NATIONAL EDUCATION POLICY, 1986| Basic features of National Policy on Education 1986

 

NATIONAL EDUCATION POLICY, 1986

• One most unfortunate aspect of our country is the failure to evolve fundamental policies in any field.

• The result is that with the change of the Government the policies and programmes do also change.
• The Congress Government in 1968 declared the National Education Policy with much fanfare and its implementation was also started.
• The 10 +2+ 3 pattern of education was implemented in many provinces, many provinces had even implemented the three language formula in their own way, special provisions had begun to be devised for agriculture, vocational, technical and science education and scientific research in many provinces.
• The process of reform in the examination system had begun in almost all the provinces.
• In the name of modernisation, the education of science and mathematics was made compulsory and steps were being taken to provide equality of educational opportunity.

   

• In 1977 however, a change of Government took place, Janata Party came to power, headed by Morarji Desai.
• Shri Desai advocated 8 +4+3 pattern of education in place of 10+2+ 3 pattern of education.
• The result was that the education minister Sri Pratap Chandra, with the help of some educationists and MPs prepared a new education policy and declared it in 1979.
• It was however, yet to be implemented that again the Government changed.
• The Congress under Mrs. Indira Gandhi returned to power. She again emphasized upon the implementation of National Education Policy, 1968.
• In the meantime in Oct, 1984 Indira Gandhi was assassinated and Mr. Rajiv Gandhi was made the new Prime Minister in her place.
• 
  
• The young and energetic P.M. started taking revolutionary steps in every field.

 

He emphatically Stated, "Education in India stands at the cross-road today neither normal linear expansion nor the existing pace and nature of improvement can meet the need of the situation, it should therefore be re-examined and reorganized.' But this time neither any commission was appointed nor any commitee was formed.

First of all, a survey of the existing system of education was conducted and it was published in Aug, 1985 entitled Challenge of Education : A Policy Perspective'.

In this document the statistical description of the progress of Indian Education from 1951 to 1985, a real picture of its achievements and failures and a correct analysis of its merits and demerits is presented.

The Government made this document public and started a nationwide debate on it. Suggestions were received from different regions of all the provinces.

On the bases of these suggestion the Central Government prepared a new education policy and presented it il the budget session of the parliament, 1986.

Thereafter, it was declared in May, 1986.

Few months after the declaration of the National Policy on Education, 1986 the Government of India declared its Plan of Action.

This is the first National Education Policy in which a complete plan for its implementation along with the policy is preserved and at the same time sufficient resources is arranged for it.

Document of the National Education Policy, 1986

 

The document of the National Education Policy, 1986 is divided into 12 parts and 157 paragraphs on different aspects of education.

A brief description of it is as follows:

Part I- Introduction : 

• In the first part of the document it is clearly, Stated that the National Education Policy, 1968 has made a wide impact in the country;
• the 10 + 2 +3 structure of education has been adopted in most of the States, primary education has been made available to 90 percent of the children;
• education of science and mathematics has been made compulsory at the secondary level;
• the process to raise the standard of higher education has been started and the man power demand of the country is being fulfilled as per the requirement.
• In the first instance, although these achievements look quite impressive but in the absence of adequate financial and organisational support, most of the recommendations of the NEP, 1968 failed to be given a practical shape.
• In the meantime the condition of the country has undergone a tremendous change, the population of the country has rapidly increased, the traditional values are on the decline and lots of obstacles are being faced in the realization of democratic goals.
• Besides, the coming future will be full of desperations (tensions) as well as of hopes.
• To benefit from the new environment the human resource have to be designed and groomed differently.
• The government therefore need to prepare a new education policy and implement it to meet the coming challenges successfully.

 Hartog Committee 1929  

Part II-The Essence and Role of Education :

• In the second part it has been accepted that education is a fundamental need for our material and spiritual development.
• Education has an acculturating role, it makes person urbane and refines sensitivities which helps develop national integration.
• It develops the capacity of independent thinking and spirit so necessary to achieve democratic goals-freedom, equality, fraternity, socialism, secularism and justice.
• It promotes economic development and help fabricate our present and future.
• Education, thus is a unique investment.

Part III-National System of Education :

• In the third part, it is made clear that the fundamental principle of the Constitution-access to education of comparable quality upto certain level, will be made available to all children without any discrimination, should be given top priority.
• At the same time, a common structure of education 10 + 2 + 3 system should be implemented throughout the country.
• The first ten years of education should contain such a core curriculum that it may develop national values and scientific attitude among the children.
• Also a minimum level of learning (MLL), for each level of education should be fixed and qualitatively development of education should be ensured.

   

Part IV-Education for Equality :

• In the fourth part of the document i.e. Education for Equality, emphasis is placed upon the eradication of the discrepencies in the field of education.
• To achieve this, special efforts should be made for the education of women, scheduled castes, scheduled tribes, backward castes, minorities, handicaps and adults.

Part V-Reorganisation of Education at Different Stages :

Early Childhood Care and Education :

In the fifth part, emphasis is placed upon the health and nutrition of infants at the pre-primary level, interesting activities for the children at the primary level, establishment of pace-setting schools at the secondary level and the establishment of upon universities at the higher level.

Simultaneously it is declared that in some selected areas a beginning will be made to delink degress from jobs.

Part VI-Technical and Management Education :

In this part the importance of Technical and Management Education is highlighted and emphasis is placed upon its proper organisation.

 

Part VII-Making the System Work:

In this part emphasis is placed upon reinvigorating the administrative structure of education, fixation of teachers accountability and making students aware about their duties

 

Part VIII-Reorienting the Content and Process of Education :

• In this part of this document emphasis is placed upon coordination between the cultural values and scientific thinking; along with the development of Indian languages and education of values.
• Emphasis is also placed upon the education of science and mathematics and healthy activities like games and sports.
• And lastly suggestion is given to reform the examination system and evaluation process.

Part IX-The Teacher :

The importance of teachers is accepted in this part. It is Stated to increase their pay scales and to make their service conditions attractive and suggestions are given to reform the teacher training programmes.

 

Part X-The Management of Education:

• Emphasis is placed upon the decentralisation of administration.
• The formation of Indian Education Service at the National Level Provincial Education Service at the State level and District Education Service at the District Level is suggested.
• Further, it is Stated to make the administration of education effective and at the same time a minimum of 6% of the national income is declared to be spent on education.

 

Part XI-Resources and Review :

• It is accepted in this part that a huge amount of money is an essential prerequisite for the implementation of the National Education Policy, 1986.
• Therefore, for every proposed programme, allotment of the estimated amount will be arranged.
• It has also been emphasized in this part that the implementation of the New Education Policy and its results will be reviewed after every five years.

Part XII-The Future :

In the last part of this document faith has been expressed that we will achieve the goal of complete literacy in near future and the product of our higher education institutions will be the best in the world.

Document of the Plan of Action, 1986

 

The National Education Policy, 1986 was declared in May, 1986 and in November 1986 its Plan of Action was declared.

This Plan of Action is divided into 24 parts.

A briet description of its is as follows:

Part I-Early Childhood Care and Education :

In this part a plan to strengthen the Pre-School Education Component of the Integrated Child Development Service for the expansion of pre-primary education and health care of children from birth to 6 years of age and to integrate health and nutrition in the Early Child.

Education Scheme and to Consolidate 'Creche' and 'Day Care Centre' and a plan to organise separate resources for all these works is presented.

Part II-Elementary Education, Non-Formal Education and Operation Black Board:

• In this part it is Stated that primary schools will be established within a radius of 1 km, upper primary schools within a radius of 3 km and non-formal education centres as per the requirement.
• Beside, Operation Black Board is presented to improve the condition of primary schools.
• It is resolved to organise resources to fulfill the minimum requirement of primary schools (two rooms building, furniture, teaching aids, sports goods atleast two teachers) under the Operation Black Board Plan.

 

Part III-Secondary Education and Novadaya Vidyalaya :

• A detailed and complete framework has been presented in this part for the expansion and upliftment of secondary education;
• for instance-secondary schools will be opened as per the requirement;
• the condition of secondary schools will be improved;
• open education will be organised at the secondary level and pace setting schools (Navodaya Vidyalayas) will be established.

 

Part IV- Vocationalisation of Education :

In this part emphasis is placed upon the introduction of work experience right from the beginning, preparing different types of vocational courses at the + 2 level and establishing special institutions for the children of neglected category.

Part V-Higher Education :

In this part, for the improvement of higher education it is Stated that- students will be admitted through entrance examination, curriculum will be restructured, resources will be made available to the higher education institutions and Refresher Course programmes will be organised for teachers.

 

Part VI-Open University and Distance Education :

In this part, a plan to expand the programmes of Indira Gandhi National Open University and to carefully establish new open universities is presented.

Part VII-Rural Universities and Institutes :

In this part, a plan is presented to form the Central Council of Rural Institutes and to restructure the rural universities and institutions and to provide autonomy to some institutions in this field.

Part VIII-Technical and Management Education :

In this part, a plan is presented to strengthen the All India Council for Technical Education (AICTE) and the State Technical Boards of Education, to provide autonomy to some good technical and management institutions, to increase interrelationship between technical education institutions and to organise Continuing Education in this field.

 

Part IX-Making the System Work:

It is quite clear that the new task in education cannot be performed in a State of disorder, therefore emphasis is placed upon determining the standard for administration of institutions and teachers and reforming the working system of teachers and students and evaluation of educational institutions

 

Part X- Delinking Degrees from jobs and Manpower Planning :

• Steps will be taken to delink degrees from jobs in selected areas.
• The proposal however, cannot be applied to courses like Engineering, Medicine, Law and Teaching, etc.
• Delinking will be applied in services for which a University degree need not be a necessary qualification.
• To implement delinking of degrees with jobs, machinery such as National Testing Service will be estalished.
• It will help develop norms for the selection of suitable candidates for jobs at national level.
• Efforts will be made to produce manpower keeping in view the present and the future demand of the society and country.

Part XI-Research and Development :

In this part, a detailed plan has been presented for enriching the research and development programmes.

The proposal suggestions in their context are:

• to develop the curriculum of higher education,
• to reform and develop the infrastructure of research centres,
• to search out talents for research and
• to provide more opportunities of research to working teachers.

 

Part XII- Education for Women's Equality :

To provide opportunity to women to gain status of equality the plans presented are -

• to open separate schools and colleges for girls,
• to increase the number of scholarships for girls, and
• to give priority to women in the appointment of teachers.

 

Part XIII-Education of SCs, ST's and OBCs :

The proposals suggested in this context are:

• to give priority in establishing schools in their areas,
• to increase the amount of scholarships given to the children of these categories,
• to arrange hostels for them and
• to appoint teachers from their community.

Part XIV-Education of Minorities :

In this context emphasis has been laid upon establishing schools and polytechnic colleges in the minority dominated areas, training of the teachers, opening coaching centres for them and organising education for their girls.

Part XV-Education of the Handicapped :

The measures suggested for the education of handicapped in this plan are- 

to start services at the Commissionary level to collect information about handicapped and

to organise education for them.

 

Part XVI-Adult Education :

Under Adult Education emphasis has been placed upon the establishment of libraries, reading rooms and continuing education centres in rural areas and to provide impetus to adult education and continuing education.

 

Part XVIl- Context and Process of School Education :

In this context special emphasis has been placed upon the National Core Curriculum and reform of the textbooks.

Part XVIII-Evaluation Process ard Examination Reforms :

The measures suggested in this context are- to hold public or external examinations only at the end of class X and class XII and to adopt continuous evaluation and grading system. And at the same time it is Stated to start National Testing Service and to formulate legislations against unfair means in examinations.

Part XIX-Youth and Sports :

In this part emphasis has been placed upon the inclusion of physical education and sports in the evaluation system.

 

Part XX-Language Development :

A promise has been made in this part to provide financial assistance for the development of modern Indian languages and to develop Hindi as a link language.

 

Part XXI-The Cultural Perspective :

In this part the cultural programmes have been accepted as the part of the curriculum.

Part XXII-Media and Educational Technology:

In education, the use of radio television, computer, and overhead projector has been recommended under the media and educational technology.

Part XXIII-Teachers and their Training :

To reform the teacher education, it is Stated in this part that

• District Institutes of Education and Training (DIETs) will be established in each district,
• some good colleges will be raised to the status of Colleges of Teacher Education (CTEs),
• some very good colleges will be converted into the Institutes of Advanced Study in Education (IASEs).
• And at the same time is it suggested to give autonomous status to the National Council for Teacher Education (NCTE)

 

Part XXIV-Management of Education :

In this part of measures for the efficient and effective management of education are presented and they are strengthening the Human Resource Ministry, decentralization of administration and organisation of Indian Education Service at the centre and District Education Councils at district level.

BASIC FEATURES OF THE NATIONAL EDUCATION POLICY, 1986

 

The features which emerge from the National Education Policy, 1986 and its Plan of Action, 1986 may be summarized in the following sequence:.

 

1. Administration of Education will be Decentralized :

Emphasis has been placed upon decentralizing the administration of education in the tenth part of this policy and for that the formation of 'Indian Education Service' at the national level, 'State Education Service' at the provincial level and 'District Education Board' at the district level has been declared.

2. Sufficient Resources vill be made Available for the Organisation of Education :

In the second part of the National Education Policy, 1986 it has been accepted that education helps in the material and spiritual development of human beings and it is profondly necessary for our cultural and economic development, to develop democratic values (like freedom, equality, fraternity, socialism, secularism and justice) and to achieve the national goals (like population control, conservation of environment and modernisation).

In lack of education they cannot be achieved. Education thus is a unique investment.

In the eleventh part of this education policy it has been declared that sufficient resources will be made available to implement it and the Central Government will make a provision to spend 5 percent of its budget on education.

Simultaneously efforts will be made to encourage public cooperation at every level

 

3. 10 +2+3 Pattern of Education will be Implemented in the Whole Country:

• In the third part of the National Education Policy, 1986 the 10 + 2 +3 pattern of education has been accepted for the whole country.
• The first ten years of education will be common for the whole country and there will be a core curriculum for it.
• At the +2 stage talented students will be prepared for the university education and the rest would be directed towards vocational education according to their individual interests and abilities.
• At the + 3 stage, higher knowledge will be provided which will be helpful in the preservation of the culture and modernisation of the country and at the same time the education of medical, law, agriculture, science and technology will be organised through which the demand of the society will be fulfilled.

4. Education at Different Levels will be Reorganised :

In the fifth part of this education policy emphasis has been placed upon reorganising education at every level: to reform the curriculum and raise the standard of pre-primary, primary, secondary and higher education.

On the one hand, the education of social and cultural values and on the other hand, the education of science, mathematics and computer, etc.; has been emphasized at every level of education.

At the same time emphasis is also placed upor the co-ordination between cultural preservation and modernisation.

 

5. Pre-Primary Education will be Organised :

At the pre-primary level attention will be paid to the physical and mental development of the infants and to their food, clothes, hygiene and environment and sports, games and exercise will properly be organised for them.

 

6. The Goal and Free and Compulsory Education will be Achieved as soon as Possible :

Primary education will be made universally available. At present primary education is available to 90 percent children within a radius of 1 km, for the rest 10 percent will be be made available by the year 1990.

By 1995 senior primary education will also be made available to each and every child in the 11 to 14 years age group.

The condition of primary schools will be reformed. Under the Operation Black-Board programme a concrete building containing a minimum of two classrooms, one verandah, two toilets, two teachers (one of them to be lady teacher), blackboard, chalk, duster, maps, science kit, rag curtain, play group and sports kit will be made available.

Those children who for some reason are unable to attend formal education centres, Non-formal Education Centres will be opened for them.

 

7. Secondary Education will be Reorganised :

In the fifth part of this National Education Policy, 1986 it has been declared that secondary education will be made available to every interested student.

At this level 3 language formula will be implemented and the education of mathematics, science, social science, history, nationalism, constitutional responsibility, citizen's rights and duties, cultural heritage and work experience will be made compulsory.

Navodaya Vidyalayas will be established in every district to act as 2 model for other schools.

At the +2 stage, along with general education, region specific vocational education will be organised and such efforts will be made that by 1995, 25 percent students may recieve education in this vocational category.

 

8. Higher Education will be Expanded and Uplifted :

In the fifth part of this education policy it is clarified that through higher education specialized knowledge and skills will be developed in the students who in turn will help in the development of the nation. Its present curriculum will be reformed and teaching will be made thought provocating.

At the same time, the works of 'teachers will be evaluated and they will be promoted on the basis of their qualification.

UGC will be responsible to maintain the standard of higher education.

Open Universities will be established to make higher education universally available

 

9. Technical and Management Education will be Reformed :

Accepting the importance of technical and management education in the sixth part of this education policy, emphasis has been placed upon its proper organisation.

It is declared that technical and management education will be planned anticipating the future needs and full facilities of technical education will be provided to women and children of the weaker sections of the society.

To raise the standard of this education their curriculum will be updated and more weightage will be given to the practical skills rather to theoretical knowledge and at the same tine special attention will be paid on research work.

Legal right will be given to the All India Council for Technical Education (AICTE) to fix the standard and exercise control over this type of educational institutions.

Substandard technical institutions will be closed down and encouragement will be given to the performers of high quality work in this field.

 

10. Examination System and Evaluation Process will be Uplifted :

At the end of the eighth part of the National Education Policy, 1986 reforms in the existing examination system and evaluation process have been discussed.

It is declared that education will be made a continuous process, internal evaluation will be given more importance than the external evaluation, examinations will be made reliable and valid, the construction of test papers and the evaluation of answer sheets will be made objective and grading system in place of division will be implemented.

 

11. Standard of Teachers and Teacher Training will be Uplifted :

• Teachers will be selected on the basis of their qualification. To raise their standard, their pay scales will be increased and service conditions will be made attractive.
• The principle of same pay scales for same work will be implemented in the whole country and at the same time the pre-service and inservice teacher training will be reformed.
• District Institute of Education and Training (DIET) will be established in each district wherein training for the primary teachers and the workers of the Informal Education and Adult Education will be organised.
• They will also run short term training courses and research work will be carried out in this field.
• Sub-standard primary teacher training schools will be closed down.
• The status of some selected high standard secondary teacher training colleges will be raised. They will be converted into the Colleges of Teacher Education (CTEs), where in training of secondary teachers and research work will be organised.
• And some very high standard teacher training colleges will be raised to the status of Institutes of Advanced Study in Education (IASEs).
• To exercise control over all these institutions and to guide them the National Council for Teacher Education (NCTE) will be given more power.

 

12. Adult Education Programme will be Extended :

• Adult education will be included to the natonal goals and the Government and Non-Government organisations will be used to educate the adults in the 15 to 35 age group.
• Industrial and Commercial organisations will be made responsible to educate the illiterate adults working in their organisations.
• For the second aspect of adult education i.e. for the update knowledge, continuing education will be organised.
• Continuing education centres will be opened in rural areas and libraries and reading rooms will also be arranged there.
• For the publicity and expansion of adult education of mass communication will be used.

 

13. Continuing Education will be Organised :

To provide update information to the youths, housewives, farmers, traders and persons engaged in different industries, continuing education will be organised and for this distance education and open education will be organised and the means of mass communication will be used for this purpose

14. Educational Technology will be Used :

Educational Technology will be used for any type of education at any level. Education will be made universally available through the means of mass communication.

15. Educational Organisation will be Made Effective :

In the seventh part of the National Education Policy, 1986 emphasis is placed upon fixing the accountability of teachers and to make students aware about their duties.

In the third part of this education policy it has been Stated that a minimum level of learning (MLL) will be fixed for every level of education and qualitative reforms will be introduced in it.

 

And in the tenth part of this policy emphasis has been placed on making the administrative structure more effective.

 

16. Concrete Steps will be taken for Equality of Educational Opportunities :

It has been clearly Stated in the fourth part of this Education Policy that the educational discrepencies will be eliminated and special arrangement will be made for the education of women, scheduled castes, scheduled tribes, backward castes, minorities and handicapped to provide equal opportunities to receive education to everyone.

17. Special Attention will be Paid to Women Education :

Following steps will be taken for this purpose:

(i) No discrimination will be made in the education of men and women. Difference based on sex will be eliminated

(ii) For the development of women education efforts will be made right from the beginning.

(iii) Women will be encouraged to achieve science and technical education.

(iv) Social facilities will be provided to women to achieve vocational and technical education

18. Education of the Scheduled Caste and Scheduled Tribe Children wil Property be Organised :

Following steps will be taken in this field:

 

(i) Schools will be opened for SC and ST children in cities and vilages and in hilly and scheduled tribe areas.

ii) As far as possible teachers from the same region and from the same community will be appointed in these schools

(ii) Hostels will be built for the students coming from distance places.

(iv) Amount of financial aid to the students of these categories will be increased.

(v) In tribal areas their respective languages will be taught first and thereafter the regional language will be taught.

19. Education of the Children of Backward Class and Backward Region will Properly be Organised :

Following steps will be taken for this purpose:

(i) Special attention will be paid on the education of children of backward class and backward region.

(ii) More schools will be opened in the desert, hilly and forest areas of the country.

(iii) In the schools of these regions, efforts will be made to train the educated youth of these areas and to appoint them as teachers.

(iv) The economic aid to the children of backward class will continue and at the same time scholarship will be given to them.

 

20. Special Attention will be Paid to the Education of the Children of Minorities :

The Constitution provide rights to minorities to safeguard their language, culture and religion. Therefore:

 

(i) They will have the right to run their educational institutions but their curriculum will be the same as decided by the respective Provincial Governments.

(ii) Schools will be established in their regions.

21. Education for the Handicapped and Mentally Retarded Children will be Organised :

Following steps will be taken for the organisation of their education:

(i) Special attention will be paid on the education of handicapped and mentally retarded children and individual efforts to organize their education will bo encouraged

(ii) Minor handicapped will study with general students whereas separate schools will be opened for deaf, dumb, blind and retarded children.

(iii) Handicapped children will be educated in some cottage industries to make them self-dependent.

(iv) Specially trained teachers will be appointed for the education of handicapped and mentally retarded children.

Merits of the National Education Policy, 1986

 

1. Education a Subject of National Importance :

In the National Education Policy 1986 education is declared as the subject of national importance.

Though its importance was accepted in the National Education Policy, 1968 also and 6% of the national budget was professed to be spent on it but in this education policy it is accepted as the best investment and 6% of the National budget is decided to be spent on it. And in the year 2000 approximately 4% of the National budget was spent on it

2. Plan of Action and Financial Arrangement :

The National Education Policy, 1986 is the first education policy of India for which a complete Plan of Action (POA) is presented in detail, and at the came time necessary finance is also arranged for its implementation.

3. Definite Structure of Education :

In this National Education Policy, the 10+2 +3 pattern of education as declared in the National Education Policy, 1968 is emphasized to be implemented in the whole country.

At the same time emphasis is placed upon the construction of a Core Curriculum for the first ten years of education and at the +2 level of construct curriculum on the bases of region specific needs.

The right to construct the curriculum for the higher level of education is given to the universities with one instruction that this curriculum should be update and of international standard.

Thus, in this education policy, equal importance is given to the national and the regional needs which are in accordance with the federal needs of India.

   

4. Operation Black Board Plan for Primary Education :

The proposal to make the primary education free and compulsory has been so repeatedly talked about since beginning but to improve the condition of primary schools was for the first time professed in the National Education Policy, 1986.

To achieve this, Operation Black Board plan is made and it is being implemented too.

Between 1987 to 2011 about 90% primary schools have been benefitted by this plan in some way of the other.

5. Establishment of Pace Setting Schools:

In the National Education Policy, 1986 pace setting schools were declared to be established at the secondary level and upto 2012, 586 Navodaya Vidyalayas were established.

The talented students of rural areas. SCs. STs and the backward classes are provided opportunities of admission in them.

6. Establishment of Open Universities :

The establishment of Open Universities was declared in the National Education Policy, 1986 and accordingly the Indira Gandhi National Open University was established in Delhi.

This university is providing opportunity of higher education to those who are unable to achieve it elsewhere.

At the same time, about sixteen other open universities have also been established in the country.

 

7. Upliftment of Technical Education :

In the National Education Policy, 1986 emphasis is laid upon updating the curriculum of technical education at any level and to improve the condition of the technical education institutions.

And the most significant thing is that financial arrangement is also made for it.

Under the guidelines of the All India Council for Technical Education, much improvement has taken place in this technical education and its curriculum.

8. Reform in Teacher Education:

Emphasis has been placed upon the improvement of teachers status and their training in the National Education Policy, 1986

Although much emphasis was placed upon teacher training in NEP, 1968 also, and accordingly the pay scales of teachers were increased and their service conditions were improved but according to NEP, 1986, 555 District Institute of Education and Training (DIETs) were established, 104 high standard Teacher Training Colleges were raised to the status of Colleges of Teacher Education (CTEs) and 31 very high standard Colleges of Education were raised to Institutes of Advanced Study in Education (IASEs) upto 2011

At the same time, the National Council for Teacher Education (NCTE) was given more power.

At present it exercises control over all the Teacher Training Institutions in the country but due to mal-practices it could not make any improvement in teacher training

 

9. Examination Reform :

In the National Education Policy, 1986 emphasis has been placed upon continuous evaluation and upon making the examinations more reliable and objective. In the meantime lot of improvement has taken place in the examination and evaluation system. 

10. Minimum Level of Learning and Accountability :

Prior to the National Education Policy, 1986 many education policies were declared in our country but they were more idealistic and less practical. Neither any concrete plan nor any concrete measure was suggested for their implementation.

The National Education Policy, 1986 is the first policy in which plan as well as concrete measures are suggested for its implementation.

To make the organisation of education more effective, emphasis is placed upon fixing the Minimum Level of Learning (MLL) for all levels of education and upon the accountability of the teachers and of the educational administrators and on the duties of the students.

No education plan can ever succeed unless the students, the teachers and other persons related to education fulfil their duties

 

11. Equality of Educational Opportunities :

In the National Education Policy 1986 lot of emphasis has been placed upon achieving the equality of educational opportunities and for this emphasis has been placed to take concrete steps.

Even finance is also arranged to achieve it.

It is however a different thing that whatever work has been done in this direction, is influenced by the politics of vote rather than the demand of democracy.

Demerits of the National Education Policy, 1986

1. No Uniformity in the Education of the Country:

The educational rights and responsibilities of the Central and of the State Governments are not fixed in the National Education Policy, 1986.

In 1976, by the 42nd Constitutional Amendment, education was placed in the Concurrent List but even then the rights and responsibilities of the Central and of the State Governments remained undefined.

This work should have been done by the national education policy makers, but they also did not do it.

As a result the State Governments implement only those education policies of the Centre for which they receive full grants from the Centre but generally leave aside those plans for which only partial Central grants are sanctioned. This is the reason that there is no uniformity in the education in the country.

 

2. Public Exploitation in Place of Public Cooperation :

For the organisation of education, encouragement to public cooperation has been Stated in the National Education Policy, 1986.

To achieve this a Plan of Action is presented wherein public cooperation is to be sought through the for nation of parents committees in the education institutions. It is being followed by most of the educational institutions, but charging heavy amount at the time of admission raises question that is it a public cooperation or public exploitation ?

 

3. Higher Education has become Costly :

Encouragement to the self-financed institutions has been Stated in this education policy. As a result the higher education, on the one hand has become too costly and on the other hand its standard is declining.

4. Core Curriculum has not been Implemented :

The implementation of Core Curriculum for the first 10 years of education still remains a distant dream.

After the declaration of the National Education Policy, 1968, the NCERT in 1975 prepared a Core Curriculum for the first 10 years of education.

Thereafter in 1988 it presented its second format, in 2000 its third format and in 2005 its fourth format. But inspite of the emphasis placed upon the adherence to the Core Curriculum as laid down in the National Education Policy, 1986 all provinces have implemented their own curriculum.

Central Government alleges the State Government for overlooking its directives whereas the State Governments allegation is that the Central Government is creating hurdle in the construction of the region specific curriculum.

 

5. Blackboard Plan has not been Implemented honestly :

The buildings so constructed for the primary schools under the Operation Blackboard Plan are of cheap quality.

Even the furniture and other material supplied to them are also of very low quality.

6. Navodaya Vidyalaya Plan has been proved Unsuccessful :

Navodaya Vidyalaya have proved to be a white elephant only. They were established with this hope that the able children of the backward castes, backward category and the backward regions could be given admission in them and the opportunities could be provided to them for their development.

First, inspite of strict rules and regulations, much chicanery is taking place. The beneficiaries are not those for whom they are established.

Second, the return from Navodaya Vidyalayas is not even a fraction of what is being spent on their establishment and conduction.

Had this amount been spent on improving the conditions of the general secondary schools, the benefit would have been perhaps much greater.

 

7. Vocational Courses at +2 have been Unsuccessful :

In the meantime. whatever vocational courses began at the +2 level in the provinces proved to be a fiasco. The main reasons were-first, the schools in which these courses began lacked resources and trained teachers and second, these courses were neither useful nor complete in themselves.

 

8. Higher Education has been Neglected :

In the National Education Policy, 1986 selective admission system in higher education has been professed on the one hand and on the other hand it is also Stated that higher education will be made universally available, and for this purpose it is professed to establish Open Universities and to start correspondence courses.

This is quite contradictory in itself. This has caused the entrance of incapable students and antisocial elements in most of the higher education institutions and they have become the factories of churning out.degrees. It is just a sheer wastage of time, money and energy.

9. Capitation Fees are very Heavy :

The National Education Policy, 1986 recommended capitation fees in private institutions, with one restriction that these institutions will admit a fixed percentage of students selected by the Government without capitation fees. This too has increased exploitation.

10. Vote Politics in the name of Equality of Educational Opportunities :

In the name of providing equality of educational opportunities the leaders have resorted to the politics of vote.

In India the equality of educational opportunities means to provide free and compulsory primary education to every child of the country; to make avail secondary and higher education as well as specialised education like law, medical and technical education, etc. on the basis of ability to everyone without any discrimination, but contrary to this in our country educational facilities are being professed to be provided on the bases of region, sex, caste, religion, etc. and efforts are also being made according to it. This is just a politics of creating vote banks.

 

11. Internal Evaluation has been Unsuccessful :

In the National Education Policy 1986 more emphasis has been placed upon internal evaluation in place of external evaluation. Whichever institutions have implemented it have misutilised it only and it has done more harm than benefit. Even the grading system in place of division has fetched little benefit.

Impact of the National Education Policy, 1986

 

The National Eduction Policy, 1986 is the first National Education Policy of the country, wherein policies along with a complete Plan of Action, 1986 is prepared to implement it.

At present, it is this policy which is being followed in our country and the expansion and upgradation of education at every level is being affected according to this.

The changes so far brought about, under this policy, may be presented as follows:

(1) Increase in the budgetary allocation to education began in the Centre and the States but the Centre is yet to ensure 6% of the total budget allocation on education.

(2) The 10+2+3 system of education has beer implemented all over the country but the Core Curriculum for the first 10 years of education is yet to be implemented.

 

(3) Many programmes are being carried out for the early childhood care, nutrition and pre-primary education. About 8 lakh anganwadies and balwadies have been established upto 2011 and about 2.5 crore children are being benefitted by these.

(4) The expansion and upgradation of primary education is fast taking place. Under the Operation Black Board plan the education of approximately 90% of the primary schools have been rectified. 

5) The effort to expand secondary education has increased. For this purpose, open education at this level has also been expanded and more than 8 lakh students are registered in the National Institute of Open Schooling. 586 Navodaya Vidyalayas have been established in the form of pace setting schools upto 2012 in which about 2.14 lakh students were being enrolled.

 

6) In almost every province, vocational courses have been started at the +2 level, though with a little success.

7) Continuous efforts are being made for the progress and upliftment of higher education, vocational education, technical education and management education.

In the meantime Open Education (Distance Education) has ben expanded a lot for the expansion of higher education. For its upgradation, update and standard curriculums have been prepared and implemented.

At the same time self financed higher education institutions have been given recognition liberally. All this has no doubt expanded the higher education significantly, but it has also resulted in the deterioration of its standard.

 

8) A revolutionary change has occurred in the field of teacher education. Till the end of 2011, 555 District Institutes of Education and Training (DIETs) vere established and 104 Teacher Training Colleges were upgraded as the Colleges of Teacher Education (CTEs) whereas  31 teacher Training Colleges were raised to the status of Institutes of Advanced Study in Education (IASEs).

In the meantime National Council for Teacher Education (NCTE) was accorded Constitutional status in Dec 1993. Initially some improvement did occur in the teacher training schools and colleges as a result of the active interference of NCTE but now this Council too has been infested with corruption. It has now started giving recognition to the teacher training institutions on mass scale and teacher training has become a business.

 

(9) In the meantime additional resources have been made available for adult education and continuous education programmes, as a result they have gained momentum. The literacy percentage in oi country was raised to 74.04 in 2011.

(10) Though whatever steps have been taken to achieve the equality of educational opportunities are mostly based on the politics of vote bank but they too have resulted in the expansion of women education and in the education of SC, St, backward classes and the children of minority groups, and their enrolment has also increased. Some schools have been opened even for the handicapped and the mentally retarded children, adolescents and youths.

(11) In this education policy, emphasis has been placed upon making administration effective, fixing the accountability of teachers and making the students aware about their duties. But no achievement worth its name have occurred in this direction which may deserve mention.

Gender Identity b.ed notes 

Role of Mass media in education

Sadler Commission

Delors Commission Report