Programme of Action on NPE (1992)
Presented by- Astha Pandey
F.Y. M.Ed.
Need For NPE 1992
Vision to have a “Five Year Review Programme.
- NPE 1968 will be followed by a ‘five-yearly review to progress and to carry
out working of new policies and programme.
Lack of Adequate Funds and Action Plan
The goals of NPE 1968 were ineffective due to a lack of adequate funds and a
proper action plan.
National Policy of Education of 1986
-The first call for the National Policy was given by Lt. Mr. Rajiv Gandhi on 15
January 1985 and was approved in August 1986. NPE 1986 was Known as Magna
Carta of Indian Education.
NPE 1968, 1986, 1992
1968- Radical Restructring
1986-Special emphasis on the removal of disparities
and to equalize educational opportunity
1992- Common Minimum Programme
Historical Background
A committee was set up under the chairmanship of Acharya
Rammurthy in May to review the National Policy of Education
(NPE) and to make recommendations for its modifications.
The Central Advisory Board of Education, a committee set up
in July under the chairmanship of Shri N. Janardhana Reddy,
Chief Minister of Andhra Pradesh; considered some
modifications in NPE taking into consideration the report of
the Rammurti Committee and other relevant developments
having a bearing on the policy.
This Committee submitted its report in January 1992, which
is known as the National Programme of Action of 1992.
POA, 1992
1. Education for Women’s Equality
2. Education for SC’s & ST’s and Other Backward Classes
3. Minorities’ Education
4. Education of the Handicapped
5. Adult & Continuing Education
6. Early Childhood Care & Education
7. Elementary Education
8. Secondary Education
9. Navodaya Vidyalayas
10. Vocational Education
11. Higher Education
12. Open Education
13. Delinking Degrees from Jobs & Manpower Planning
14. Rural Universities & Institutes
15. Technical & Management Education
16. Research & Development
17. The Cultural Perspective
18. Development of Languages
19. Media, and Educational Technology
20. Sports, Physical Education & Youth
21. Evaluation Process & Examination Reforms
22. Teachers and their Training
Education for women’s equality
According to the 1991 census female literacy rate is 34.2% compared to 63.86% for
males.
To gear the entire education system to play a positive interventionist role in the
empowerment of women;
To encourage educational institutions to take up active programmes to enhance
women’s status and further women’s development in all sectors;
To widen women’s access to vocational, technical and professional education at all
levels, breaking gender stereotypes;
To create a dynamic management structure that will be able to respond to the
challenge posed by this mandate.
All the Bureaus of the Department of Education will prepare a concrete action
plan addressing gender related concerns in their specific area of work by August 1993.
A monitoring unit will be creared in the Planning Division of the Department of
Education to ensure integration of gender issues into policies, programmes and
schemes.
Education for SC’s & ST’s and Other Backward Classes
According to the 1981 census, the literacy rates of SC and ST population were
21.38% and 16.40% respectively as against 41.22% of non- SC/ST population.
Elementary Education: Access and Enrolment; Participation; Achievement
Adult Education
Incentives (scholarships)
Reservations
Teachers and Training
Special efforts will be made to improve the educational infrastructure in
remote and inaccessible areas, border areas, islands,hilly and desert areas and
areas of concentration of educationally backward sections.
Monitoring and Evaluation of Schemes
Some minority groups are educationally deprived or backward. Greater attention will be
paid to the education of these groups in the interest of equality and social justice.
15- Point Programme for Welfare of Minorities (1983 Mrs. Indira Gandhi)
Point 11: Coaching classes in minority educational institutions to train persons to
compete successfully in these examinations.
Point 12: to set up it is and Polytechnics by Government or private agencies in
predominantly minority areas
Priority Measures( short term, medium term & long term measure)
Early Childhood Care & Education
Primary Education
Middle and Higher Secondary Education
Higher Education
Vocational & Technical Education
Education of the Handicapped
The 1981 figures of the survey of NSSO have been extrapolated on the assumption that
population with disabilities would have grown at the same rate as the general
population.
Orientation and Training of teachers
IEDC
SPECIAL SCHOOLS
VOCATIONAL TRAINING
EDUCATIONAL AND VOCATIONAL GUIDANCE PERSONNEL
SPECIAL TEACHERS
TRAINING OF EDUCATIONAL
ADMINISTRATORS
Availability of special learning materials and aids
Monitoring and Evaluation
Adult & Continuing Education
The National Literacy Mission (NLM) was launched as a societal and
technology Mission on 5th May 1988 to impart functional literacy to 80 million
illiterate adults in the 15-35 age group by 1995.
Strategies of implementation: Mass Campaign , Media
Academics and Technical Resource support and integration with other
development departments.
Post Literacy and continuing education
Skill development would be integrated in each
Programme of Post Literacy and continuing education
Research {National Institute of Adult Education (NIAE)}
Monitoring and Evaluation
Early Childhood Care & Education
Realizingthe crucial importance of rapid physical and mental
growth during early childhood, several programmes of ECCE were
started particularly after the National Policy for Children (1974)
The aim of ECCE is that every child should be assured access to
the fulfilment of all basic needs.
Besides strengthening existing programmes, the emphasis will also
be on experimentation to evolve low-cost and context-specific
models.
Elementary Education
Revised Curriculum (NCF,1988)
Load of School Bags
Minimum Levels of Learning
Secondary Education (Policy Change)
The Revised Policy Formulations take note of the increased demand for secondary
education. And go beyond NPE, 1986 by calling for a planned expansion of secondary
education facilities all over the country.
They call for higher participation of girls, SCs, and STs, particularly in science,
vocational, and commerce streams.
They call for the reorganization of Boards of Secondary Education and vesting them
with autonomy so that their ability to improve the quality of secondary education is,
enhanced.
They envisage that secondary level institutions as possible so that the children are
equipped with the necessary computer skills to be effective in the emerging
technological world.
Navodaya Vidyalayas
Since1986, Navodaya Vidyalayas were set up in 280 districts
spread over 29 states and Union Territories for children who are
potentially high achievers, regardless of their socio-economic
backgrounds.
The POA envisaged establishing a Navodaya Vidyalaya in each
district before the end of the 7th Five Year plan, but this objective
could not be achieved for want of sufficient resources; moreover,
the three State Governments of Assam, Tamil Nadu, and West
Bengal did not accept the schemes, although the Assam
Government has accepted the scheme subsequently.
Vocational Education
Pre-vocational programmes would be provided at the lower
secondary stage to facilitate the choice of vocational courses at the
higher secondary stage.
Vocational Education programmes for Special Groups
Vocational Education for Special Areas
Assistance to Voluntary Organisations for Experimental/Innovative
Programmes and Short Term Vocational Courses
Higher Education
Mobility:The POA recommended that the State Government and
the Universities would be encouraged to admit students on merit
without any regard to domicile or nativity.
PROMOTION OF SCIENCE EDUCATION UNIVERSITIES
DEVELOPMENT OF AUTONOMOUS COLLEGES AND DEPARTMENTS
RESEARCH IN UNIVERSITIES
CREATION OF MACHINERY FOR COORDINATED DEVELOPMENT
FINANCES
REVIEW AND MONITORING
Open Education
The National Open School (NOS) already
established, will be strengthened and developed
for education at the Secondary and Higher
Secondary levels.
EMPLOYMENT RELATED EDUCATION
TARGETS AND RESOURCES
Delinking Degrees from Jobs &
Manpower Planning
The policy visualizes the delinking of degrees from jobs in
selected areas;
An appropriate machinery such as the National Evaluation
Organisation (NES) is to be established to conduct tests voluntarily
to determine the suitability of candidates for specific jobs.
The Ministry of Human Resource Development (Department of
Education) registered the NEO as a society on 9th December 1991.
The NEO to publish curricula and self-instructional materials.
To establish close linkages with NCERT and coordinate efforts
about the designing of tests.
Rural Universities & Institutes
TheCentral Council of Rural Institutes is expected to be set up
shortly.
The Central Council of Rural Institutes would;
- promote the concept of rural education on the lines of Mahatma
Gandhi’s revolutionary idea on education as envisaged in NPE, 1986;
and
- consolidate and develop institutes engaged in programmes of
Technical & Management Education
The NPE, 1986 underlined the need for re-organizing the technical and
management education system.
All India Council of Technical Education (AICTE) was conferred a statutory
status under the AICTE Act in 1987.
- an urgent need to strengthen the AICTE in terms of its professional and
administrative functions through a process of decentralization.
-upgrading the skills of working professionals.
Greater emphasis was given to covering more institutions by modernizing
their laboratories, workshops, and teaching processes and by adopting new
emerging areas of engineering and technology.
World Bank assisted projects for Development of Technicians Education
BRAIN DRAIN
Research & Development
SYMBIOTIC RELATIONSHIP BETWEEN HIGHER EDUCATION AND
RESEARCH
The CONSIST (Committee for Strengthening of Infrastructure in
Science and Technology) program of the UGC should be further
strengthened. (CONSIT to ASIST (Assistance for Strengthening of
Infrastructure for Science and Technology)
FINANCING
MONITORING OF PROGRAMMES
The Cultural Perspective
STRENTHENING OF EXISTING INSTITUTIONS
Centre for Cultural Resources and Training (CCRT)
Museums and Archaeological Surveys
Zonal Cultural Centres
DEVELOPMENT OF NEW INSTITUTIONS
REVIEW AND MONITORING
Development of Languages
Implementing Three Language Formula
Improvements in the language competencies of students.
Development of Modern Indian Languages.
Development of Hindi as a link language.
( Increase in interaction of Hindi Scholars with Non-Hindi)
Sanskrit as other language
Media, and Educational Technology
In-service
training of teachers would receive more
importance through both T.V. and radio.
Theprogramme of continuing education would be given
more support through ‘Vivek Darpan’
In the school sector the use of computers has been
initiated by the CLASS Project (2,598 schools.)
Technical Teachers’ Training Institutes (TTTIs), Central
Institutes of Educational Technology (CIET), State
Institutes of Educational Training (SIET), UGC etc.
Sports, Physical Education & Youth
Young people are the wealth of the nation. India has around 300 million
youth constituting one-third of its population.
To achieve the objectives, the services of the Nehru Yuva Kendras
(NYKs), the National Service Scheme (NSS), Bharat Scouts and Guides,
the National Cadet Corps (NCC), and the National Volunteer Scheme
will be expanded and developed so that the coverage in schools and
campuses is increased sharply and also developed along more
innovative and interesting lines.
Special incentives
Evaluation Process & Examination
Reforms
Minimum Levels of Learning
Continuous Comprehensive Evaluation
Monitoring and Evaluation
The National Evaluation Organisation will be
developed as a quality control mechanism.
Teachers and their Training
Centrally Sponsored Scheme for Teacher Education
Teacher Educators (The induction and continuing training programmes for the
DIETs/CTEs/ SCERTs faculty will be designed and implemented by the NCERT,
NIEPA, etc. )
Special Orientation for School Teachers
Strengthening of SCERTs
The National Council of Teacher Education (NCTE) will be provided statutory
status.
Responsible teachers’ associations are necessary for the protection of the
dignity and rights of teachers and also for ensuring proper professional
conduct of teachers.
Management of Education
Educational Management System
Decentralization and involvement of people
72nd Constitutional Amendment Bill, 1991 on
Panchayati Raj
Village Education Committee
Urban Local Bodies
Conclusion
Itis not an easy task to make educational reforms in a
country. For decades now, our policy-makers have taken
some great steps to improve the condition of education in
India. With NPE 1986, India got some visionary ideas to work
on the core of its educational system. The Plan of action in
the year 1992 did help in modifying these as per the changing
needs of the times.
