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Poverty, Illiteracy
andUnemployment
Instructor
Akhaya Kumar Nayak
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Illiteracy
Government Efforts
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Literacy and population Growth
One general hypothesis is that female illiteracy is thedirect consequence of population growth rate
But empirical evidences does not strongly support it
Census data in Raj, WB, GUJ and MH show that thesestates have a increase in female literacy rate by 9.42,16.90, 16.20, 15.72 per cent, PGR decreases by 0.35,0.12, 0.53 and 0.10 percent respectively. Other smallstates like NE States also show the similar trend
Taking in to total literacy rate 11states show declineinPGR with increasing TLL 7states show increaseand 2states show stagnation
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National Policy on Education
Before independence in general and since
independence in particular Gandhiji and other
leaders are trying to improve the standard of
education both qualitatively and quantitaively
The aim of all the educational policy in India after
independence is being directed to develop both
the material and spiritual aspect of population Gandhiji wanted have introduce basic education
harmonizing intellectual and manual skills
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National Policy on Education
In post Independent India the problems of educational reconstructionwere reviewed by several commissions and committees, notably the
University Education Commission (1948-49) and the Secondary
Education Commission (1952-53).
Some steps to implement there commendations of these Commissions
were taken; and with the passing of the Resolution on Scientific Policyunder the leadership of Jawaharlal Nehru, the development of science,
technology and scientific research received special emphasis.
Toward the end of the third Five Year Plan, a need was felt to hold a
comprehensive review of the educational system with a view to
initiating a fresh and more determined effort at educationalreconstruction;
And the Education Commission (1964-66) was appointed to advise
Government on " the national pattern of education and on the general
principles and policies for the development of education at all stages
and in all aspects.
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National Policy on Education
The first step thus was taken in 1968 by GOI implementing anational policy with following provisions
Free and Compulsory Education
Reduction of wastage and stagnation
Status, Emoluments and Education of Teachers emoluments and other service conditions of the teachers should be
adequate and satisfactory having regard to their qualifications and
responsibilities.
Academic freedom of teachers to undertake research and write on issues
Emphasis on teacher training especially in service training
Development of languages
1. Regional, 2. Three language formula, 3. Hindi as a link language, 4. Sanskrit,
5. Internal language (English)
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National Policy on Education
Equalization of educational opportunities Mitigation of Regional imbalances by provision of schools in all the areas
National integration and cohesion by common school system
Education for under privileged girls, backward class like tribals, physically handicappedchildren in regular schools
Identification of talent
Work experience and national service Bringing school close to community
Science education and research Science and mathematics as compulsory in the school till end
Education for agriculture and Industry Agricultural universities and technical training institutes
Production of text books Efforts for few common text books through out the country
Examinations Continuous evaluation instead of one examination for performance measurement
Secondary education
University education
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National Policy on Education
Part time education and correspondence
course
Spread of literacy and adult education
Games and sports
Education for minorities
Structure of education 10+2+3
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National Policy on Education 1986
1986 the National Policy on Education wasapproved by Parliament
Provisions
A curricular framework to establish comparabilityof competence at the end of various stages ofeducation all over the country
Reinforcing the integrative aspect of society and
culture
Establishing a value system necessary for anegalitarian, democratic and secular society
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National Policy on Education 1986
National System of Education
Education for Equality Women, Scheduled castes, Scheduled tribes, Handicaps, Minorities
Reorganization of Education at Different Stages Child centered education, technical and vocational education, open universities, rural
universities, delinking degrees from Job
Technical and Management Education
Making the System Work Better deal for and accountability of teachers, assistance to institutions, appraisal system for
educational institutions
Reorienting the Content and Process of Education Cultural perspective, value education, languages, books and libraries, work experience,
education and environment, population education, mathematics teaching, science education,
Yoga, sports and education, redesigning evaluation The Teacher
Training, District institute of education and training (DIET)
The Management of Education IES in National level, state level management of elementary schools and high schools
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National Policy on Education 1986
Emphasized on equality of access and
equalization with regard to the status of
disadvantaged sections of society
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National Policy on Education 1986
Educational transformation, reduction ofdisparities, Universalization of elementaryeducation, adult education and scientific andtechnological research would be accepted as
national responsibilities National system of education, free education up
to the age of 14 and non-formal education forchildren who have attended 11 years of age
Adult and continuing education for the age groupof 15-35
By the provision of
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National Policy on Education 1986
Establishment of centers in rural areas forcontinuing education
Workers education through the employers and
concerned agencies of the government Radio, television and films as mass and group
learning media
Creation of learners groups and organizations
Programmes of distance learning
Organizing assistance in self-learning
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