EDUCATION REFORMS AND NATIONAL EDUCATIONAL POLICY

INTRODUCTION

Education reform, or change in the way individuals are exposed to

information, will always be a topic for serious consideration. Similarly, as
through history, there will continue to be debates over what content or
experiences result in an educated individual or an educated society.

Changes may be implemented by individual educators or by broad-based

school curriculum changes with performance evaluations. It is certain,
however, that there will always be education reform.

In the modern world, economic growth and the spread of democracy have
raised the value of education and increased the importance of ensuring that all
children and adults have access to high quality and effective education.
Modern education reforms are increasingly driven by a growing understanding
of what works in education and how to go about successfully improving
teaching and learning in schools.

EDUCATION FOR 21ST CENTUARY- Global View

Different aspects of education bear comparison and reveal a picture of

both similarities and contrast and thus provide a better insight into the
system of education of one’s own country.

The first document on education for the 21 st century was published in

U.K in 1983 under the title “ a consultant document on hypotheses for
education in AD 2000”. This document observed,The key issue is the
replacement of the GCSE examination system by new methods of assessing
from time to time progress, capability and achievement of all young people.

The second document on the subject was the report of the National
Commission on Excellence entitled, ‘A Nation At Risk’ (1983) in USA. The

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report highlighted the basic issue as “ if only to keep and improve on the slim
competitive edge we still remain in world markets. We must dedicate ourselves
to the reform keeping in view the important role of the teacher” a report under
the caption, A Nation Prepared: Teachers for the Twenty-first Century appeared
in 1986 in USA.

In the USSR reforms in education for the 21 st century began in 1984. In

japan three reports of the national council of education reforms appeared
during 1984-87.

The process of educational reforms in India began with the January 5 th,
1985 broadcast of then prime minister Rajiv Gandhi. He declared that
aneducation policy would be the formulated and andthat would equip the
country both scientifically and economically to enter the 21 st century.
Immediately thereafter a document, challenge of education, 1985: A Policy
perspective was published in august 1985 which became the basis of the
National policy on Education, 1986.

EDUCATIONREFORM IN U.K.

 Education for all (1985)

“Education for all” is the title of the report of the community of enquiry into the
education of children from ethnic minority group, appointed under the
chairmanship of Lord Swann Free, by the secretary of the state for Education
and Science. The most important observations of the committee are;

“…we cannot emphasise too strongly the urgency of the need for change where
attitudes of ethnic minorities are concerened.”

“… we would urge the government to demonstrates it commitment to the

development of “Education of All” by ensuring that the necessary additional
resourses are made available.”

 Higher Education: Meeting the Challenge (1987)

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A white paper entitled, ‘Higher education: Meeting the Challenge’, published on
april 1, 1987 states that higher education should serve the economy more
effectively; pursue basic scientific research and scholarship in the arts and
humanities; and have clear links with industry and commerce. In order to
increase the effectiveness of the system, the government proposes to widen
access to higher education, remove polytechnics and other higher education
colleges from local education authority control, reform the university grants
commission which allocates funds to the universities, and place new emphasis
on the need for quality and efficiency.

 Reforms in Vocational Education and Training: White paper (1986)

The government’s policy for the development of vocational education and

training in Britan was set out in a White paper on July2, 1986. It was entitled ,
‘Working Together- Education and Training’.

The white paper says that people with their knowledge, learning, skills,
intelligence, innovation and competence – are Britain’s most important
resourses. There must be a climate in which people can be motivated and in
which their potential and their creative activity can be harnessed.

The white paper also says that ‘the government’s education policies aim to give
to everypupil and student a capability which makes them versatile and
sufficiently adaptable for the technological challenges of employment.

Following were the important objectives listed;

Ensuring greater and better quality opportunities choices in vocational

education and training.

Making the educational system responsive to labour market needs and

encouraging the supply of appropriate skills

Making available access to vocational education and training at school and

continuing throughout working life.

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Providing a structure of recognized qualifications, based on competence and
matching the needs of modern employment

 The White Paper on Education and Training for the 21 st Century

(may 1991)

The white paper Education and Training for the 21 st century outlines the aims
of the government’s policies for post-16 education and training.

To strengthen the educational foundations laid at school.

To improve the quality of learning and its relevance to work

To increase opportunities for young people to train and continue education.

Higher Education White Paper (may 1991

Themain features of the new framework for higher education would be;

Theabolition of the distinction between universities and polytechnics and the

establishment of a single frame work for higher education.

The creation of higher education funding council for England’ Scotland and
wales to distribute public funds for teaching and research.

The extension of degree awarding power to major institutions

The extension of the title of ‘university’ to polytechnics wishing to use it.

The development of quality control arrangements on a nationwide basis by

institutions and setting up by the funding councils of quality assessment units
to advise on overall standards.

Parent’s charter, 1992

New regulation to improve the quality and consistency of reporting

standards in English publicly announced by the secretary of state for
Education and Science, Mr John Patten on 29 april 1992.

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The regulations require all maintained schools, from 1992 school year , to send
to parents a written annual report on their child’s progress. The report must
contain;

A commentary on the child’s general progress

A commentary on his or her progress in all the subjects and activities
forming part of the school curriculum.
Details of the results of any national curriculum assessments and public
examinations taken by the child.
Comparative information about the result of other pupils of the same
age in the school.
Details of the pupils attendance record, setting out any unauthorized
absences.

EDUCATIONAL REFORMS IN U.S.A

A Nation at Risk(1983); the publication of the above report of

the national commission on excellence on education startled the
american nations. Important findings of the report are
Secondary school curricula no longer have a central purpose
The proportion of students taking a general programme of study
increased from 12 percent in1964 to 42 percent in 1979
We offer intermediate algebra but only 31% of our high school
graduate complete it
Too few experienced teachers and scholors are involved in writing
textbooks.
Many books do not challenge the students to whom they are
assigned
In many schools teaching of study skills is haphazard and
unplanned
Salaries of the teachers are very low and they are required to
supplement their income with part time and summer employment
Half of the newly appointed mathematics, science and English
teachers are not qualified to teach subjects.
A final word:

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 The reports concludes with these remarks, “our final word, perhaps better
characterized as a plea, is that all segments of our population give attention to
the implementation of our recommendations…..It is our America and the
America of all of us, that is at risk , it is each of us that this imperative is
addressed . it is our willingness to take up the challenge and our resolve to see
it through, that America in the world will be secured or forfeited. Americans
have succeeded before and so we shall again.”

Better school (1985):

The government policies for raising standards in schools in England and

Wales were set out in a white paper entitled, ‘Better schools’, published in
March 1985. The important measures are:

Securing a broader, balanced, relevant and differentiated curriculum for

all pupils
Reforming the public examination system by the new General
Certificate of Secondary Education.
Improving the quality of teaching through better teacher selection,
training and development.
Encouraging children from the ethnic minorities to achieve their full
potential.
Promoting new guidelines on the minimum size of the schools
Proposing use of mini-components in school
America 2000: The President Bush’s Education strategy

The president outlined his strategy to move the nation toward

achieving the national education goals and educational excellence for all
Americans. The president believes we must restructure and revitalize America’s
education system by the year 2000.

America 2000 builds on four related themes:

Creating better and more accountable schools for today’s students.

Creating a New Generation of American Schools for tomorrow’s
students;

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 Transforming America into a Nation of students; and
Making our communities places where learning will happen.
Creating Better and More Accountable Schools for Today’s Students
The president called on all Americans to help create better and more
accountable schools based on world class standards and the principle of
accountability.
World Class Standards in Five Core Subjects
The president believes the time has come to establish world class
standards for what our children should know and be able to do in five
core subjects: English, mathematics, science, history and geography.
A System of Voluntary National Examinations
Through the efforts of the National Education Goals Panel, a system of
voluntary examinations will be developed and made available for all
fourth, eighth, and twelfth grade students in the five core subjects.
Schools as the Site of Reform
The administration will help strengthen the capacity of elementary and
secondary schools to improve results and to innovate by increasing
flexibility in decision making at the State, district, and school levels and
encouraging report cards on performance.
Providing and Promoting School Choice
The president believes that educational choice for parents and students
is critical to improving our schools.
Teachers and Principals
America’s teachers and principals are on the front lines of transforming
our schools.
-Presidential Awards for Excellence in Education will recognize and
reward outstanding teachers across America.
-In order to improve the training of school principals and other school
leaders, the president will propose establishing Governor’s Academies in
every State with federal seed money to enhance principal training
through instructional and mentoring programs.

II. Creating A New Generation of American Schools for Tomorrow’s

Students

The president challenged the best minds in America to design and help
communities create-the best school in the world.
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 Research and Development
A series of Research and Development Teams, funded by contribution
from the business community, will help design a New Generation of
American Schools.
New American Schools
The president will ask Congress to provide 550 million in onetime start-
up funds to create at least 535 New American schools that “break the
mold” of existing school designs.
Leadership at All Levels
The president welcomes the commitment by American business to
contribute 150-200 million to support the Research and Development
effort.
The president asked the nation’s governors to lead the New American
Schools effort in their states.
The president called on educators to accept new roles and to take risks.
Teachers, principals, and other educators are asked to work to develop a
consensus on the world class standard and to determine what it would
take to create a New American School in each community.
Families and Children Devoted to Learning

Parents must play a key role in creating New American Schools in their
communities and must work with children in the home to improve children’s
performance in school.

III. Transforming America into ‘A Nation of Students’

The president believes that learning is a life-long challenge. The president

called on Americans to move from ‘A Nation at Risk’ to ‘A Nation of Students’ by
continuing to enhance the knowledge and skills of all Americans.

IV. Making our communities place where learning will happen

The aim of AMERICA 2000 Community campaign is to make our communities

places where learning will happen.

Greater Parental Involvement

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 The president urged parents to become more involved in their
children’s education and in the work of the New American Schools.
Enhanced Program Effectiveness for Children and Communities
The president is committed to making government work better to
improve programs for America’s children and communities.

EDUCATIONAL REFORMS IN USSR

Reforms in education since 1934.In early 1984, Guidelines for Reform of

General and Vocational Education were adopted. Their basic idea was to raise
the quality of educaton and civic upbringing of young people and prepare them
for life.

Main Features of Reforms

GennadiYagodin, Minister of Higher and Secondary Special Education, and

Chairman of the U.S.S.R. State Committee on Education, in his report in
December 1988; outlined the following reforms in education:

The general secondary school: the main link in the system of continuous
education.

The general secondary school must provide all of its graduates with a sound
general education so that the young people have a sufficient level of knowledge,
labour skills, cultural development and are able to think independently and
can play an active role in the socio-political life of the country and constantly
improve their professional standards.

Training students for trade.

Trade should be considered no less important and prestigious than science. It

is therefore, essential that some of the secondary schools should train their
students for trade.

Revision of content of courses.

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School subjects are excessive in quantity, narrow and unrelated to one
another. This defect is being removed.

New procedure for the selection of textbooks.

A textbook will not be written to order. Every specialist will have the
opportunity to write. Council of experts would select textbooks and they would
be tried out before use on a large-scale. There would be a choice of textbooks
for each subject.

Reduction of work loads.

There will be a reduction of work loads for children so that they are able to
assimilate the offered curricula.

Certificate for acquiring knowledge.

Students will be given certificates after graduation from school. These

certificates will contain their performance. Certificates will list the subjects
learnt and marks received. Students will be promoted from one class to
another even if they have some poor marks at the end of the year.

Teachers in educational reconstruction.

A teacher is the central figure in the reconstructing of the schools. Teachers

salaries will be raised. A combination of training in the science and humanities
such as physics, and psychology, mathematics and physical culture, or the
English language and music would yield better results. Students would be
given the opportunity to choose an extra specialization. A future teachers
abilities for singimg, dancimg and drawing as well as for various crafts would
be developed in every way.

Parents courses.

Major reserves for improving the work with preschoolers are to be found in the
family. It is necessary to direct parents enthusiasm and energies into proper

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channels, to provide scientifically grounded, up-to-date methods of working
with children and to introduce a broad-based system of skilled pedagogical
assistance to parents. Each University and teachers training college should
prepare parents courses.

Revision of courses in social sciences.

In revising the syllabi of the social science their humanistic essence would be
enhanced.

Physical training at schools.

Important tasks need to be tackled in developing physical training in schools.

What is needed is conditioning exercise and sports that would create in a child
the life-long habit of keeping fit and inculcate in him a need for exercise.

EDUCATIONAL REFORMS IN INDIA

The process of educational reforms in India began with the January 5 th, 1985
broadcast of then prime minister Rajiv Gandhi. He declared that aneducation
policy would be the formulated and and that would equip the country both
scientifically and economically to enter the 21 st century. Immediately thereafter
a document, challenge of education, 1985: A Policy perspective was published in
august 1985 which became the basis of the National policy on Education,
1986.

NEW INITIATIVES IN EDUCATIONAL DEVELOPMENT IN INDIA

1.ELEMENTARY EDUCATION

 Operation black board

Under the operation black board scheme, launched in 1987-88, provision of

teaching learning equipment had been made in 5.23 lakh primary schools upto
1998-99.

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  Nutritional support to primary education (NSPE)

The programme of nutritional support to primary education , popularly known

as the mid-day meals scheme was launched on august 15,on a nation wide
scale. The programmes intends to give a boost to the universalisation of
primary education by increasing enrolment, retention and attendance and also
to improve the nutritional status of students in the primary classes.

 Shikshakarmi project(SKP)

The SKP was launched in 1987 in Rajasthan on the basis of an agreement

signed between Swedish international development corporation agency(SIDA)
and the government of india. The project aims at universalisationand
qualitative improvement of primary education in remort and socioeconomically
backward villages in Rajasthan with primary attention given to girls.

 Minimum levels of learning(MLM)

Several state government have introduced MLL in most of their primary schools
including local bodies/private school. The aim of the MLLs strategy is to
provide to the system a measure for performance and efficiency analysis.

MLLs were laid down by a committee set up in January,1990. The main steps
by which MLL is to be introduced in schools are

 an assessment of the existing level of learning achievement

 a definition of the MLL for area and the time frame with in which it will
be achieved.
 Re-orientation of teaching practices to competency based teaching
 An integrating off continuous comprehensive evaluation of student
learning with class room teaching.
 The provision of necessary inputs including provision of physical
facilities, teacher training, supervision and evaluation.
 LokJumbish Project (LJP):

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theLokJumbish (people’s movement for education for all) with the assistance
from the swedish international development authority was undertaken in
Rajasthan in 1992. The basic objective of the project was to provide education
for all through peoples mobilization and their participation.

 District primary education programme (DPEP):

the DPEP is a centrally sponsored programme providing special thrust to

achieve universalisation of primary education. It aims at providing access to
primary education for all children, reducing primary drop-out rates to less
than 10 per cent, increasing achievement of primary school students by at
least 25 per cent and reducing the gap among gender and social groups to less
than 5 per cent.

The DPEP is a centrally sponsored scheme. Eighty five per cent of the project
cost is shared by the government of india and 15 per cent is shared by the
state government.

The programme launched in 1995 in 42 districts of seven states has now been
extended to cover 194 districts of 14 states.

2.SECONDARY EDUCATION

 National council of educational research and training(NCERT)

NCERT is an apex resource organization to assist and advice the cenral and
state governments on academic matters related to school education. It
performs it function through its following constituents;

 The national institute of education, new delhi

 The central institute of educational technology, new delhi
 Panditsunderlal Sharma central institute of vocational education,
Bhopal.
 Five regional institutes of education located at ajmeer, Bhopal,
Bhubaneshwar, Mysore, and Shillong

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  Vocationalisation of Secondary Education

Vocationalisation of Secondary Education atthe +2 Stage is a Centrally

Sponsored Scheme, introduced in February 1988.

A Centrally Sponsored Scheme of Prevocational Education at Lower

Secondary School was introduced in 1993-94, primarily to impart training in
simple marketing skills to the studentsof classes IX and X.
- - .

The target laid down in respect of vocationalisation of secondary education at

the + 2 stage in the Revised National Policy on Education (I 992) was to divert
10 per cent of higher secondary students to the vocational stream by 1995
and 25 per cent by 2000 A.D.
Following are the significant achievements in this area:
(i) A Joint Council for Vocational Education (JCVE) was set up in April
1990 for policy formulation and coordination at the National level.

(ii) The Central Institute of Vocational Education (GIVE), set up at Bhopal

in July 1993, provides technical and academic support to the programme in
the country.

(iii) Of the 150 courses introduced under the scheme, 60 vocational

courses have been notified under the Apprenticeship Act.

(iv) Collaborative arrangements have been made with some Government

Departments like Ministry of Railways, Ministry of Health, etc.

 Promotion of Yoga in Schools

A Centrally Sponsored Scheme for Promotion of Yoga in schools was launched

in 1989-90.

Under this scheme, financial assistance is provided for training of

teachers in Yoga and for building necessary infrastructure necessary for this

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purpose.

 Educational Technology

This is a Centrally Sponsored Scheme which seeks to meet the entire cost
of radio-cum-cassette players in primary schools and 75 per cent cost of
colour TVs in upper primary schools with a view to provide access to quality
education.

So far nearly 390,000 radio-cum-cassette players and 74,000 colour TVs

have been sanctioned.
To enable production of suitable programmes, six autonomous State
Institutes of Educational Technology (SIETs) in Uttar Pradesh, Bihar,
Orissa, Maharashtra, Gujarat and Andhra Pradesh have also been
funded under the scheme.
The Central Institute of Educational Technology (CIET), New Delhi
is the coordinating agency.

 Computer Literacy and Studies in Schools (CLASS)

This project introduced in 1984-85, was modified and converted into a
Centrally Sponsored Scheme from the year 1993-94. Under the revised
scheme, to be eligible for assistance, the States/UTs are expected to
satisfy the following conditions:-
(a) Only Senior Secondary Schools would be covered.
(b) In selected schools, instructions in Computer Literacy will be
compulsory for all students of classes XI and XII.

3.HIGHER EDUCATION
Revision of Pay Scales. On the recommendations of the Rastogi Pay
Committee (1997) revised pay scales and other conditions of service of
university and college teachers were introduced in 1998.
Vocationalisation of Eduction at the First Degree level. The
schemewaslaunched in 1994-95.

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Autonomous Colleges.Upto November 1998, 123 Colleges were
functioning as autonomous colleges in various states ofIndia.
Central Universities. There were 16 Central Universities in India in
1999.
Enrolment. By the end of the 9th Plan, the enrolment is expected to be
85lakhs in 10,000 colleges.
Literacy
According to the National Sample Survey Organisation (NSSO), the
percentage of literacy increased from 52 in 1991 to 62 in 1997, the rise
in female literacy during this period was 11 per cent as against 9 per
cent of male.

SARVA SHIKSHAABHIYAN (2000-2010)

Goals of"SarvaShikshaAbhiyan" (2000-2010)
 All children of age 6-14 in schools/Education Guarantee Centres or
bridge course by 2003
 All children of age 6-14 to complete five year primary education by
2007
 All children of age 6-14 to complete eight years of schooling by 2010
 Focus on elementary education of satisfactory quality with
emphasis on education for life
 Bridge all gender and social category gaps at primary stage by 2007
and at elementary education level.by 2010'
 Universal retention by 2010

REFORMS IN NURSING EDUCATION

Florence Nightingale is credited with founding modern nursing and

creating the first educational system for nurses. After hospitals came into
existence in Western Europe, and prior to the influence of Florence Nightingale,

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hospital care was given by women such as prisoners and prostitutes, who were
held very low regard by the society. These women learned to give care by doing
it. There was no organized program to educate nurses.

Florence Nightingale stressed that nursing was not a domestic,

charitable service but a respected occupation requiring advanced education.
She opened a School of Nursing at St. ThomasHospital, London, in 1860 and
established basic principles for the school.

In India, the Nursing Council Act came to existence in 1948 to constitute a

council of nurses who would safe guard the quality of nursing education in the
country.

1871 – School of nursing started at general hospital, Madras

1942 – ANM programme was started

1946 – Four year B.Sc nursing programme started in RAK college, New Delhi

1949 – INC was established

1959 – M.Sc nursing started at RAK college

1963 – Post basic B.Scprogramme started in various institutin

1972 – B.Sc degree programme started in kerala

1986 – M. Phil programme started at RAK ,Delhi

1987 – M.Sc nursing started in Kerala

1992 – Ph.D at RAK college, New Delhi

NATIONAL POLICY ON EDUCATION-1986

Introduction
Intellectuals and thinkers all over the world i.e., education as a crucial
factor in raising the standard of living of millions all over the globe. It is
however therefore that many countries have started giving a close look to
their educational systems. Education being a sub-system of the larger social
order. It is always being under the view for adjustment.

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 Our young and dynamic former prime minister late Sri. Rajiv Gandhi
announced his desire to introduce a new education policy for the country as
soon as he assumed office in 1985. That policy was formulated and
announced in 1986 known as National Policy on Education- 1986 (NPE-86).
It was soon followed by a detailed plan of action to implement it and funds
for educational development were enhanced. These measures constitute a
bold and courageous action indeed. Raising great hopes partly because the
main thrust of the policy in the man and his/her preparation. Since
independence education has received the needed political support and
funds. When new education policy was announced, the country was still
implementing the 1968 policy through what was popularity called the
10+2+3 pattern and which has laid the foundation of a national system of
education for the country.
The new policy boldly accepts some elements, which have been meeting
considerably assistance such as elective development of educational
institutions, encouragements to autonomy in universities and colleges.

After promising in January 1984, to introduce a new education policy,

former prime minister late Rajiv Gandhi has been making statements in this
respect. In his address at Shantiniketan in December 1985 he stated. 'India
has achieved tremendous progress in the field of science and technology since
independance, but the vast resource namely the people have remained
undeveloped' .
The 1986 policy as announced hopes to meet the challenges of that time
b\ improving the quality available to all persons. The main aim of education
has always been total development of the students' personality

Objectives of NPE-1986
Education is a unique investment on the present and the future. This
cardinal principle is the key to the national policy on education.
 The main thrust of the policy is the man and his/her preparation to

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 face the 21 st century
 The concept of national system of education implies that upto a given
level all students irrespective of caste, creed, sex etc., have access to
education of a comparable quality
 The national system of education will be based on a national curricular
framework which contains a common core along with other components
hat are flexible. This core includes history of India's freedom movements,
the constitutional Obligations and other content essential to nurture
national identity India's common cultural heritage, democracy and
secularism, Protection ofthe environment, removal of social barriers,
observance of the small family norms and inculcation of the scientific
temper.
 To motivate the younger generation for international cooperation and
peaceful coexistence.
 To encourage the young to undertake the rediscovery of India, its image
and perception.
 To establish network arrangements between different institutions in the
country to pool their resources and participate in projects of national
importance in the areas of research and development.
 To provide opportunities to the youth, housewives and industrial
workers etc. to continue the education of their choice at the pace suited
to them. Since, life long education is a cherished goal of educational
process.
 The union Government would accept a large responsibility to reinforce
the national and integrative character of education, to maintain quality
and standards to study and monitor the educational requirements of the
country as a whole in regard to man power for development and is
general, to promote excellence at all levels of educational pyramid
through out the country.
 To integrate physically and mentally handicapped with the general

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 community as equal partners to prepare them for the normal growth and
to enable them to face the life with the courage and confidence.

Programmes of NPE-1986 -Education for equality.

Disparity
The new policy will lay special emphasis on the removal of disparities and to
equalize educa- tional opportunity by attending to the specific needs of those
who have been denied equality so far.

Education for Women's Equality

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 former women. The national education system will play a
positive role in the empowerment of women. It will foster the development of
new values through redesigned curricula, textbooks, the training and
orientation of teachers, decision makers and administrators and the active
involvement of educational institutions.

The Education of Scheduled Castes

The central focus in the scheduled caste's educational development is their
equalization with the non-scheduled caste population at all the stages and
levels of education.

The measures implemented for this purpose include:

 Incentives to indigent families or poor to send their children to school
regularly till they reach the age of 14 years.
 Pre-matric scholarship.
 Recruitment of teachers from scheduled castes.
 Provision for facilities for scheduled caste students in student hostels at
district head quarters.
 Location of school building, balwadies and adult education centres in

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 such a way to facilitate and full participation of scheduled castes.

The Education of Scheduled Tribes

The following measures will be taken to bring the scheduled tribes on par with
others.
 Priority will be accorded to opening primary schools in tribal areas.
 Residential schools, including ashram schools will be established on a
large scale.

 Incentive schemes will be formulated for the STs keeping in view their
special needs and
life styles. .

Other Educationally Backward Sections and Areas

Suitable incentives will be provided to all educationally backward sections of
societyparticula- rly in the rural areas, hill and desert districts, remote and
inaccessible areas and island, will be provided adequate infrastructure.

Minorities
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.

The Handicapped
The following measures will be taken to integrate the physically and mentally
handicapped with the general community.

 Wherever it is feasible, the education of the children with motor

handicaps and other mild handicaps will be common with that of others.
 Adequate arrangements will be made to give vocational training to the
disabled.
 Voluntary effort for the education of the disabled will be encouraged

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 every possible manner.

Adult Education
A vast programme of adult education will be implemented through various
ways and channels including:
 Establishment of centres for continuing education.
 Use of radio, TV, films, etc as mass and group learning media agencies of
Government.
 Wider promotion of books, libraries, reading rooms etc.
 Programmes of distance learning.
 Organizing assistance in self-learning.
 Organizing need and interest based vocational training programmes.

Early Childhood and Education

The NPE on children specially emphasises investment in the
development of young children particularly from sections of the population in
which first generation learners predominate.
Recognizing the holistic nature of child development, namely nutrition, health,
social and mental, physical development. Early childhood care and education
(ECCE) will receive high priority and be suitably integrated with the integrated
child development service programme (ICDSP).

Elementary Education
Child centered approach. A warm welcoming and encouraging approach in
which all concerned share a responsibilities to meet the need of the child, is
the best motivation for the child to attend school and learn. A child centered
and activity based process of learning should be adopted at the primary stage
and organized through practice
School Facilities
Provision will be made of essential facilities in primary schools including
at least two reasonably large rooms that are usable in all weather and

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necessary learning materials (toys, blackboards etc).

Non-formal Education
A large and systematic programme non-formal education will be
launched for school dropouts for children from habitations without schools,
working children and girls who can't attend whole day schools.

A Resolve
The new education policy will give the highest priority to solve the
problem of children dropping out of school and will adopt an assay of
meticulously formulated strategies based on micro planning and applied at the
grass-root level all over the country to ensure children's retention at school.

Secondary Education
Secondary education begins to expose students to the differentiated roles of
sciences, the humanities and social sciences. This is due to an appropriate
stage to provide children with a sense of history and national perspective and
give them opportunities to understand their constitutional duties and rights of
the citizens.
It was usually accepted that children with special talent should be provided
good opportunities to proceed at the faster pace, by making good quality
education available to them, irrespective of their capacity to pay for it. The
schools will be residential and free of charge.

Vocationalization
Vocational education is a distinct stream, intended to prepare students
for the identified occupations spanning several areas of activity. These courses
will ordinarily be provided after the secondary stage but keeping the scheme
flexible made available after the class VIII.
Efforts will be made to devise courses based on health, agriculture,
marketing, social services and emphasis in vocational education will also be
development of attitude, knowledge etc., Graduates of vocational courses will

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be given opportunities under the predetermined conditions for professional,
with carrier improvement and lateral entry in the technical courses.

Higher Education
In view of need, to effect in all round improvement in universities and
colleges, it is proposed that in the near future the main emphasis will be on the
consolidation of and expansion of facilities in the existing institutions. Steps
will be taken to protect the system from degradation. Autonomous colleges will
be helped to develop in large numbers until the affiliating system is replaced by
a free and more creative association of universities with colleges. Course and
programmes will be redesigned to meet the demands of specialization. Later
special emphasis will be laid on linguistic competence. A major .effort will be
directed forward the transformation of teaching methods. AV aids and
electronic equipments will be introduced.
In the interest of greater coordination and consistency in policy sharing
of facilities and developing interdisciplinary research, a national body covering
higher education in general, medical, technical, legal and other professional
fields will be set up.

Open Universities and Distance Learning

An Open University system has been introduced in order to augment
opportunities for higher education and as an instrument democratizing
education.

Technical and Management Education

Although the 2 streams of technical and management education are
functioning separately, it is essential to look at them together, in view of their
close relationship and complementary concerns. In order to improve the
situations regarding manpower information system will be further developed
and strengthened.

Delinking Degrees from Job

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Continuing education, established as well as emerging technologies will be
promoted. As computers have become important and a minimal exposure to
computer and training in their use will form part of professional education
programmes of computers literally will be organized on a wide scale from the
school stage. To encourage students to consider 'self employment' as a
carrier option, training in a entrepreneurship will be provided through modular
or optional courses in degree or diploma programmes.

Review
The implementations of the various parameters of the new policy must be
reviewed every five years appraisals at short intervals will also beto ascertain
the progress of implementation and trends emerging from time to time.

Programme of Action (NPE) (1992) recommended that "the framework

emphasized value education as an integral part of school curriculum. It
highlighted the values drawn from national goals, universal perception, ethical
considerations and character building. It stressed the role of education in
combating obscurantism, religious fanaticism, exploitation and injustice as
well as the inculcation of values". The main function of education is to produce
citizens with sound character and a healthy personality. Good citizens are the
only hope for the progress and prosperity of the country. Inspiring values,
ideals, proper moral conduct, life based upon good principles is an essential
requisite. The ideals of virtue, goodness, true manliness from the very essence
of real dignified living.

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