to decrease the burden of the syllabus on students.

Responding the Department have stated that National Council for Educational

Research and Training (NCERT) has published a National Curriculum Framework for

School Education as a part of the ongoing process of curriculum development. While

the framework responds to many new societal and pedagogical changes, it remains

well within the broad parameters of the National Policy on Education framed in 1986

and revised in 1992.

Budgetary allocation for education sector

1.59 The National Policy on Education, 1986 laid down that the investment in

education be increased to 6% of the national income against the current allocation of

only 3.3% for education. When asked what steps are being taken to step-up

budgetary allocation and how it is proposed to be utilized gainfully, the Department of

Elementary Education and Literacy have submitted that there has been a gradual

increase in the budgetary allocation of the Department. Expenditure on education and

elementary education by the Centre and the States separately during the 6th, 7th and 8th

Five Year plans is given below:

EXPENDITURE ON EDUCATION

(Rs. In Crores)

PLAN TOTAL EXPENDITURE

ON ELEMENTARY EDUCATION

(Rs. In Crores)

Centre States Total Centre States Total

6th Five

Year

Plan

621.54

(23.7%)

1997.17

(76.3%)

2618.71

(100%)

72.80

(8%)

768.94

(91.4%)

841.74

(100%)

7th Five

Year

Plan

3036.6

(39.8%)

4596.47

(60.2%)

7633.13

(100%)

723.80

(25.3%)

2142.07

(74.7%)

2865.67

(100%)

8th Five

Year

Plan

7443.00

(38%)

12156.73

(62%)

19599.73

(100%)

2880.00

(32.2%)

6056.46

(67.8%)

8936.46

(100%)

1.60 At present augmentation of resource allocation for UEE has been done

through the additionality provided by externally aided projects like DPEP, Lok

Jumbish etc.

1.61 In this connection, the Department have further stated that the outlay in the

Ninth Five Year Plan is Rs. 24,908 crore against the requirement of Rs. 78,000 crore.

In pursuance of the recommendations of the Kothari Commission on Education, the

National Policy on Education, 1986 stated that our aim should be gradually to

increase the investment in education so as to reach a level of 6% of the national

income.

1.62 The Ministry have conceded that although significant improvements were seen

in various education indicators, yet the ultimate goal of providing universal and

quality education has remained unfulfilled. In order to fulfil this goal, an explicit

provision is now made in the Part relating to Fundamental Rights of the Constitution

through the Constitution (Ninety-third Amendment) Bill, 2001 to ensure that the

State shall provide for free and compulsory education to all children in the age group

of 6 to 14 years in such manner as the State may, by law, determine. Thus, it becomes

the duty of the State to provide easily accessible facilities for quality elementary

education to all children in this age group.

1.62 (a) The Committee, however, are disappointed that the Bill has totally

ignored the interests of the children in the age group of 0-6 years by relegating them

to the Directive Principles of State Policy under Article 45 of the Constitution, which

are not enforceable in a court of a law and hence lack teeth. Further, the Bill has

withdrawn the right already available to the children in the age group of 0-6 years

through the Supreme Court judgement of 1993 in Unnikrishnan case, according to

which the right to free education was granted to all children from 0-14 years. It is

pertinent to note in this regard that according to the Constitution (Ninety-third

Amendment) Bill, 2001, the total overall financial burden for implementation of the

obligation under the proposed provisions would be about Rs. 9,800 crores per annum

to be shared between the Central and State Governments. In a ten year period, this is

estimated at Rs. 98,000 crores. The Committee would like to point out that these

proposed provisions are inadequate to provide quality education to the children in the

6-14 years age group. The Committee have been given to understand that according

to the Tapas Mazumdar Committee Report Rs. 1,80,000 crores are required in the

next 10 years for this purpose. Further, if the children in the age group 0-6 years are

also to be included in this group, the Ramamurthy Committee had observed that Rs.

80,000 crores more are required in the next 10 years. Thus, it is evident that the

provisions made for quality education for this age group in the next 10 years are

highly inadequate.

1.63 The Committee understand that an Action Plan by the name of “First Tracking

on Education” has been formulated by the U.N. and it has been agreed in principle by

the world community under U.N. auspices in Dakar that no country’s request for

funds would be turned down, if it makes a concrete time bound National Action Plan.

But India has failed to do so; thus failing to get the benefit of money as is available

for this purpose.

1.64 In reply to a question as to when the Government hoped to raise the allocation

for education to 6% of GDP, the Department have explained that financing the

educational budget in a way so as to reach that target is a joint responsibility of the

Centre and the States since Education is a Concurrent subject and the National Policy

on Education recognizes a role of partnership for the Central and the State

Governments in the matter of education. There is need to highlight the need for

political will for increasing public expenditure on education for fulfilling the national

commitment for achieving set targets. With economic reforms and consequent release

of government funds for investment in the social sector, 6 per cent is achievable by

massive mobilization of resources by Centre/State/Local Bodies. As a matter of

policy as well as for strategic considerations, both private and public sectors would

have to work together for optimizing results with innovative economic incentives –

rebate on taxes, rates, tariffs, subsidy on land costs, bank loans, etc., to encourage

contributions to this effect.

OBSERVATIONS AND RECOMMENDATIONS

1.65 The Constitution of India has made it obligatory on the part of the

Government to provide free and compulsory education to all children until they

complete the age of 14 years. This was to be achieved by the year 1960, but could

not be achieved and the target dates had to be repeatedly extended to 1990. The

National Policy on Education, 1986 again extended the target date to 1995. The

modified Education Policy, 1992 further revised the target date so as to achieve

compulsory education for all children upto 14 years of age by the end of 20th

century. Inspite of the provisions having been made in the Constitution and the

efforts made by successive Governments it has not yet been possible to

universalise elementary education. Free and compulsory elementary education

still remains a major challenge in most of the States.

1.66 Shockingly, of the 900 million illiterates in the world, almost one-third

belong to India. In other words, Indians constitute the largest number of

uneducated people in the world. It is a paradoxical situation in which the gains

made in the realm of education since independence have been overshadowed by

the presence of a huge population of illiterates, especially in rural India, and

more so among girls. Admittedly, the massive increase in the population in the

last 50 years has been one of the major reasons for the imbalance in the literacy-

population ratio. But, this can hardly be a ground for absolving the nation of its

responsibility for the failure in providing primary education to all children.

1.67 As per the census 2001, the literacy rate in the country is 65.38 per cent.

Although female literacy has improved to 54.16 per cent in 2001 from 39.2 per

cent in 1991, it is quite low as compared to that of 75.85 per cent in respect of

males in 2001. In absolute numbers, female illiterates continue to be much

higher than male illiterates. Further, out of 203 million added to the literate

population during 1991-2001, 107 million were males and 95 million were

females. Contribution to the total decrease of 31 million illiterates during this

period is dominated by males (21 million) as compared to the females (10

million). An estimated 60 million children are still out of schools, of these, 35

million are girls. The problems relating to drop out rates, low levels of learning

achievement, low participation of girls, tribals and other disadvantaged groups

persist. In the opinion of the Committee female literacy rate is low due to

gender inequality, social discrimination and economic exploitation coupled with

low enrolment of girls in schools, low retention and high drop-out rates.

1.68 Inter-State disparities also exist in regard to the female literacy rate. The

Committee feel that special measures should be taken in those States where

female literacy rate is very low as compared to the all India average. These

States are Jharkhand (39.98%), Arunachal Pradesh (44.24%), Bihar (33.57%),

Uttar Pradesh (42.97%), Rajasthan (44.34%) and Jammu & Kashmir (41.82%).

The Committee would like the Government to study the situation in these States

with a view to identifying the precise reasons for the low female rates there, so

that necessary steps could be taken in consultation and coordination with the

respective State Governments, apart from vigorously implementing the

Schemes/Programmes already in operation.

1.69 The Department of Elementary Education have asserted that consistent

efforts have been made to improve the participation of girls in the field of

education in the last 50 years. According to them, the Gross Enrolment Ratio

(GER) for girls has gone up from 24.8 per cent in 1950-51 at the primary level to

81.8 per cent in 1996-97. The Committee find that while the GER for girls at the

primary stage in the country, as a whole and in most States, has improved, it is

low as compared to GER for boys. A study of the progressive enrolment of girls

and boys at primary and middle school levels points to a massive gender gap.

Further there are a few States/UTs where the (GER) is considerably low in

respect of girl students. These are Bihar (54.6%), Jammu & Kashmir (53.1%),

Uttar Pradesh (59.9%) and Chandigarh (62.1%). Similarly, the drop out rate in

respect of girls is very high in some of the States such as Bihar (63.44%), West

Bengal (55.59%), Tripura (56.65%), Sikkim (55.4%), Rajasthan (57.2%),

Mizoram (56.95) and Meghalaya (62.46%).

1.70 The Committee are concerned over the lower Gross Enrolment Ratio and

higher drop out rates among girls especially as compared to those in respect of

boys. Low enrolment ratio and high drop out rates lead to children especially

girls, lapsing into illiteracy, rendering futile, the efforts and investments made in

improving literacy. The main reason for this situation in rural areas is that girls

are engaged in household works such as fuel and fodder collection, fetching of

water and care of siblings. The other reasons could be parent’s lack of interest,

poverty, absence of single sex schools, unsafe travel and lack of facilities in

schools such as women teachers, separate toilets, etc.

1.71 The Committee strongly feel that there is urgent need to remove the

constraints that lead parents to keep their daughters out of school. And once

girls are in school, it must be ensured they are prepared for life, by developing

curricula, textbooks and teaching attitudes that emphasise the life skills they

will need. But the first step is for society to recognise that educating girls is not

an option, but a necessity. This calls for a massive programme of awareness

generation in the educationally backward areas of the country.

1.72 The Committee are of the firm opinion that the achievement of

universalisation of elementary education is essential as it is an index of the

general, social and economic development of the country. Primary education

plays an important role in laying the proper foundation of the cultural,

emotional, intellectual, moral, physical, social and spiritual developments of the

children. The economic and social returns for education of women are, on the

whole, greater than those of men. Education empowers girls by building up their

confidence and enabling them to take firm decisions about their lives. By

educating women we can reduce poverty, improve productivity, ease population

pressure and offer the children a better future.

1.73 The Committee are informed that various schemes/programmes such as

the National literacy Mission, Mahila Samakhya, Operation Blackboard, Non-

formal Education, Lok Jumbish and District Primary Education Programme,

have been initiated/undertaken for improvement of girls’ education. These

schemes are stated to have made enormous progress in terms of increase in

number of schools, teachers and students in elementary education. The progress

achieved in the female literacy rate during the last decade has been attributed to

a great extent to the implementation of these schemes. The Sarva Shiksha

Abhiyan (SSA) is stated to be another new holistic and integrated approach for

universalising elementary education. Based on the experience of programmes

for girls’ education and women’s empowerment, the proposed Sarva Shiksha

Abhiyan, which is in mission mode, adopts many of the successful initiatives.

The Sarva Shiksha Abhiyan has the objective of bringing every child in the 6-14

age group to school/back to school/to an Education Guarantee Scheme Centre by

2003. It also aims at providing 5 years of primary schooling for all by 2007 and 8

years of elementary schooling by 2010. Mainstreaming of gender in all the

proposed interventions through the District Elementary Education Plan (DEEP)

is central to the proposed Sarva Shiksha Abhiyan. The Committee hope that

vigorous efforts would be made under the aforesaid schemes/programmes to

ensure that the constitutional obligation of providing free and compulsory

education for all children upto the age of 14 years becomes a reality.

1.74 The Committee desire that the following measures be taken on priority

basis to achieve the objective of education for all and especially for girls :-

(i) Universal enrolment of all children .

(ii) Provision of primary school, within one kilometre of walking

distance;

(iii) facility of non-formal education for school drop-outs, working

children and girls who cannot attend schools;

(iv) Reduction of drop out rates especially of girls.

(v) Achievement of minimum levels of learning by all children at the

primary level, and introduction of this concept at the upper

primary stage on a large scale;

(vi) Increased allocation of funds for various schemes/programmes

initiated for girls’ education and optimum utilisation of allotted

funds.

(vii) Taking up of intensive awareness generation activities for bringing

about change in societal attitudes towards girls’ education .

(viii) Orientation of educational policies to take care of specific needs

and requirements of girls and women, particularly in their socio-

economic context.

(ix) Orientation of policies in other sectors for providing support and

facilitating access to services like pure drinking water, fuel, fodder

and crèches, thus freeing them from the drudgery of household

chores, to help girls attend to their education.

(x) Gearing up of economic policies to improve employment of women

and their earning capabilities so that they can relieve the girls’ for

educational activities.

(xi) Exploring the possibilities/potential of imparting distance

education, through TV, to reach backward areas - SC/ST/Rural

women/nomadic tribes/slum dwellers of urban centres.

1.75 The Committee further recommend that to increase retention and reduce

drop outs, the following measures may be taken by the Department in

consultation with the State Governments:

(i) School should be made an attractive place, learning an enjoyable

experience and teaching child centred and activity oriented, with

text books made colourful and attractive from the child’s point of

view.

(ii) Early childhood education or pre-school education focuses on

providing a learning environment for children under the age of six

years. This fosters the natural process of initiating children into

self-motivated education in which they learn as they play. Apart

from enabling the all round development of children through

child-centred play activities, this ensures that young girls are freed

of their responsibility of sibling care enabling them to go to schools

and thus contributing to universalisation of primary education.

The Committee, therefore, emphasise the need for pre-school

education as a significant input for providing a sound foundation

for the growth and development of a child, especially from poor

families. Government should pay special attention to this aspect.

(iii) The teachers should be motivated, dedicated and fully trained.

NCERT should launch a pilot programme in close collaboration

with State Councils of Education, Research and Training for the

training of teachers. There should be provision for substitute full

time teachers in all schools including Kendriya Vidyalayas when

regular teachers go on long leave so that students do not suffer.

(iv) Instead of raw wheat/rice, cooked meals should be served to

children.

(v) Free text books, uniforms and teaching/learning materials may be

provided at the start of the academic session especially in rural

areas, for girls.

(vi) Proper toilets and drinking water facilities should be made

available particularly in the girls co-educational schools.

(vii) The children of the nomadic tribes, shifting cultivators, and

construction workers are the most vulnerable groups of school

drop-outs. Therefore, special attention must be paid to these

target groups.

(viii) Vigorous steps are needed to associate the elected representatives

of the Panchayati Raj Institutions in the Literacy Programmes.

The women elected to local bodies should be actively involved in

such programmes and be provided sufficient protection while they

act as supervisors of the educational institutions.

(ix) The Anganwadi Workers should also be involved to play an active

role and should be the focal point for a number of activities and

support services for the literacy programmes especially of girls.

(x) Basic education programmes such as Lok Jumbish and District

Primary Education Programme have built in decentralisation as

part of their management structures. The Committee desire that

the local community, parents, women and local bodies should be

associated in education through participation in the decentralised

management structures like Village Education Committees, Parent

Teacher Associations etc.

1.76 The National Policy on Education, 1986, had emphasised

“Education for Women’s equality”, envisaging that the National Education

system would play a positive interventionist role in the empowerment of

Women. The National Policy on Education saw education as an agent for change

in the status of women, and their empowerment as a critical precondition for

their participation in the development process. Education must function as an

equaliser in providing equality of opportunities in education so that no

individual is denied access to quality education, solely on account of personal

attributes or primordial identities. However, inequality of educational

opportunities exists throughout the world and more so in India. The Committee

therefore, desire that equal opportunities be ensured to all citizens and nothing

be allowed to obstruct their path to development, particularly of the

underprivileged, the disadvantaged, the disabled and women.

1.77 As regards secondary education, the Committee consider it a bridge

between elementary and higher education which prepares young persons

between the age group of 14-18 for entry into higher education. The Committee

feel that the need for superior academic achievement is greater for girls as

compared to boys, because of the prevailing socio-economic situation. The

future of the girl child rests squarely on her educational achievements, and

economic independence and are intimately linked to her educational

advancement. It is no surprise that the National Policy on Education revised in

1992 inter-alia called for a planned expansion of secondary education facilities

all over the country, higher participation of girls, SCs/STs, particularly in

science, vocational and commerce streams etc. However, it is a matter of

concern that there has been under-utilisation of funds allotted for Secondary

Education in each of the years from 1995-96 to 1990-2000. The reasons

attributed by the Department of Secondary Education for this, include slow

utilisation of funds by State Government, delay in finalisation of Ninth Five Year

Plan and delay in revision of some of the schemes. It is strange that while on the

one hand experts recommend increased allocation for education, on the other

hand funds earmarked for Secondary Education have remained unutilised. The

Committee expect the Department of Secondary Education to ensure that

timely action is taken to remedy the situation and ensure the proper utilisation of

funds for education.

1.78 The Committee desire that adequate secondary schools be provided in the

country particularly in rural, semi-urban and tribal areas. The Central School

systems such as the Kendriya Vidyalaya Sangathan (KVS) and the Navodaya

Vidyalaya (where one-third of the seats are reserved for girls) should be

expanded. Further the National Open School (NOS) particularly for children

who do not get the chance to go to the regular school system, such as, working

children, children with disabilities and children from other marginalised groups

such as rural youth, girls and women, SCs & STs, etc. should be strengthened.

1.79 Although education facilities have increased in recent years, yet they have

not kept pace with the increasing demands of a growing population. Scarcity of

resources is perhaps the main constraint in expansion of educational facilities.

The people demand quantitative and qualitative improvement of education. The

efforts of the Government need to be supplemented by private sector

involvement and should be encouraged. The private sector can contribute not

only in monetary terms but also in the form of expertise for quality improvement

through effective management systems and investment in technical education.

The Committee hope that the Department would explore the possibility of

greater involvement of the private sector in the education system. Bureaucratic

hurdles should be removed and the help of the private sector encouraged.

1.80 The Committee would like to point out that the Kothari Commission on

Education (1964-66) stated that the investment on education should be gradually

increased so as to reach a level of 6% of GDP. The National Policy on

Education, 1986 also reiterated that the investment on education be increased to

6% of the national income against the then allocation of only 3.3%. However, it

is a matter of deep concern that the current allocation for education is only 3.8%

of GDP and falls far short of the target recommended by the Kothari

Commission 34 years ago. The Department of Elementary Education and

Literacy have admitted that in order to achieve the long cherished goal of

universalisation of elementary education, there is an urgent need for increasing

public expenditure on education to this level. Apparently no concrete steps have

been taken by the Government all these years to step up the allocation. The

Committee desire that the Planning Commission and Ministry of Finance should

ensure increased allocation of funds for education in the immediate future.

Further, since Education is a concurrent subject and is the joint responsibility of

the Centre and the States, the States should also be associated in mobilisation of

resources for achievement of the target of expenditure of 6% of GDP.

1.81 The Committee would like to highlight the main deficiency in the

education system due to which a large number of degree and diploma holders in

our country remain unemployed. Students come out of universities with high

expectations, which are often belied. It is indeed tragic that planners have

confined their duties to only providing degrees to thousands of students every

year, without linking them to employment generation which in turn leads to

frustration. It is, therefore, essential that curriculum at the secondary school

level should be such that it also technically equips students so that they are able

to get jobs easily and quickly. The need for vocational education and computer

literacy cannot be ignored. The Committee desire that the requisite

changes/modifications should be effected in the existing curricula to make the

courses more professional and job oriented. Certification should be provided to

students who pass the eighth class to enable them to take up academic or

vocational courses according to their aptitude.

1.82 Another shortcoming of the existing educational system is that it has

distanced our younger generation from moral, social and ethical values.

Although, it is claimed that character-building should become an inherent part

of any education system, hardly anything is being done in this regard. The

Committee are of the firm view that instead of loading the students with

unnecessary, too detailed and extraneous curricula, the need of the hour is to

inculcate in them social and moral values which would make them honest, law

abiding citizens and social and civilised human beings.

1.83 The Committee feel that there is need for meticulous decentralised

planning with a view to providing education for all and improving the standards

of education. Educational planning should give more emphasis on qualitative

improvements of education while continuing the programmes for expansion,

increasing enrolments and expenditure. The Government may also ensure that

health care, nutrition, hygiene and physical education forms an integral part of

the school curriculum at all stages.

1.84 The Constitution (Ninety Third) Amendment does not address the

question of quality education by not categorically spelling out quality in

education. It seems that Government will fulfill the formalities of education

through non-formal education which is merely populist. Literacy does not mean

non-formal education. The Committee feel that the Bill should have included

Early Childhood Care and Education for 0-6 years as part of Fundamental Right

to Education.

1.85 The Committee would also like to point out that the Bill has put onus on

parents for ensuring the education of their children. This may lead to

harassment by the authorities of the poor and marginalised people who are not

able to send their children to school. The onus for ensuring compulsory

education should in the first place be on the machinery of the State viz. the

education department, Panchayati Raj Institutions, Local Schools and other

bodies.

1.86 An effective monitoring system is a necessity for the successful

implementation of education programmes. Regular visits by high level teams

from the Department of Education to educationally backward States should be

undertaken. Review meetings of Education Secretaries of the States should be

periodically held at the Centre to assess the progress made and to identify the

shortcomings and lacunae in the various schemes with a view to taking suitable

remedial measures. Otherwise policies and programmes will continue to set

targets and make laudable projections which will never be achieved.

NEW DELHI MARGARET ALVA

14th DECEMBER, 2001 CHAIRPERSON

AGRAHAYANA 23, 1923 (SAKA) COMMITTEE ON EMPOWERMENT OF WOMEN

STATEMENT OF OBSERVATIONS/RECOMMENDATIONS

Sl. No

Para No.

Recommendations/Observations

1. 1.65 The Constitution of India has made it obligatory on the part of the Government to provide free and compulsory education to all children until they complete the age of 14 years. This was to be achieved by the year 1960, but could not be achieved and the target dates had to be repeatedly extended to 1990. The National Policy on Education, 1986 again extended the target date to 1995. The modified Education Policy, 1992 further revised the target date so as to achieve compulsory education for all children upto 14 years of age by the end of 20th century. Inspite of the provisions having been made in the Constitution and the efforts made by successive Governments it has not yet been possible to universalise elementary education. Free and compulsory elementary education still remains a major challenge in most of the States.

Ministry of Human Resource Development i) Department of

Elementary Education and Literacy

ii) Department of Secondary Education and Higher Education

2. 1.66 Shockingly, of the 900 million illiterates in the world, almost one-third belong to India. In other words, Indians constitute the largest number of uneducated people in the world. It is a paradoxical situation in which the gains made in the realm of education since independence have been overshadowed by the presence of a huge population of illiterates, especially in rural India, and more so among girls. Admittedly, the massive increase in the population in the last 50 years has been one of the major reasons for the imbalance in the literacy-population ratio. But, this can hardly be a ground for absolving the nation of its responsibility for the failure in providing primary education to all children.

i) Department of Elementary Education and Literacy


3. 1.67 As per the census 2001, the literacy rate in the country is 65.38 per cent. Although female literacy has improved to 54.16 per cent in 2001 from 39.2 per cent in 1991, it is quite low as compared to that of 75.85 per cent in respect of males in 2001. In absolute numbers, female illiterates continue to be much higher than male illiterates. Further, out of 203 million added to the literate population during 1991-2001, 107



million were males and 95 million were females. Contribution to the total decrease of 31 million illiterates during this period is dominated by males (21 million) as compared to the females (10 million). An estimated 60 million children are still out of schools, of these, 35 million are girls. The problems relating to drop out rates, low levels of learning achievement, low participation of girls, tribals and other disadvantaged groups persist. In the opinion of the Committee female literacy rate is low due to gender inequality, social discrimination and economic exploitation coupled with low enrolment of girls in schools, low retention and high drop-out rates.

4. 1.68 Inter-State disparities also exist in regard to the female literacy rate. The Committee feel that special measures should be taken in those States where female literacy rate is very low as compared to the all India average. These States are Jharkhand (39.98%), Arunachal Pradesh (44.24%), Bihar (33.57%), Uttar Pradesh (42.97%), Rajasthan (44.34%) and Jammu & Kashmir (41.82%). The Committee would like the Government to study the situation in these States with a view to identifying the precise reasons for the low female rates there, so that necessary steps could be taken in consultation and coordination with the respective State Governments, apart from vigorously implementing the Schemes/Programmes already in operation.



5. 1.69 The Department of Elementary Education have asserted that consistent efforts have been made to improve the participation of girls in the field of education in the last 50 years. According to them, the Gross Enrolment Ratio (GER) for girls has gone up from 24.8 per cent in 1950-51 at the primary level to 81.8 per cent in 1996-97. The Committee find that while the GER for girls at the primary stage in the country, as a whole and in most States, has improved, it is low as compared to GER for boys. A study of the progressive enrolment of girls and boys at primary and middle school levels points to a massive gender gap. Further there are a few States/UTs where the (GER) is considerably low in respect of girl students. These are Bihar



(54.6%), Jammu & Kashmir (53.1%), Uttar Pradesh (59.9%) and Chandigarh (62.1%). Similarly, the drop out rate in respect of girls is very high in some of the States such as Bihar (63.44%), West Bengal (55.59%), Tripura (56.65%), Sikkim (55.4%), Rajasthan (57.2%), Mizoram (56.95) and Meghalaya (62.46%).

6. 1.70 The Committee are concerned over the lower Gross Enrolment Ratio and higher drop out rates among girls especially as compared to those in respect of boys. Low enrolment ratio and high drop out rates lead to children especially girls, lapsing into illiteracy, rendering futile, the efforts and investments made in improving literacy. The main reason for this situation in rural areas is that girls are engaged in household works such as fuel and fodder collection, fetching of water and care of siblings. The other reasons could be parent’s lack of interest, poverty, absence of single sex schools, unsafe travel and lack of facilities in schools such as women teachers, separate toilets, etc.



7. 1.71 The Committee strongly feel that there is urgent need to remove the constraints that lead parents to keep their daughters out of school. And once girls are in school, it must be ensured they are prepared for life, by developing curricula, textbooks and teaching attitudes that emphasise the life skills they will need. But the first step is for society to recognise that educating girls is not an option, but a necessity. This calls for a massive programme of awareness generation in the educationally backward areas of the country.



8. 1.72 The Committee are of the firm opinion that the achievement of universalisation of elementary education is essential as it is an index of the general, social and economic development of the country. Primary education plays an important role in laying the proper foundation of the cultural, emotional, intellectual, moral, physical, social and spiritual developments of the children. The economic and social returns for education of women are, on the whole, greater than those of men. Education empowers girls by building up their confidence and enabling them to take firm decisions about their lives. By educating women

Department of Elementary Education and Literacy

we can reduce poverty, improve productivity, ease population pressure and offer the children a better future.

9. 1.73 The Committee are informed that various schemes/programmes such as the National literacy Mission, Mahila Samakhya, Operation Blackboard, Non-formal Education, Lok Jumbish and District Primary Education Programme, have been initiated/undertaken for improvement of girls’ education. These schemes are stated to have made enormous progress in terms of increase in number of schools, teachers and students in elementary education. The progress achieved in the female literacy rate during the last decade has been attributed to a great extent to the implementation of these schemes. The Sarva Shiksha Abhiyan (SSA) is stated to be another new holistic and integrated approach for universalising elementary education. Based on the experience of programmes for girls’ education and women’s empowerment, the proposed Sarva Shiksha Abhiyan, which is in mission mode, adopts many of the successful initiatives. The Sarva Shiksha Abhiyan has the objective of bringing every child in the 6-14 age group to school/back to school/to an Education Guarantee Scheme Centre by 2003. It also aims at providing 5 years of primary schooling for all by 2007 and 8 years of elementary schooling by 2010. Mainstreaming of gender in all the proposed interventions through the District Elementary Education Plan (DEEP) is central to the proposed Sarva Shiksha Abhiyan. The Committee hope that vigorous efforts would be made under the aforesaid schemes/programmes to ensure that the constitutional obligation of providing free and compulsory education for all children upto the age of 14 years becomes a reality.

Department of Elementary Education and Literacy

10.

1.74 The Committee desire that the following measures be taken on priority basis to achieve the objective of education for all and especially for girls :-

(i) Universal enrolment of all children .

(ii) Provision of primary school, within one kilometre of walking di



distance; (iii) facility of non-formal education

for school drop-outs, working children and girls who cannot attend schools;

(iv) Reduction of drop out rates especially of girls.

(v) Achievement of minimum levels of learning by all children at the primary level, and introduction of this concept at the upper primary stage on a large scale;

(vi) Increased allocation of funds for various schemes/programmes initiated for girls’ education and optimum utilisation of allotted funds.

(vii) Taking up of intensive awareness generation activities for bringing about change in societal attitudes towards girls’ education .

(viii) Orientation of educational policies to take care of specific needs and requirements of girls and women, particularly in their socio-economic context.

(ix) Orientation of policies in other sectors for providing support and facilitating access to services like pure drinking water, fuel, fodder and crèches, thus freeing them from the drudgery of household chores, to help girls attend to their education.

(x) Gearing up of economic policies to improve employment of women and their earning capabilities so that they can relieve the girls’ for educational activities.

(xi) Exploring the possibilities/potential of imparting distance education, through TV, to reach backward areas - SC/ST/Rural women/nomadic tribes/slum dwellers of urban centres.

11.

1.75 The Committee further recommend that to increase retention and reduce drop outs, the following measures may be taken by the Department in consultation with the State Governments:

(i) School should be made an attractive place, learning an enjoyable experience and teaching child centred and activity oriented, with text books made colourful and attractive from the child’s point of view.

(ii) Early childhood education or pre-school education focuses on providing a learning environment for children under the age of six years. This fosters the natural process of initiating children into self-motivated education in which they learn as they play. Apart from enabling the all round development of children through child-centred play activities, this ensures that young girls are freed of their responsibility of sibling care enabling them to go to schools and thus contributing to universalisation of primary education. The Committee, therefore, emphasise the need for pre-school education as a significant input for providing a sound foundation for the growth and development of a child, especially from poor families. Government should pay special attention to this aspect.

(iii) The teachers should be motivated, dedicated and fully trained. NCERT should launch a pilot programme in close collaboration with State Councils of Education, Research and Training for the training of teachers. There should be provision for substitute full time teachers in all schools including Kendriya Vidyalayas when regular teachers go on long leave so that students do not



suffer. (iv) Instead of raw wheat/rice, cooked

meals should be served to children.

(v) Free text books, uniforms and teaching/learning materials may be provided at the start of the academic session especially in rural areas, for girls.

(vi) Proper toilets and drinking water facilities should be made available particularly in the girls co-educational schools.

(vii) The children of the nomadic tribes, shifting cultivators, and construction workers are the most vulnerable groups of school drop-outs. Therefore, special attention must be paid to these target groups.

(viii) Vigorous steps are needed to associate the elected representatives of the Panchayati Raj Institutions in the Literacy Programmes. The women elected to local bodies should be actively involved in such programmes and be provided sufficient protection while they act as supervisors of the educational institutions.

(ix) The Anganwadi Workers should also be involved to play an active role and should be the focal point for a number of activities and support services for the literacy programmes especially of girls.

(x) Basic education programmes such as Lok Jumbish and District Primary Education Programme have built in decentralisation as part of their management structures. The Committee desire that the local community, parents, women and local bodies should be associated in education through participation in the decentralised management structures like Village Education Committees, Parent Teacher Associations etc.

12.

1.76 The National Policy on Education, 1986, had emphasised “Education for Women’s equality”, envisaging that the National Education system would play a positive interventionist role in the empowerment of Women. The National Policy on Education saw education as an agent for change in the status of women, and their empowerment as a critical precondition for their participation in the development process. Education must function as an equaliser in providing equality of opportunities in education so that no individual is denied access to quality education, solely on account of personal attributes or primordial identities. However, inequality of educational opportunities exists throughout the world and more so in India. The Committee therefore, desire that equal opportunities be ensured to all citizens and nothing be allowed to obstruct their path to development, particularly of the underprivileged, the disadvantaged, the disabled and women.



13.

1.77 As regards secondary education, the Committee consider it a bridge between elementary and higher education which prepares young persons between the age group of 14-18 for entry into higher education. The Committee feel that the need for superior academic achievement is greater for girls as compared to boys, because of the prevailing socio-economic situation. The future of the girl child rests squarely on her educational achievements, and economic independence and are intimately linked to her educational advancement. It is no surprise that the National Policy on Education revised in 1992 inter-alia called for a planned expansion of secondary education facilities all over the country, higher participation of girls, SCs/STs, particularly in science, vocational and commerce streams etc. However, it is a matter of concern that there has been under-utilisation of funds allotted for Secondary Education in each of the years from 1995-96 to 1990-2000. The reasons attributed by the Department of Secondary Education for this, include slow utilisation of funds by State Government, delay in finalisation of Ninth Five Year Plan and delay in revision of



some of the schemes. It is strange that while on the one hand experts recommend increased allocation for education, on the other hand funds earmarked for Secondary Education have remained unutilised. The Committee expect the Department of Secondary Education to ensure that timely action is taken to remedy the situation and ensure the proper utilisation of funds for education.

14.

1.78 The Committee desire that adequate secondary schools be provided in the country particularly in rural, semi-urban and tribal areas. The Central School systems such as the Kendriya Vidyalaya Sangathan (KVS) and the Navodaya Vidyalaya (where one-third of the seats are reserved for girls) should be expanded. Further the National Open School (NOS) particularly for children who do not get the chance to go to the regular school system, such as, working children, children with disabilities and children from other marginalised groups such as rural youth, girls and women, SCs & STs, etc. should be strengthened.



15.

1.79 Although education facilities have increased in recent years, yet they have not kept pace with the increasing demands of a growing population. Scarcity of resources is perhaps the main constraint in expansion of educational facilities. The people demand quantitative and qualitative improvement of education. The efforts of the Government need to be supplemented by private sector involvement and should be encouraged. The private sector can contribute not only in monetary terms but also in the form of expertise for quality improvement through effective management systems and investment in technical education. The Committee hope that the Department would explore the possibility of greater involvement of the private sector in the education system. Bureaucratic hurdles should be removed and the help of the private sector encouraged.



16.

1.80 The Committee would like to point out that the Kothari Commission on Education (1964-66) stated that the investment on education should be gradually increased so as to reach a level of 6%


of GDP. The National Policy on Education, 1986 also reiterated that the investment on education be increased to 6% of the national income against the then allocation of only 3.3%. However, it is a matter of deep concern that the current allocation for education is only 3.8% of GDP and falls far short of the target recommended by the Kothari Commission 34 years ago. The Department of Elementary Education and Literacy have admitted that in order to achieve the long cherished goal of universalisation of elementary education, there is an urgent need for increasing public expenditure on education to this level. Apparently no concrete steps have been taken by the Government all these years to step up the allocation. The Committee desire that the Planning Commission and Ministry of Finance should ensure increased allocation of funds for education in the immediate future. Further, since Education is a concurrent subject and is the joint responsibility of the Centre and the States, the States should also be associated in mobilisation of resources for achievement of the target of expenditure of 6% of GDP.


17.

1.81 The Committee would like to highlight the main deficiency in the education system due to which a large number of degree and diploma holders in our country remain unemployed. Students come out of universities with high expectations, which are often belied. It is indeed tragic that planners have confined their duties to only providing degrees to thousands of students every year, without linking them to employment generation which in turn leads to frustration. It is, therefore, essential that curriculum at the secondary school level should be such that it also technically equips students so that they are able to get jobs easily and quickly. The need for vocational education and computer literacy cannot be ignored. The Committee desire that the requisite changes/modifications should be effected in the existing curricula to make the courses more professional and job oriented. Certification should be provided to students who pass the eighth class to enable them to take up academic or vocational courses according to their aptitude.



18.

1.82 Another shortcoming of the existing educational system is that it has distanced our younger generation from moral, social and ethical values. Although, it is claimed that character-building should become an inherent part of any education system, hardly anything is being done in this regard. The Committee are of the firm view that instead of loading the students with unnecessary, too detailed and extraneous curricula, the need of the hour is to inculcate in them social and moral values which would make them honest, law abiding citizens and social and civilised human beings.



19.

1.83 The Committee feel that there is need for meticulous decentralised planning with a view to providing education for all and improving the standards of education. Educational planning should give more emphasis on qualitative improvements of education while continuing the programmes for expansion, increasing enrolments and expenditure. The Government may also ensure that health care, nutrition, hygiene and physical education forms an integral part of the school curriculum at all stages.



20.

1.84 The Constitution (Ninety Third) Amendment does not address the question of quality education by not categorically spelling out quality in education. It seems that Government will fulfill the formalities of education through non-formal education which is merely populist. Literacy does not mean non-formal education. The Committee feel that the Bill should have included Early Childhood Care and Education for 0-6 years as part of Fundamental Right to Education.



21.

1.85 The Committee would also like to point out that the Bill has put onus on parents for ensuring the education of their children. This may lead to harassment by the authorities of the poor and marginalised people who are not able to send their children to school. The onus for ensuring compulsory education should in the first place be on the machinery of the State viz. the education department, Panchayati Raj Institutions, Local Schools and other bodies.



22.

1.86 An effective monitoring system is a necessity for the successful implementation of education programmes. Regular visits by high level teams from the Department of Education to educationally backward States should be undertaken. Review meetings of Education Secretaries of the States should be periodically held at the Centre to assess the progress made and to identify the shortcomings and lacunae in the various schemes with a view to taking suitable remedial measures. Otherwise policies and programmes will continue to set targets and make laudable projections which will never be achieved.



COMMITTEE ON EMPOWERMENT OF WOMEN (2001 …164.100.24.208/ls/committeer/empowerment/6.pdf ·...

Documents

Transcript of COMMITTEE ON EMPOWERMENT OF WOMEN (2001 …164.100.24.208/ls/committeer/empowerment/6.pdf ·...