Source:-Sodhganga

COMMITTE & COMMISSION

ON
SECONDARY EDUCATION

N
AI
AG
E
C
N
O
M
EA
R
D

commences2.

1.2 Concept of Secondary Education

Secondary Education is the link between the Primary Education on the one

hand and the University Education on the other. While Elementary Education

provides the basic information necessary for survival and opens up the gates of
2
M. Laloo.: “North East General Knowledge and Sikkim,Rilum”.Shillong: Printing
House,Shillong.2002. Pp 1-23.print.
knowledge, University Education enlarges the bounds of that knowledge and may

be an end in itself. Secondary Education on the other hand is a connecting link

between these two stages and seeks to provide future leadership to the society in

the various walks of life. All the teachers engaged in the propagation of knowledge

at the elementary level as well as those engaged in imparting social education to

the illiterate masses has mostly from the class which has acquired benefits of

secondary education. At the same time, the Secondary Schools are the feeding line

N
to the universities and colleges. “Secondary Education has, therefore, a vital role to

AI
play in any programme of education for the community. It provides teachers for
AG
both primary and adult education. It also prepares pupils for the universities and
E
C

other institutions of higher learning. The number of students who search avenues
N
O

for Higher Education cannot take full advantage of the wider opportunities offered
M

by the universities unless they have been received their grounding in a system of
EA
R

sound Secondary Education. If for no reasons these considerations alone demand

D

that Secondary Education must be of the highest quality, if it is to satisfy the needs

of the modern age”.

There is another reason why the quality of Secondary Education must be

adequate. In any community, the vast majority give up schooling at the close of

elementary stage. The small minority which goes beyond the secondary stage may

provide the higher leadership but if the purposes of that leadership are to be

translated into effective programmes of work, there must be a large number of

persons who have the requisite knowledge, training and character to carry them
out. Secondary Education can and ought to train this large body of intermediaries.

Those who complete their education at this stage must therefore acquire

knowledge and competence and also develop qualities of leadership and

character.

It is generally agreed that one of the main objectives of Secondary

Education is to develop among the pupils’ qualities of leadership needed in

different walks of life. 3

N
AI
1.3 Secondary Education and the Constitution
AG
India attained independence on 15th August 1947. The constitution of the
E
C

country was adopted on November 26, 1949 and came into force on January 26,
N
O

1950. The constitution mirrors the hopes and aspirations of the people of India.
M
EA

The Preamble of the constitution outlines the social philosophy which should
R

govern over all the educational institutions. Right to education is one of the
D

fundamental rights enshrined in the constitution. The noble principles mentioned

in the constitution should mould our educational planning and practices. The

constitution of India gives a few directions and suggestions for the development of

provisions relating to education. The following provisions have a great bearing on

the functioning of the educational system in India.

Article 21A makes free education a fundamental right, only for children in

the age group of 6-14 years. At the same time as per Article 51A of the

3
H. Kabir “Education in New India”. London: George Allen & Unwin Ltd., 1961. pp. 39-40. Print.
constitution, it is a fundamental duty of the parents and the guardian to provide

opportunity for education to their ward in the age group of 6-14 years.

Article 29. It provides equality of opportunity in educational institutions.

Article 30. It accepts the right of the minority to establish and administer

educational institutions.

Article 45 states “The State shall endeavour to provide within a period of

N
ten years from the commencement of this constitution, for free and compulsory

AI
education for all children until they complete the age of fourteen years”. The
AG
expression “State” which occurs in this Article is defined in Article 12 to include
E
C

“The Government and Parliament of India and the Government and the Legislature
N
O

of each of the State and all local or other authorities within the territory of India or
M

under the control of the Government of India”. Thus, we notice that the
EA
R

responsibility for universal Elementary Education lies with the Central

D

Government, the State Governments, the Local bodies and voluntary

organisations.

Article 46. It provides for special care to the promotion of educational and

economic interests of Scheduled Castes, Scheduled Tribes and the Weaker

Sections.

Article 337. It provides for special provision with respect to educational

grants for the benefit of Anglo-Indian community.

 Article 350 A. It relates to facilities for education in the primary stage.

Article 350 B. It provides for special officer for linguistic minorities.

Article 351. It relates to the development and promotion of the Hindi

language.

Till 1976, education was a state subject with certain provisions at the

Central level. But the forty-second Amendment, 1976 brought about drastic

N
changes in the Indian Constitution as it affected the status of education by putting

it on the concurrent list.

AI
AG
E

The National Policy on Education (NPE), 1986 has accepted the concurrency
C
N

in education. According to it, concurrency signifies a meaningful partnership

O

between the Central Government and the State Government. The Central
M
EA

Government’s role would be to promote excellence at all levels of the educational

R

pyramid throughout the country. The private enterprise is to be encouraged in the

D

field of education in various sectors especially for the promotion of adult

education. The important role of the local bodies is by intimately associating with

the educational process and by contributing to the total expenditure on

education.4

1.4 Report of Committees and Commissions in Independent India

4
S.D.Khanna, V.K. Saxena , et al. “Education in the Emerging Society”: Made Easy. Delhi

Doaba House, 1998. pp. 145-148. Print.

 on Secondary Education

(a) Central Advisory Board of Education (CABE)

In 1948, the Central Advisory Board held its 14th meeting, in which it

reflected upon Secondary Education. It put forth the suggestion for the

appointment of a Commission whose main functions would be (i) to evaluate the

existing Secondary Education in the country, and (ii) to give suggestions for the

N
problems relating to it. These suggestions were implemented when a committee

AI
AG
was appointed under the Chairmanship of the then Advisor on educational

matters, Tara Chand. Its report was considered the 15th meeting of the Advisory
E
C
N

Board, and in consequence, the government was requested to appoint a

O

commission for determining the objectives and purposes, and suggesting solutions
M
EA

for the problems of Basic, Secondary and University Education. This requirement
R

was then reiterated in 1951.

D

(b) Mudaliar Commission of 1952-53

The Secondary Education Commission was appointed under the

Chairmanship of Dr. A.L. Swami Mudaliar on September 23, 1952 to study the

problems of Secondary Education in India and suggest measures for the reforms of

its various aspects, such as aim, curricular, examination system, teaching method,

teachers’ training, building, administration and control. The Commission

considered the defects of Secondary Education and determined its objectives in

the light of the following needs – (i) development of qualities of character through

education, propagation of nationalism and secularism, (ii) increase in productive

capacity so as to bring about an increase in national wealth, and (iii) improve in

education.

The objectives of Education are as follows: – (i) Development of democratic

citizenship, (ii) Training in the art of living, (iii) Development of personality, (iv)

N
Supply of professional skills, (v) Training for leadership, and (vi) Propagation of love

AI
AG
of the country.
E

The Secondary Education Commission determined the period of education

C
N

at 7 years, intended for children between 11 and 17 years of age. It was divided
O
M

into two parts – (i) three years for middle education and (ii) four years of higher
EA

secondary education. Provision was also made for a three-year degree course. The
R
D

Commission considered it important that technical schools and other kinds of

schools should be developed. It also provided for co-education. It views that the

mother-tongue or the state language should be used as the medium of instruction

and students should be taught at least two languages at the Junior High School

Stage. At the Secondary Stage a student should learn at least three languages, the

national language, the mother tongue or the regional language and a foreign

language.
 The Commission had emphasised the necessity of reorganising the

Secondary School Curriculum in order that the aims of education may be realised.

In this connection the commission wants that the curriculum should be

reorganised according to the needs of the students, keeping in view the demands

of the time and those of the country, meeting all the social aspirations. It should

also be organised in such a way that the student’s time and leisure may not be

wasted.

N
The commission also advocated the nationalisation of the textbooks.

AI
AG
Textbooks should be selected on the basis of their merits and utility. For this
E

purpose the commission has recommended the appointment of a High Power

C
N

Committee which will select books for all the classes. The commission also
O

suggested that the textbook once chosen should not be changed soon. In addition
M
EA

to textbooks each school should have some such books which may impart general
R

knowledge to students. The teachers should also be provided with new literature
D

books in order to keep their interests alive.

For improving the standard of teaching the commission has suggested that

the Central Government should appoint a Committee of Experts which should

conduct research for finding out ways and means for improving the teaching

methods.

Regarding improvement of teacher’s status, the commission suggested that

trained teachers should be appointed to teach higher class. Same pay for same
work and ability should also be adopted. Teachers should be given handsome

salary, pension, and provident fund and life insurance benefits in order to give

them some economic security.

On Management and Administration of Secondary Schools, the commission

has given the following suggestions –

(i) The post of the Director of Education should be equivalent to the Joint

Secretary of the Secretariat and he should advise the minister in this

N
AI
capacity.
AG
(ii) The Secondary Education Board should be organised under the
E

Chairmanship of the Director of education who should arrange for

C
N

Secondary Education in his state.

O
M

(iii) A board for teachers’ training should be established.

EA

(iv) Central and State Committees should be organised for giving advice on
R
D

Secondary Education.

(v) The District Inspector of Schools should assist the teachers in

performance of their duties and in solving their problems arising from

time to time.

(vi) New schools should be reorganised only when they fulfil all conditions.

(vii) The State Government should organise a committee for management and

administration of schools.
 For finance, the commission has suggested that the government should be

responsible for providing Vocational and Technical Education and the Centre

should give financial aids to State Education.

The school buildings should be adequately ventilated and situated in a

peaceful atmosphere. A school should have reading room, newspapers,

periodicals, magazines, proper desks, chairs and hall where all the students may

assemble for some group programmes are the suggestions of the commission.

N
AI
Regarding examination, the commission suggested the introduction of
AG
objective test and weight age should be given to internal assessment.
E
C

The commission has given numerous practical suggestions for the reforms
N
O

of Secondary Education in the country. If the same had been implemented in full,
M

Secondary Education in the land would be improved to a great extent.

EA
R

(c) Narendradeo Committee of 1952-53

D

Secondary Education System was reorganised in 1948 in U.P. After four

years working of this new system, The Government of U.P. considered it necessary

to examine its progress and problems. So it appointed another committee under

the Chairmanship of Acharya Narendradeo in 1952. This committee was required

to study the problems of Secondary Education in U.P. and suggest measures for its

reforms.
 The committee paid attention to the all round development of students and

has given comprehensive and practical suggestions for their education. The main

recommendations are – (i) the committee suggested that the managing committee

of each school should have at least 12 members in addition to the Principal and a

teacher representative. The tenure of a managing committee should be three

years. This arrangement should be applicable to all recognised schools, (ii) the

selection committee for a school should consist of five members of the managing

N
committee including the Principal. A teacher selected by this committee should be

AI
approved by the District Inspector of Schools, (iii) some committees should be
AG
organised for considering problems relating to the salary, facilities and transfer of
E
C

teachers, (iv) the Directorate of Education should prepare a list of textbooks for
N
O

classes IX to XII. The teachers of the subject concerned and the Principal should
M

select textbooks from this list. The managing committee should not be empowered
EA
R

to select textbooks, (v) the committee has raised the prestige of the District
D

Inspector of Schools by requiring that the appointment of teachers should be

approved by him, (vi) Sanskrit should be a compulsory part of the syllabus meant

for Hindi, (vii) in classes IX and X, six subjects should be taught along with

mathematics which should be a compulsory subject, (viii) geographical situation

should be taken into consideration while opening of schools of technical

education. Technical schools should be under the Directorate of Education.

Institutions should be established for training of teachers of technical schools.

Technical schools should be free and it should be co-ordinated with general

education, (ix) each school should have a trained teacher who may guide the

students in the selection of the optional.

(d) Kothari Commission 1964-66

Under the Chairmanship of D.S. Kothari, a National Education Commission

was set up in 1964. This commission has given Indian Education a new direction.

The commission has reflected upon the entire spectrum of education, from its

objectives to its economic aspects, and in consequence, it has raised many

N
AI
illuminating questions for the country’s educationist to reflect upon. Its
AG
recommendations on Secondary Education are –
E
C

(i) Secondary Education should be given a vocational bias.

N
O

(ii) There should be ten year course of studies.

M

(iii) The economic condition of teachers should be improved.

EA
R

(iv) In junior classes at this stage, the three language formula should be
D

followed along with advanced study of subjects already taught at the

primary stage. In the higher classes two languages, three optional

subjects of arts and science, art or handicraft, social, moral and spiritual

and physical education should be included in the curriculum. It should

be seen that students obtain some practical experiences also in order

that their knowledge may not remain limited to bookish information.

(v) On educational administration, the managing committee of each

educational institution, whether government or private, there should be

 a representative of the government. The fixation of salaries and

appointment of teachers of private institutions should be made

according to the method followed for teachers in government

institutions. The private institutions which fail to follow this policy

should be directly controlled by the government.

The emoluments of inspectors should be enhanced in order to improve

their status. Educational administration and inspectorate should be made

N
independent of each other.

AI
AG
(e) The National Policies of Education, 1968
E

The necessity of a national policy of education cannot be over emphasised,

C
N

as it related to the essential development of a country. It was in 1968, for the first
O
M

time, that a National Policy of education was formulated for preparing suitable
EA

hands for shouldering responsibilities in the various fields of our national

R
D

reconstructions. In this policy the following seventeen programmes have been

included: (1) free and compulsory education, (2) improvement should be effected

in the standard of teachers, scale of pay and teaching methods, (3) development

and protection of all the Indian languages, (4) equality of educational

opportunities, (5) identification of gifted children, (6) science education and

research, (7) the provision of work-experience and National Service Scheme, (8)

education in agriculture and industries, (9) production of books, (10) reform in the

examination system, (11) reforms in secondary education, (12) education at the

university stage, (13) part time education and correspondence curriculum, (14)

expansion of Literacy and Adult Education, (15) sports and games, (16) education

of minorities, and (17) change in the educational structure.

Regarding Secondary Education, the policy suggest that facility of Secondary

Education should be made available to the children of all categories, poor and rich,

boys and girls, scheduled castes and scheduled tribes. Some technical and

industrial education should be given even at the Secondary stage according to the

N
needs of the country.

AI
AG
E
C

(f) National Policy of Education, 1979

N
O

In April 1979, the Education Minister under the Janata Government at the
M
EA

Centre declared a National Policy of Education with the following basic points
R
D

1. In this Education Policy the first place was given to Primary Education, the

second to Adult Education and the third to Secondary Education.

2. Special attention has been drawn for rural development through the media

of education.

3. Education should be related to practical life. Bookish knowledge should not

be over-emphasised.

4. Degrees should be de-linked from jobs.

5. To improve the methods of learning, curriculum should be modified as to

develop national thinking, public schools should be integrated with other

general schools and preparation of constructive plan has also been

emphasised for reviving the cultural heritage.

6. In place of 10+2+3 educational structure, as already approved by the

Government of India, a new pattern of 8+4+3 has been recommended. The

(+4) Plus four will be the stage of Secondary Education. This will be meant

N
for children within the 14 to 18 years of age. ‘General’ and ‘Vocational’

AI
aspects will be the principal parts of education at the Secondary Stage. The
AG
General Education may lead to higher general education and the vocational
E
C

part will later lead to acquisition of some vocational skill for some
N
O

employment. The interchange from one part to the other will also be
M

permissible. Bookish knowledge should not be given undue importance.

EA
R

Education should be patterned according to the existing social needs. The

D

members of subjects should be reduced as to permit enough scope for

useful social work, physical education, vocational training, sports and

games and cultural activities. Qualitative improvement of Secondary

Education and its co-relationship with general education have been

particularly emphasised. Correspondence Education should be arranged for

children of weaker section of society, if they cannot go in for general

education in schools. Irrigation work at small scale, rural health, home

 management have been added in the programme of rural development in

this new educational policy proposed by the Janata Government.

7. The mother tongue will be the medium of instruction in the Secondary

Level. General examination will be made partly objective. Internal and

periodical evaluations have also been recommended.

8. Teachers should be encouraged to do research work. Pre-service and in-

service training should also be arranged for teachers.

N
9. Technical and Adult education are also emphasise in this policy.

(g) National Policy of Education, 1986

AI
AG
E

On April 20, 1986 a New Educational Policy was placed before the Indian
C
N

Parliament for consideration and approval. The following objectives of education

O

were particularly emphasised in this policy:

M
EA

1. Vocationalisation of Education, particularly, at the secondary stage of

R
D

education the curriculum should be job-oriented.

2. To awaken the people about the various scientific and technological

developments and to make the students at the various stages of education

aware of the same in order that they may utilise them in their future life.

3. To encourage the government and non-governmental efforts for wiping out

illiteracy and to emphasise the necessity of adult education, formal

education, farmers’ education and ‘open’ schools.

Vocationalisation of Education has been particularly emphasised in the new

education policy. As far as possible, education should be given in a natural

environment. The child must acquire some skill in some area of his interest. This is

necessary for a happy life in future. With this end in view this new education policy

has advocated for inclusion of scientific and technical subjects in the curriculum.

(h) The New Education Policy of 1990

When the National Front Government was entrenched at the Centre early

in 1990, it formed an education committee under the Chairmanship of Ram Murti.

N
AI
The main purpose of this committee was to critically examine the old educational
AG
policies and to suggest new measures for promoting industrialisation and
E

development of rural areas of the country. The Central Government also expected
C
N

that this committee would suggest suitable measures for decentralisation of

O
M

educational system and for making Operation Black-Board Scheme of 1986 policy
EA

more successful. The committee was further requested to detail out the causes
R
D

due to which Secondary Education up to 1990 could not be vocationalised and job-

oriented. It therefore, suggests that vocational education should not be organised

separately. Instead, the total educational programme should be so developed in an

integrated manner that Vocational Education may become an essential subject of

the same. This kind of educational programme should be initiated from the

primary stage of education. The three-language formula should also be

implemented more rigorously and sincerely.

(i) National Policy on Education (NPE) 1986 and Programme of Action (POA)

1992

Since the adoption of the 1968 Policy on Education, there had been

considerable expansion in educational facilities all over the country at all levels.

However, the general formulations incorporated in the 1968 policy did not get

translated into detailed study of implementation. As a result, problem of access,

quality, quantity, utility and financial outlay, accumulated over the years, assumed

N
AI
such massive proportions that they had to be tackled with the utmost-urgency.
AG
Accordingly, the Government of India announced in January 1985, that a New
E

Education Policy would be formulated in the country. A status paper ‘Challenge of

C
N

Education – A Policy Perspective’ was issued by the Ministry of Education,

O
M

Government of India in which comprehensive appraisal of the existing system of

EA

education was made. There was a country-wide debate on educational reforms in

R
D

the country. Finally the New Policy on Education 1986 was approved by the

Parliament in May 1986. Subsequently ‘Programme of Action’ was chalked out for

the implementation of the Policy.

The implementation of National Policy on Education (NPE) was evaluated by

two committees, namely, Ramamurti Committee (1990) and Janardhana

Committee (1992). As a result of the recommendations of these two committees,

slight modifications were made. Nevertheless the thrust and the programme of the

1992 policy remain the same.

 The National Policy on Education has outlined the following problems:

1. Establishment of a national system of education.

2. Problem of Centre-State partnership in education.

3. Education for equality.

4. Universalisation of Elementary Education.

5. Promotion of adult education.

6. Pace-setting schools.

N
7. Vocationalisation of education.

AI
AG
8. De-linking degrees from jobs.
E

9. Raising the status of teacher.

C
N

10. Management of education.

O

11. Formation of Indian Education Service.

M
EA

12. Role of community and voluntary organisations.

R

13. Resource mobilisation.

D

It was for the first time that a Prime Minister in Independent India had

shown such a deep concern for education and initiated action for the formation of

NPE to meet the present and future needs of the country. Again for the first time

there was a nation-wide debate on various aspects of education. But this was not

considered enough. The policy document was discussed in the Parliament and

Programme of Action was approved for the implementation of the New Policy.
 The Ministry of Education, Government of India renamed itself as the

Ministry of Human Resource Department.

Among the most important merits, following may be mentioned

1. The National System of Education – The NPE has proposed a national

system of education to provide access to education of a comparable quality

of all students, to have a common educational structure with national

curricular framework containing a common core.

N
AI
2. Elementary Education and Operation Blackboard – For bringing about
AG
qualitative improvement a new scheme of Operation Blackboard was
E

started.
C
N

3. Navodaya Schools – Setting up Navodaya Vidyalaya is a great landmark in

O
M

the history of education in India.

EA

4. Vocational Targets – The policy has fixed somewhat realistic targets of

R
D

covering 10 percent of higher secondary students by 1990 and 25 percent

by 1995.

5. De-linking Degrees from Jobs – Beginning is to be made in de-linking

degrees from jobs in selected areas.

6. Performance and Accountability – Stress has been laid on performance and

accountability at all levels.

 7. Decentralisation of Management of Education – The policy calls for evolving

a strategy of decentralisation and the creation of a spirit of autonomy for

educational institutions.

8. Indian Education Service – It is envisaged that the constitution of the Indian

Education Service is likely to bring about a national perspective in

education.

9. National Testing Service – This is likely to be helpful in determining

N
suitability of candidates for specified jobs and to pave the Way for the

AI
Emergence of Norms of Competence Access the Nation.
AG
10. Raising Resources – The policy has suggested methods of financial
E
C

education. There are – (i) beneficiary communities to maintain school

N
O

buildings and supplies of some consumables, (ii) raising fees at the higher
M

levels of education, (iii) levying a cess or charge on user research and

EA
R

development agencies, and (iv) affecting savings by the efficient use of

D

facilities

(j) Suggestions for the Implementation of NPE

1. A correct estimate of the availability of funds should be made and

educational reforms planned accordingly.

2. Reliable and latest statistics should be obtained before planning.

3. Right order of priorities should be determined.

4. Maximum funds should be earmarked for Elementary Education.

5. Money to be spent on organisation of seminars should be utilised for

providing necessary equipment and staff to primary schools.

6. Money to be spent on curriculum reform (by and large without any

significance) should be utilised on Primary Education

7. Funds from adult education programmes (normally wasted on adult

education centres on paper only) should be diverted to Elementary

N
Education.

AI
8. No department should be opened for the implementation of NPE. Existing
AG
resources should be utilised.
E
C

9. No new posts should be created for the implementation on the NPE. There
N
O

is scope for utilising the existing personnel.

M

10. There should be no failures up to class VIII.

EA
R

11. There should be no expansion of universities like JNU, New Delhi as they
D

are like white-elephants.

12. Vocational education should be provided systematically and only in

separate institutions.

13. Maximum use should be made of the existing facilities in higher educational

institutions.

14. Posts of the Secretary of Education at the Centre and the States should be

given to educationist and not to other cadres and also of the Director of

Education in the IAS/PCS.

 15. Far-reaching changes are needed in the inspection and supervision of

schools. If this is not possible, this staff should be utilised for other

educational programmes.5

1.5 Secondary Education under the Various Five Year Plans

After the achievement of independence our leaders introduced five year

plans with a view to effect the development of the country in various fields. In

these plans education, too, found an important place. So plans have been made

N
AI
for the development of various stages and kinds of education. Below are the
AG
objectives of the development of education under the various plans and the
E

nature of achievement under each.

C
N
O

1. Reorientation of the educational system and integration of its different

M

stages and branches;

EA

2. Expansion in various fields, especially in those of basic and social education,

R
D

remodelling Secondary Education and Technical and Vocational Education;

3. Consolidation of existing Secondary and University Education and the

devising of a system of Higher Education suited to the needs of the modern

society;

4. Expansion of facilities for Women’s Education and specially in the rural

areas;

5
Ibid, pp. 145-148.
 5. Training of teachers, especially women teachers and teachers for vocational

schools and courses and improvement in their pay-scales and conditions of

services; and

6. Helping backward states and sections of population by giving preferential

treatment of them in the matter of grants.

The First Five Year Plan and Education, 1951-56

The Planning Commission tried to reorganise education under the First Five

N
Year Plan. The following were the main points of this reorganisation scheme

AI
AG
1. To convert Primary Education into basic education, to expand social,
E

secondary, vocational and technical education.

C
N

2. To introduce the necessary changes in the Secondary Education according

O
M

to the needs of rural population. Accordingly to reorganise secondary and

EA

University Education.
R
D

3. To encourage women education and to spread it in the rural area.

4. To affect a co-ordination between the various things related to education.

5. To arrange for training of men and women teachers of all levels.

6. To improve the salary and facilities of teachers. To make the educational

system more useful and effective.

7. To give more aid to states which are educationally backward

Rs. 151.66 crores was allocated for development of education. For

development of education, the following targets were to be achieved.

 (i) 60 percent of the children between 6 to 11 years of age to be educated.

(ii) 15 percent between 14 to 17 years of age to be educated.

(iii) 30 percent of illiterate adults to be given social education.

The plan could not be successful because of inadequate finance and lack of

experience too, came in the way.

The Second Five Year Plan and Education 1956-61

The experience gained during the first five year plan became the basis for

N
AI
the second five year plan. In this new plan the incomplete programmes were to be
AG
completed alongside some new ones.
E
C

An educational conference was convened in 1954 to discuss the various

N
O

educational schemes and programmes of the first five year plan. Causes of failure
M

of the programmes were discussed and the new schemes were formulated for the
EA
R

second plan in view of the needs of the nation and the aspirations of the people.
D

The conference reached the following decisions.

1. Basic education should be expanded as far as possible.

2. Secondary Education should be reorganised and should be converted into

multi-purpose.

3. To reorganise the University Education.

4. To develop military education.

5. To spread social and cultural education.

6. To reorganise and develop vocational and technical education.

 In all 307 crores rupees were spend on education. Out of this amount the

Central Government gave 95 crores and the State Governments 212 crores.

Excepting Primary Education, other types of education were well taken care during

the second five year plan.

The Third Five Year Plan and Education (1966-69)

In the third five year plan, Primary Education and literacy drive were to be

especially encouraged. The objective of this plan was to make Primary Education

N
AI
compulsory for children between 6 to 11 years of age. Some programme for the
AG
development of secondary, higher, vocational, industrial, technical and science
E

development were also made. To improve the condition of teachers and their
C
N

training was another aspect of the plan in the area of education. Regarding
O
M

secondary education, in the third plan, it was decided to open more high schools.
EA

4000 high schools were to be reorganised into multi-purpose schools. It was

R
D

thought that there would be 15 percent increase in the number of children

between 14 to 17 years of age for secondary schools. It was also aimed to give a

vocational bias to secondary education. For this purpose teachers were to be

especially trained and guidance workers were to be appointed.

In this third plan, 500 crores were assigned to education. Technical

education was given preference over other items and 130 crores were reserved for

this. The remaining sum of Rs. 370 crores was to be distributed once other items of
development of education. Primary Education was given 180 crores, secondary 90

crores, higher education 75 crores and other items of education 25 crores.

The Fourth Five Year Plan and Education (1969-74)

For the fourth five year plan, the government provided 1260 crores of

rupees. This sum was two and a half times more than what it was for the second

plan. In this plan greater attention was paid to qualitative development and less on

quantitative. The various schemes of education were framed with this major

N
AI
objective. Regarding Secondary Education, on the basis of the previous plan, it was
AG
estimated that about 5 lakhs students would take admission to Secondary Schools
E

during the fourth plan period. Accordingly facilities had to be organised for
C
N

Secondary Education. Education in Science and Vocational Education were

O
M

particularly emphasised. About 279.17 crores of rupees were provided for

EA

Secondary Education.
R
D

Development at all stages of education: Vocational, technical, adult,

physical educations were encouraged. Preparation of better textbooks and coining

of technical terms in Hindi were taken up during this plan period.

The Fifth Five Year Plan and Education (1974-79)

 During the fifth five year plan more attention has been given on qualitative

development and on affecting a closer co-ordination between the various stages of

education. Rs. 1726 crores were allocated in the fifth plan for education.

On Secondary Education, it was planned to increase the enrolment in

schools. It was estimated that in all about 20 lakhs more students would be

enrolled in Higher Secondary Schools during this plan period. Accordingly, funds

were allocated for Secondary Education. Vocationalisation of Secondary Education

N
has been a special scheme with regard to education during the plan period.

AI
AG
E
C
N
O

The Sixth Five Year Plan and Education (1980-85)

M
EA

General education policy is to be followed during this plan period are

R
D

1. Compulsory Primary Education for children between 6 to 14 years of

age.

2. To encourage scheduled and tribal classes to receive education.

3. Attention on qualitative development.

4. Vocational education in secondary schools to be introduced.

5. To spread education in backward areas.

6. Adult literacy to be encouraged and social education to be given to

adults.
 7. Education in science to be encouraged.

8. Education to be rural oriented.

Regarding Secondary Education, greater emphasis has been paid on

qualitative development and on vocationalisation of education. It has been

decided that new schools will be opened only in backward areas. In the qualitative

development plan teaching of mathematics and science will be improved. The

students will be engaged in social sciences. Better training for teachers will be

N
arranged. Vocational courses to be instituted will be more beneficial than those

AI
introduced during the fifth plan period. In the sixth plan 300 crores of rupees have
AG
been provided for the development of Secondary Education. In order to arrange
E
C

for this sum, contributions from local communities will be invited.

N
O
M
EA
R
D

The Seventh Five Year Plan and Education (1985-90)

The main objectives of education during the seventh five year plan are

1. To pay special attention on education of the backward classes.

2. To emphasise vocationalisation of education at the secondary level.

3. To pay attention on specialisation at the university stage

4. To emphasise the scheme of universalisation of education as laid down in

the education policy of 1986.

 5. To reform and expand the technological and vocational education.

6. To open a number of centres for social education.

7. To improve the condition of teachers by raising their salary scales through

enlisting the co-operation of the Central and State Governments.

In order to meet the above objectives 6382.65 crores of rupees were

earmarked for the purpose. Out of this amount it was decided that Rs. 5457.09

crores will be spent on improving general and technological education. Rs. 360.00

N
crores was fixed for development of adult education.

AI
AG
On Secondary Education, it was thought to utilise the ‘Distance Education’
E

and Open School techniques for quantitative and qualitative improvement of

C
N

education at this stage. Education in science subjects was considered as very

O

important at this stage. For this purpose libraries and laboratories were to be
M
EA

enriched. The importance of work experience was recognised and it was thought
R

that education should be connected with some kind of production. Vocational

D

courses were also to be added at this stage of education. In service teachers’

training was also considered necessary for teachers at this stage.

The Eighth Five Year Plan and Education (1992-97)

The objectives of education as laid down for the Seventh Five Year Plan

(1985-90) were not achieved during the stipulated period, but the ritual of

declaring the institutions of an Eighth Five Year Plan was duly started by our

Central Government.
 Secondary Education will be expanded further. New Secondary Schools will

be opened at some new places for providing education to children of scheduled

castes and scheduled tribes. Qualitative improvement will be effected and the

system of 10+2 will be instituted at places where it has not yet been done. At this

stage education will be made job-oriented.6

The Ninth Five Year Plan and Education (1997-2002)

Basic Minimum Services/ Pradhan Mantri Gramodaya Yojana/Pradhan

N
AI
Mantri Gram Sadak Yojana were one of the programmes implemented during the
AG
first three years of the plan period. The programme consisted of the seven
E

programmes including Universal Primary Education. During 2000-01, i.e., the

C
N

fourth year of the Ninth Plan, the Government of India introduced some changes
O
M

in the Basic Minimum Programme and splitted the programmes into two parts, i.e.,
EA

the Pradhan Mantri Gramodaya Yojana (PMGY) which included five programmes
R
D

including Universal Primary Education, and Pradhan Mantri Gram Sadak Yojana

(PMGSY) which is meant for road connectivity to unconnected villages. 7

The Tenth Five Year Plan and Education (2002-2007)

6
S.P Chaube “History and Problems of Indian Educations”. Agra: Vinod Pustak, Latest edition pp.219-240.
Print.
7
Govt. of Meghalaya. Tenth Five Year Plan 2002-2007 and Annual Plan 2002-200:.Draft Proposals. Vol. I.
General Issues and Sectoral Programmes. Shillong: Planning Department, p.x. Print.
 Universalisation of Elementary Education through the Sarva Shiksha

Abhiyan (SSA), which is a Peoples Movement for ensuring quality Elementary

Education for all, will be the main objective during the 10th Plan. The goals of SSA

are:-

- All children in school/education guarantee Centre/Alternative school/Back

to school camp by 2003.

- All children complete 5 years of schooling by 2007.

N
- All children complete 8 years of schooling by 2010.

AI
AG
- Focus on Elementary Education of satisfactory quality with emphasis on
E

education for life.

C
N

- Bridge all gender and social category gaps at primary stage by 2007 and at
O

elementary level by 2010.

M
EA

- Zero drop out by 2010.

R

There will be a perspective plan which will give a framework of activities

D

over a longer time frame to achieve Universalisation of Elementary Education

(UEE). There will also be an Annual Work Plan and Budget that will list the

prioritised activities to be carried out during the year. The assistance under SSA

will be on 85:15 sharing arrangement during 9th Plan, 75:25 during the 10th Plan

and 50:50 sharing thereafter between the Central and State Governments.

Access to Secondary Education will be widened to cover un-served and

viable areas, quality of education will be improved, education activities to be

diversified and switching over of the +2 stage of education system is being taken

up in a phased manner.

It is observed that since independence, we have accorded priority to

Primary Education as well as higher education. Secondary Education has not

received its due attention. A perusal of the various provisions regarding education

in the constitution would reveal that while there is Article 45 of the Constitution

concerning Primary Education, Entries 62, 63, 64, 65 and 66 of List I include higher

N
education. It is therefore obvious that Secondary Education has been rather

AI
AG
neglected, and it has remained as the weakest link.8
E

The Eleventh Five Year Plan, 2007-12

C
N
O

The Eleventh Plan (2007-12) aims to:

M
EA

(i) raise the minimum level of education to class X and accordingly

R

universalise access to Secondary Education;

D

(ii) ensure good quality Secondary Education with focus on Science,

Mathematics and English; and

(iii) Aim towards major reduction in gender, social and regional gaps in

enrolments, drop-outs and school retention. The norm will be to provide

a secondary school within 5 Km and a higher secondary school within 7-8

Km of every habitation. The Gross Enrolment Ratio (GER) in Secondary

8
S.D.Khanna, et al. Op cit.
 Education is targeted to increase from 52% in 2004-05 to 75% by 2011-12

and the combined secondary and senior secondary GER from 40% to 65%

in the same period.

Scheme for Universal Access and Quality at the Secondary Stage (SUCCESS)

The erstwhile schemes of ICT (Information and Computer Technology) in

schools, girl child incentive, Integrated Education for Disabled Child (IEDC),

Vocational Education (VE), etc. will be subsumed under a new umbrella CSS named

N
SUCCESS. The principal objectives of SUCCESS will be (i) universalising access with

AI
AG
major reduction in gender, social, and regional gaps in enrolment, dropout, and
E

retention and (ii) improving quality with focus on Science and Maths. Specific
C
N

interventions will include:

O
M

 Setting up 6000 high quality Model Schools at Block level to serve as

EA

benchmark for excellence in secondary schooling.

R
D

 Upgrading 15000 existing Primary Schools to Secondary Schools.

 Increasing the intake capacity of about 44000 existing Secondary Schools.

 Strengthening infrastructure in existing schools with 3.43 lakhs additional

classrooms and additional 5.14 lakhs teachers.

 Encouraging establishment of good quality schools in deficient areas in both

public and more in PPP mode.

 Expansion of KVs and NVs in underserved areas.

 100% trained teachers in all schools and reaching PTR of 25:1 by 2011-12.