National Policy on Education 1986 b.ed notes | NPE 1986

 

National Policy on Education, 1986 | NPE 1986

               OR 

National Education Police 1986

 

In the new National Education Policy announced in 1986, a comprehensive change has been envisaged in the education of women. 

Education has been asked to be used as a means of bringing fundamental changes in the status of women. 

In the new National Education Policy and Implementation Program 1992, the following things related to women's education have been included-

1. Development of new values ​​will be promoted through restructured courses and textbooks, training and refresher programs of policy makers and administrators and active participation of educational institutions.

 

2. Women's studies will be promoted as a part of various courses.

3. Educational institutions will be encouraged to run programs for women's development. 

4. Priority will be given to efforts related to female illiteracy and removal of obstacles in the way of their access to primary education and staying in it.

5. Special emphasis will be laid on the participation of women in various levels of vocational, technical and professional education.

 

6. The policy of non-discrimination of sex will be promoted so that sex predominance can be eliminated from professional and professional courses and women can be promoted in non-traditional jobs as well as in currently developing technology.

As a result of the new education policy of 1986 and the action plan of 1992, there was a continuous increase in the literacy rate of women. Where their literacy was 7.3% in 1951, it increased to 39.29% in 1991. 

Between 1981 and 1991, there was an increase of 9.6% in female literacy, while between 1991 and 1997 it increased rapidly (11%).

 

According to the census report of the year 2001, the literacy rate of women has increased to 54.16 percent. This rate of literacy is related to the population of girls aged seven years and above. 

Talking about technical and vocational education, in 1950-51 where 6000 women were participating in this field, their number increased to 1.46 lakh in 1986-87, which shows a 23-fold increase.

Clearly, the enrollment percentage of girls at the primary level increased from 28.1 per cent in 1950-51 to 43.6 per cent in 1999-2000 and at the upper primary level, the percentage increased from 16.1 to 40.4 during the same period.

 

It is clear from the table that during 1950-51 to 1999-2000 the enrollment rate of girls is increasing at all the three levels. There were 54 million girls enrolled at the primary level in 1950-51 and their number increased to 495 million in 1999-2000, showing an increase of more than 8 times. 

Similarly, an increase of 33.8 times and 54.5 times in higher secondary Bastar is reflected in the same period at upper primary level. In the same period, the enrollment rate of boys was found lower than that of girls at all the three levels.

 

Thus there is no doubt that education among girls has spread at a rapid pace. The only depressing aspect can be that female literacy is still very low as compared to males. 

According to the census report of the year 2001, the percentage of literacy of rural males (71.40), the percentage of literacy of rural females (46. 70) is much higher. 

On the contrary, the gap between urban male literacy (86.70%) and urban female literacy (73.20%) is less. This shows that there is a need to make special efforts for women's education in rural areas.

 

Nevertheless, overall it can be said that the efforts being made in the field of women's education have had an effect, but considering the entire population, it would not be inappropriate if it is called inadequate. 

The following specific steps have been taken to ensure and improve the participation of women in education :

1. Under the Shayampatta Abhiyan/Operation Blackboard, the government has provided assistance since 1987-88 for the creation of one lakh primary school teacher posts which were to be filled by women only. 

In five years, (i.e. by 1992) about 75% of the posts were filled out of which 60% were female teachers. 

 

2. NFE for girls By 1991, the number of centers had increased to 81,000, which received 90% government assistance.

3. The 'Mahila Samakhya' (Education for Women's Equality) project was launched in April 1989 with the objective of preparing women to receive education through Mahila Sangh in each respective village. 

It is a central government scheme in which full financial assistance is provided to Mahila Samakhya Samitis in Uttar Pradesh, Karnataka and Gujarat. 

Being an Indo-Dutch scheme, it receives 100 per cent assistance from the Netherlands government. 

 

The objective of the scheme is to create demand for education and to open new educational entries for pre-school, non-formal, adult and continuing education. 

4. Through conscious action, the enrollment of girls in Navodaya Vidyalayas has been ensured up to 28%. 

5. Special attention has been paid to the admission of women in adult education centres.

 

6. Of the few enrolled in adult education under the Rural Functional Literacy Program by 1995, about 55% were women.

The National Committee for Women was formed on January 31, 1992, for the multifaceted development of women in education, social welfare, health and other fields. 

The National Women's Fund was established on 30 March 1993. 

In this sequence, Indira Mahila Yojana was started on August 20, 1995 and Balika Samridhi Yojana was started on October 20, 1997.

 

The scheme launched on October 16, 1998 in the name of Rural Women Empowerment and Development Project (Swashakti Yojana) for women in rural areas has been considered important from many points of view. 

In this sequence, Bhagyashree scheme was started to provide free books to school going girls. After independence, girl education has been accepted as an important priority in the Indian society.

 

And the efforts in this direction by the Central and State Governments are continuing. The national resolution to provide free and compulsory education to all boys and girls in the age group of six to fourteen has become a fundamental right of every boy and girl in India after the 86th constitutional amendment in December 2002. 

Increasing access to education for out-of-school or drop-out girls is a central element of government efforts to educate all through programs such as the Sarva Shiksha Abhiyan/Education for All. 

 

This program fully acknowledges the importance and necessity of bringing comprehensive changes not only in the education system but also in social beliefs and attitudes for girl child education. 

This is the reason why two-pronged efforts are now being made to encourage girl education in all the states of India. First,

Many schemes are being planned and implemented under the Sarva Shiksha Abhiyan, which is being chosen for the promotion of girl education and to fulfill the constitutional resolution of providing education to all boys and girls in the age group of 6-14 years.

 

Some of the major schemes are as follows :

1. Providing free textbooks to all girls up to class 8.

2. Making separate toilets for girls in schools.

3. 'Back to School' campaign for school drop out girls.

4. Running bridge courses for older girls

5. Appointing minimum fifty percent women teachers in schools

6. Sensitizing teachers to enhance equitable learning opportunities for girls.

7. Sex-sensitising of all teaching-learning materials including textbooks. 

8. Running an intensive campaign to get public support and cooperation

9. To take innovative measures to ensure the presence and retention of girls in schools.

 

Along with the Sarva Shiksha Abhiyan, the national program of girl education at the elementary level, Mahila Samakhya, pre-child care and education and integrated child development service, through various courses, to strengthen the various aspects of girl education, to bring the light of education to girls is being attempted.

The central aspect of this whole exercise is to create the demand for girl education in the society, to create conditions that increase the participation of the general public, especially women, in girl education and to generate pressure factors that ensure girl education. 

 

Undoubtedly in this programme, measures like motivation and awareness of society and parents, increasing role of women and mothers in school activities and committees and strengthening of mutual relations between school, teachers and community are extremely necessary and important. 

While early childhood care and education frees girls from the care of their younger siblings and paves the way for them to go to school and stay there, 

On the other hand through Integrated Child Development Services Anganwadi workers, Pre-school education is promoted by training primary school teachers and health workers. 

 

Many Kasturba Gandhi Balika Vidyalayas have been established at the elementary level under the National Program of Girls Education, whose objective is to provide quality residential education facilities for the education of girls belonging to Scheduled Castes and Tribes, Other Backward Classes and minority communities in inaccessible areas. 

Undoubtedly, due to these efforts of the central and state governments, girl education has spread rapidly in our country and it can be expected that soon the prevailing sex imbalance in the field of education will end. 

To provide quality residential education facilities for the education of girls belonging to other backward classes and minority communities. 

 

Undoubtedly, due to these efforts of the central and state governments, girl education has spread rapidly in our country and it can be expected that soon the prevailing sex imbalance in the field of education will end. 

To provide quality residential education facilities for the education of girls belonging to other backward classes and minority communities. 

Undoubtedly, due to these efforts of the central and state governments, girl education has spread rapidly in our country and it can be expected that soon the prevailing sex imbalance in the field of education will end.