Contents

Policies ................................................................................................................................... 2
What Should be done? ...................................................................................................... 4
Vocationalisation of Secondary Education (Revised) ......................................................... 4
Leal Education ...................................................................................................................... !
"ash#al $o%%ittee Re#ort ..................................................................................................... &
Re#ort of the 'ational (no)lede $o%%ission ...................................................................... *
+edical Education .................................................................................................................. ,
Riht to Education -ct. 2//, .................................................................................................. ,
-ssess%ent after one year of notification .................................................................... 0/
Valiathan $o%%ittee
'ational Education Policy. 0,*!
Sa1shar 2harat +ission
3o do4 issue of fa1e universities in the 5S
Major Recent Developments in the Education Sector
6orein 5niversities 2ill. 2/0/
'ational -ccreditation -uthority for 7iher Education 2ill. 2/0/
'ational $o%%ission for 7iher Education and Research 2ill. 2/0/
3here is a #ro#osal to have a co%bined %edical entrance test at P8 level
'ational $ouncil for 7u%an Resources in 7ealth 2ill. 2//,
o 9raft bill says that 'ational 2oard for E:a%inations )ould be re#laced by
'ational 2oard for 7ealth Education

Riht to Education -ct. 2//,

'ational -cade%ic 9e#ository 2ill. 2/00
3' $+ ;ayalatitha is ivin la#to#s to students to aid their studies. <t is also #lanned that
students fro% =. =< and =<< )ill be iven cash incentives to co%#lete schoolin.
Policies
Recently. t)o i%#ortant re#orts have been brouht out in education in <ndia4
0. 3he 'ational (no)lede $o%%ission re#ort
2. 3he $o%%ittee on Renovation and Re>uvenation of 7iher Education ("ash#al
$o%%ittee) Re#ort.
3he central concern of these co%%ittees has been #revalence of funda%ental acade%ic
)ea1nesses such as co%#art%entali?ation of 1no)lede syste%s. absence of innovation in
learnin %ethods. disconnect )ith the society and e%#hasis on @ualifyin tests. 2ased on
this #ro#osal has been %ade for the establish%ent of a 'ational $o%%ission on 7iher
Education and Research ('$7ER).
- series of refor%s have been #ro#osed in a very short #eriod unli1e the earlier #ieceA%eal
a##roach to chanes. <n -#ril 2/0/. four %a>or bills relatin to education )ere introduced in
the Parlia%ent.
0. 6orein Educational <nstitutions (Reulation of Entry and B#eration 2ill). 2/0/
2. Prohibition of 5nfair Practices in 3echnical. +edical Educational <nstitutions and
5niversities 2ill4 Lists all the %alA#ractices that )ould attract the #enalty of hefty fines
and >ail ter%s.
C. Educational 3ribunal 2ill4 to ensure s#eedy dis#osal of educational dis#utes
4. 'ational -ccreditation -uthority 2ill4 Suests the a##roach to license co%#etent
#rofessional orani?ations to underta1e the accreditation res#onsibilities. in
accordance )ith the nor%s and #rocedures set by a co%#etent authority.
-s #er the 6orein Educational <nstitutions bill. every forein education institution #rovidin
education in <ndia %ust reister itself )ith a desinated authority.
$riticis% Res#onse
3he bill )ill attract only of co%%ercially
%otivated educational institutions
3he act #rovides aainst re#atriation of
sur#luses. 3his )ould curb the entry of
institutions %otivated solely by #rofit
+any flyAbyAniht institutions %ay co%e -ct re@uires the institution to have at least 2/
years of record in offerin accredited deree
#rora%%es. -lso. the fir%s should de#osit
D/ crores a security for liabilities under the
act.
'ational Education Policy 0,*!
Was conceived durin Ra>iv 8andhiEs tenure
Political instability durin the late 0,*/s led to delays in the launch of the #olicy )hich
)as revie)ed by the -charya Ra%a%urty $o%%ittee and could be brouht into force
only after the $onress ovt returned to #o)er in 0,,0 and ave sha#e to the -ction
Plan of 0,,2 for the 'PE
'PE 0,*! )as a %a>or de#arture fro% the national #olicy ado#ted on the
reco%%endations of the Education $o%%ission under Prof 9S (othari )hich in 0,!!
had called for
o a co%%on school syste% as )ell as for a #lusAt)o stae of schoolin beyond
class =
o strenthenin of research in the university syste%
0,*! #olicy led to the encourae%ent of e%erin sectors li1e <3. )hich )itnessed
an u#sure follo)in the o#enin u# of the technical education sector. #articularly in
ca#acity e:#ansion in the #rivate sector.
<n the <nde#endence 9ay s#eech 2/00 P+ ++S announced
Settin u# a co%%ission Fto %a1e suestions for i%#rove%ents at all levels of
educationE
$orru#tion in education
-ccordin to the "ash#al co%%ittee. the ra#id e:#ansion of #rivate institutions has
also resulted in deterioration in @uality
3he concerns over @uality led the $entre to revie) all dee%ed universities
Several cases of corru#tion aainst functionaries of the reulatory authorities such as
the -llA<ndia $ouncil for 3echnical Education. the +$< and the $ouncil of -rchitecture
are under $2< investiation
<t is aainst this bac1dro# that the Education $o%%ission. announced by the P+. is
e:#ected to co%e u# )ith reco%%endations )hich could result in the 'e) 'EP as
)ell as )ith directions for the future of all levels of education
Rashtriya +adhya%ic Shi1sha "o>ana for secondary education
What Should be done?
Public e:#enditure on education should be enhanced to !G of 89P
o 7iher education should et 0.DG of 89P
-ccess is less than desirable. 3his should be addressed
9ro# outs should be re%oved throuh %ass a)areness ca%#ains. %a1in curricula
%ore student friendly. #rovidin facilities li1e labs. libraries. toilets. classroo%s etc
ade@uately
3here should be a #aradi% shift fro% literature ty#e education to #roductive. >obA
oriented education as #er re@uire%ent in #ublic and #rivate sectors after secondary
education
3here should be reular interface of industry and service sectors )ith educational
institutions
Huality education at all staes should be ensured because if the foundation re%ains
)ea1. su#erstructure of hiher education cannot sustain for lon
Vocationalisation of Secondary Education Revised!
IBct 2/00J
3he sche%e has been revised
3he revised sche%e has been a##roved for i%#le%entation in the re%ainin #eriod
of the 00
th
6"P
-s #er the revised uidelines the centre )ill establish a vocational education cell
under the $2SE
-lso envisaes the strenthenin of the 0/// e:istin vocational schools and
establish%ent of 0// ne) vocational schools by the state overn%ent
9evelo#%ent of 2D/ co%#etency based %odules for each individual vocational
courses
- #ilot #rora%%e under the 'ational Vocational Education Hualification 6ra%e)or1
)ill be initiated in 7aryana and West 2enal
"e#al Education
3he '($ and "ash#al co%%ittee found dra)bac1s in the structure and content of leal
education4
0. Bb>ects of the leal education in the chanin socioAecono%ic conte:t are not clear.
3here are no) %ulti#le ob>ects for studyin la)4 de%ands of trade. co%%erce.
overnance etc. 3his %a1es structurin the syste% difficult.
2. $ontent of the leal education is decided by the 2ar $ouncil of <ndia. 5niversities
have little say in it. 7ere there is %ore focus in #roducin #racticin la)yers and not
leal researchers.
Reco%%endation4
Leal education should be %ade relevant by enae%ent )ith social #roble%s. 6or this. a
liberali?ed. holistic and decentralised curriculu% #lannin is needed. for )hich each
university teachin la) should have the res#onsibility.
Bther #roble%s4
0. <n order to increase access and e@uity. @uality of education has been co%#ro%ised.
2. <nade@uacy of resources and lac1 of co%#etent teachers in ade@uate nu%bers.
C. 3)in #roble% of #ro%otin co%#etitive e:cellence in lobal conte:t and i%#rovin
%ediocre institutions.
$ashpal Committee Report
Report of the %ational &no'led#e Commission
Medical Education
+$< eneral council )as dissolved in +ay follo)in the corru#tion chares in (etan 9esai. -
board of overnors )as established.
3he #ro#osed 'ational $ouncil of 7u%an Resources in 7ealth ('$7R7) 2ill #aves the )ay
for substantially curtailin the #o)ers of the +edical $ouncil of <ndia (+$<) leavin it to deal
only )ith licensin. continuin education and ethics. 3he bill
0. Provides for settin u# inde#endent aencies to #erfor% the functions of +$<
2. 'ational $o%%ittee for -ccreditation ('$-) to be setu# to reister and accredit
%edical collees. '$- )ill )or1 as an accreditation aency #ro#osed under the
'ational -ccreditation Reulatory -uthority for 7iher Education 2ill 2/0/
C. 'ational +edical Education and 3rainin 2oard to be setu# to #re#are the curriculu%
for all strea%s of education in the health sector.
Ri#ht to Education (ct) *++,
'early 0.0 crore children in <ndia are out of school.
E@uality and @uality in education has been ensured in the act.
*D #c of our schools are in rural areas. +any such schools are one teacher schools.
3he act also #rovides that )ithin D years all teachers %ust be trained.
'ational co%%ission for #rotection of childrenEs rihts.
$entre State fundin4 DD44D K ,/40/ for 'E states
<nclusive a##roach in the act4 disabled children can study )ith nor%al children
Provisions
+onitorin
o 3he act #rovides for the 'ational $o%%ission for Protection of $hild Rihts to
%onitor the act.
o 3his is the first ti%e that the la) se#arates the i%#le%entin aency fro% the
%onitorin one.
<ssues4
0. +adarasa education has been e:cluded fro% the a%bit of R3E. 3his has caused a
s#lit in the +usli% co%%unity on the issue.
2. $a#ability of the states to i%#le%ent the -ct
C. 3he reluctance of the #rivate schools to ta1e the 2D #c reserved students fro% the
)ea1er sections.
-bout 0C/ other countries also have R3E.
3he issue is i%#le%entation. We have started %any such revolutionary ideas (say the
#rohibition of child labour). but the %echanis% of i%#le%entation have failed us.
3houh there is a funda%ental duty of the #arents to send their children to school. there is
no co%#ulsion on the% in the act itself.
(ssessment after one year of notification
States are hesitatin to i%#le%ent it
3he act e%#hasises @uality education. 6or this #ur#ose a ood nu%ber of s1illed
teachers are re@uired. 3his is an obstacle.
<nstitutional resources for the i%#le%entation of R3E are lac1in.

<nnovation of 5niversities 2ill