Unit IV Education in the Indian Constitution

7/27/2019 Unit IV Education in the Indian Constitution

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UNIT IV EDUCATION IN THE INDIAN CONSTITUTION

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INDIAN CONSTITUTIONAL PROVISIONS:

Indian Constitution is a vital document which has united one of the worlds oldest and

largest civilizations and created a nation of 90 crores people speaking many languages. It

contains 412 Articles and 12 Schedules and is undoubtedly one of the largest constitutions in

the world. Every article of the constitution aims to provide happiness and peaceful living to

each one of us.

PREAMBLE: Preamble epitomizes the collective will and aspirations of all Indians. It

describes the fundamental objective of the constitution. The Preamble provides for all

citizens justice, liberty, equality and fraternity. It has implications in all walks of life of an

Indian. In a school situation, it ensures to every Child the right of life, liberty & security and

to freedom from any form of cruelty, inhuman or degrading treatment in any way.

Salient features of Indian Constitution:

i. Universalisation of Education. Article: Directive Principles: 41, 45-21A, 46, ii. Equality ofOpportunities in Education. Article: 28, 29, 350, 351,iii. Education & Fundamental Rights & Duties. Article: 14, 15, 16, 30 & Duties: 51A (a to h)DIFFERENCE BETWEEN FUNDAMENTAL RIGHTS AND DIRECTIVE PRINCIPLES:

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Fundamental Rights

Even the government cannot take away or abridge these Rights.These are enforceable in law Court.


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The Govt. cannot take policy Decisions on these decisions

These rights strengthen policy democracy

These are natural rights

Directive Principles

These are mere instructions to Government.

These are not enforceable in any Court

The Govt. has powers to make Policy decisions on these Principles

The implementation of these Principles ensures social& Economic democracy.

These lead to protect human rights

Universalisation of Education : Article: Directive Principles: 41, 45-21A, 46

Article 41: Right to work, to education and to public assistance in certain areas. Article

45: Provision for free and compulsory education for children.

Article 46: Promotion of educational and economic interest of schedule

castes,schedule tribes and other weaker sections.

Article 21A: Right to education: The state shall provide free and compulsoryeducation to

all children of the age of six to fourteen years in such a manner as the state may, be

law, determine.

Equality of opportunities in Education. Article 28, 29, 350, 351:

Article 28: Emphasizes that no religious instruction shall be provided in anyeducational

institution wholly maintained out of state funds except in those institutions established under

a Trust.

Article 29(i): States that any section of citizens residing in the territory of Indiaor any par

thereof, having a distinct language, script or culture of its own shall have the right to conserve

the same.

Article29(ii): emphasizes that no citizen shall be denied admission into any educational

institution maintained by the state on grounds only on religion, race, caste, language or any of

them.

350A: Facilities for instruction in mother tongue at primary stage. 351: Directive for development

of the Hindi Language.

Education and Fundamental Rights and Duties.

Article 14, 15, 16, 30 and Duties: 51A(a to h):

Article 14: deals with equality before law and equal protection of law. Thisprovision asserts the

supremacy of rule of law. This also means equality of rights and duties. It means that amongequals the law should be equal and should be equally administered. The provisionfurther

states that all persons shall be entitled to the protection of equal laws.


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Article 15: prohibits discrimination on grounds of religion, race, caste, sex andplace of

birth. Article 16: guarantees equality of opportunity.

Article 30: Rights of minorities to establish and administer educationalinstitution. Article 51A:

Fundamental Duties:

It shall be the duty of every citizen of India:

a) To abide by the Constitution and respect its ideals and institutions, the National Flag

and the National Anthem;

b) To cherish and follow the noble ideals which inspired our national struggle for

freedom;c) To uphold and protect the sovereignty, unity and integrity of India;d) To defend the country and render national service when called upon to do so;

e) To promote harmony and the spirit of common brotherhood amongst all the people

of India transcending religious, linguistic and regional or sectional diversities; to

renounce practices derogatory to the dignity of women;

f) To value and preserve the rich heritage of our composite culture;g) To protect and improve the natural environment including forests, lakes, rivers and

wildlife and to have compassion for living creatures;h) To develop the scientific temper, humanism and the spirit of inquiry and reform;

15th August 1947 is a red letter day in Indian History when India got freedom.

The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan

26, 1950. The Preamble of the Constitution outlines the social philosophy which should

govern all our institutions including educational. Right to Education is one of the fundamental

rights enshrined in the Constitution of India. The Constitution of India gives a few directions

andsuggestions for the development of education in the countries which are also calledco

nstitutional provision

The following provisions have a great bearing on the functioning of the educational system in India:

Article 28:According to our Constitution article 28 provides freedom as to attendance

at religious instruction or religious worship in educational institutions.Article 29: This article provides equality of opportunity in educational institutions.

Article 30: It accepts the right of the minorities to establish and administrate

educational institutions.Article 45:According to this article "The state shall endeavour to provide within a period of ten

years from the commencement of this Constitution for free and compulsory education for all

children until they complete the age of 14 years." We notice that the responsibility foruniversal

elementary education lies with the Central Government, the State Governments, the Local

Bodies and voluntary organisations.

Article 46: It provides for special care to the promotion of education and economic interests of

the scheduled caste, scheduled tribes and the weaker sections of society.

Article 337: This provides for special provision with respect to educational grants for

the benefit of Anglo-Indian community.

Article 350A: This article relates to facilities for instruction in mother tongue at primary stage.


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Article 350B: It provides for a special offer for linguistic minorities.

Article 351: This article relates to the development and promotion of the Hindi language.

The seventh schedule of the Indian Constitution contains legislative powers under three

lists viz. The Union List, the State List and the Concurrent List

The Union List: This list contains 97 subjects where the following entries are related

to education:Entry 13: To provide Educational and Cultural relations with foreign countries.

Entry 62: The institutions known at the commencement of the Constitution as

National Library, The Indian Museum, the Imperial War Museum, the Victoria Memorial, and

Indian War Memorial. Any other such institutions financed by the Government of India wholly

or in part and declared by the Parliament by law to be an institution of national importance.

Entry 63: Institutions of national importance. The institution known at the commencement of

this Constitution as the BHU, AMU and Delhi University etc. declared by Parliament by law to

be an institution of national importance.

Entry 64: The institution of scientific and technical education financed by the Government of

India wholly or in part and declared by law to be institutions of national importance like IITs

and IIMs.

Entry 65: Union agencies and institutions for:

(i) Professional, vocational or technical training, including the training of police officers. (ii) The

promotion of special studies or research.

(iii) Scientific or technical assistance in the investigation of detection of crime.

Entry 66: Coordination and determination of standards in the institution of higher education or

research and scientific and technical institutions.

State List: State list consists of 66 entries, out of which the following is the entry related

to education:

Entry 12: According to this entry all libraries, museums and other similar institutions co

ntrolled or financed by the state, ancient and historical monuments and records

other than those declared by or under law made by the Parliament to be of the natio

nalimportance.

Concurrent List: It comprises 47 entries, among them the following are related to

education: Entry 20: Economic and social planning.

Entry 25: Education, including technical education, medical education and universities su

bject to provision of entries 63,64,65,66 of list (Union List).

Entry 34:Newspapers, books and printing presses.Reservation in Education

(A) Education of minorities:Article 28 of the Constitution has made certain provisions for the

education of the minorities including

(i) No religious instruction shall be provided in educational institutions wholly mai

ntained out of state funds.

(ii) If any institution has been established under any endowmenttrust even if administrated by state, can impart religious education.(iii) None person attending an educational institution recognized by the state or


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receiving funds from state government shall be required to take part in

any religious worship or instruction that may be conducted in such institutions or

in any premises attached there to unless such person or if such person in a minor and his

guardian has given his consent thereto.

(B) Cultural and Educational Rights:

Under article 29 and 30 for the protection of educational interest of minorities viz.

(i)Article 29 (i):Any section of citizen residing in the territory of India on any part thereof

having a distinct language, script or culture of its own shall have the right to conserve the

same.

(ii)Article 30 (i): All minorities whether based on religion or language shall have the right

to establish and administer educational institutions of their choice.

(iii)Article 30 (ii):The state shall not in granting and to educational institution

discriminate against any educational institution on the ground that it is under the

management of a minority whether based on religion or language.

(iv) To make any law providing for the compulsory acquisition of any property of any

educational institutions established and administrated by minorities, the state shall ensure

that the amount fixed by or determined under such law for acquisition of such property

is such as would not restrict on abrogate the right guaranteed to them.

(C) Admissions:

(i) Article 29 (II) states that no citizen of India can be denied admission into any

educational institution, which is either maintained by the state or receiving aid out of state

funds oil ground only of religion, race, caste, language or any of them.(ii)Article 15 (III) states that to make special provisions for women. Hence, separate

educational institutions for women can be established.

(D) Mother Tongue:

For promotion of teaching of mother tongue the Constitution of India has made

some provisions for Hindi language.Article 350 (A):

It shall be endeavour of every state and local authorities with the state to provide

adequate faculties for instruction in the mother tongue at the primary stage of education to

children belonging to linguistic minority groups: the President may issue directions to anystate as heconsiders necessary for recurring the facilities.

Article 351: It is to promote the development of Hindi language and slates that it shall be

the duty of the Central Government to promote the spread of Hindi language in the entire

country.

(E) Right to Education:

Article 41 of the Constitution provides that "All the citizens have equal right

to education ''. It states. "The state shall, within the limits of its economic capacity

anddevelopment, make effective provisions for the right to work, to education and to

public assistance in cases of employment, old age, sickness and disablement''.

(F) Weaker Section:


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Our Constitution has made some special provisions for the weaker sections of our society

viz.

Article 45: The state shall endeavour to provide within a period often years from

the commencement of the Constitution for the free and compulsory education for all

children until they complete the age of 14 years.

Article 46: The state shall promote with special care the educational and economic interests

of weaker sections of the people and, in particular, of the scheduled caste and scheduled

tribes, and shall protect them social injustice and all forms of exploitations''.

The Supreme Court of India has given the following guidelines to promote education of the

people:(i) The state can make regulatory measures to promote efficiency of education.

(ii) Educational institutions of minority groups cannot claim immunity from general laws such

as contract law, labour law and industrial law etc.

(iii) The state can take over the management of the institutions of minority groups in case

of irregularity and inefficiency.

(iv)Teachers have the right to approach to the Arbitration Tribunal in case of any injustice

to them by the institution.

The Constitution of India provides educational functions at three levels viz.

Central, State and Concurrent. The forty-second Amendment, 1976 brought about drastic

changes

in the Indian Constitution. It affected the status of education also by putting it on the Concurrent List. Centre and the state can legislate 011 any aspect of education from

the primary to the university level. In case of any dispute, legislation framed by the

central government will have overriding authority. By having education in the Concurrent List,

the centre can implement directly any policy decision in the states.UNIVERSAL EDUCATION IN INDIA

I beg to place the following resolution before the council for its consideration.the state should

accept in this country the same responsibility in regard to mass education that the government of

most civilized countries are already discharging and that a well considered scheme should be drawn

up and adhered to till it is carried out.. The well being of millions upon millions of children who arewaiting to be brought under the influence education depends upon it...

The above words are the part of the resolution which Gopal Krishna Gokhale moved in

Imperial Legislative Council on 18th march, 1910 for seeking provision of Free

and Compulsory Primary Education in India.

Irony is that one hundred years have passed but the right to education still remains

a distant dream. Gopal Krishna Gokhale in fact represents many of our freedom fighters

who had dreamed of the right to education to in independent India. They had identified

the significance of education as an integral part of their different and complex ideologies.

After attaining independence, the forefathers of our constitution continued this debate on

the right to education and concluded to retain it in the directive principles of state policy.


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This compromise was not positively received by many of the people who wanted a more

specificassurance from the Constitution.

Even now after 60 years of our independence, no such right has been provided to the

children of India. Successive governments at the centre had not given any consideration and

have pathetically failed in providing public education in India.

The people of India raised their voice for universal public education as a part of the

freedom struggle. The British imperialists simply denied their demand. But in 1870, the

British legalized the free and compulsory education to every British. This was done to ensure

the survival of the British Empire and maintain its hegemony on the colonies. In spite of our

independence and all the tall talk of successive prime ministers who promise to turn our

country into a knowledge super power, nothing substantial was done to ensure even this

basic right to education. This is because of the feudal- capitalist character of the State.

The right to education demand is alive even now in spite of every effort to belittle it.

The judiciary, bureaucrats, and media have timely raised their voice over its necessity. It

has become possible only due to sustained progressive struggles of people of India on

this question and the judgment given by the Supreme Court directing the government to

ensure that all the citizens of our country are provided this right.

Due to the sustained pressure of the students and peoples movement and Left, the

central government was forced to introduce Right to Free and Compulsory Education Bill

in Rajya Sabha on the 15th December, 2008. This was done after the government had come

out with a series of drafts Bills and put them up for discussion to the public, each worse than

the other.

The current Right to Free and Compulsory Education Bill has many lacuna

and many criticisms can be leveled against it. But broadly analyzing all the criticisms, we

shall reach to two major points.(1) Allocation of Funds(2) Age limit and common school system(1) Allocation of Funds

In financial perspective, Tapas Majumdar committee long back had estimated that there is

an additional requirement of Rs 1, 40,000 crores to be spent in a span of ten years (which

comprises 0.7 percent of the GDP). The government states that it does not have that much

money and is simply denying the responsibility of public education. The UPA government

wants state governments to allocate funds for education in respective states. The whole

scenario reflects the dual attitude of the UPA government which proudly claims that it is

responsible for our country becoming worlds second fastest growing economy. The truth

of the matter is that it doesnt want expenditure on public education for the benefit of the

masses, in spite of its own commitment to do so in the Common Minimum Program.

(2)Age limit and common school system

Several Commissions have recommended Common School System and Neighborhood

School Policy to integrate the community and provide access to education at the


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doorsteps of children. This has also been specified in the National Policy on Education. But

the Bill makes no mention of the Common School System and while using neighborhood in

some

of the clauses has neither defined Neighborhood nor has accepted the philosophy of N

eighborhood School.

As a signatory to the UN Child Rights Convention, India has accepted the

international definition of a child, which is up to age 18. The bill proposes to cover only

children from age 6 to 14, clearly excluding and violating the rights of the 0-6 and 14 to 18

year olds. The 86th amendment and its article 21A, which defines the age from 6 to14. As a

bill flowing out of the amendment, it is clear that the bill cannot go beyond Article 21A,

which makes it imperative that the 86th amendment must be re-amended to correct

this anomaly.

If we raise the demand of 0-6 years, Many argue that the bill should be put on holdtill such a re-amendment is passed, but that would be playing into hands of elements who

neither want the amendment nor the bill. Such elements do not want the state to invest in

education and instead prefer to leave it to the markets. Instead of positively addressing the

criticisms on the Bill the government and its supporters are trying to project that all

criticisms are made with an ulterior motive. They hope to hide their mistakes behind such

shields.

RESPONSIBILITIES OF STATE GOVERNMENT AND CENTRAL GOVERNMENT THE ROLE OF

GOVERNMENT OF INDIA IN EDUCATION

1.One of the major educational controversies today refers to the role of theGovernment of India in education. Prima facie education is a State subject. Entry 11 of the

List II of the Seventh Schedule to the Constitution lays down that education including

universities, subject to the provisions of Entries 63, 64, 65 and 66 of List I and Entry 25 of List

III should be a State subject. But there are some other provisions in the Constitution itself

which contradict the almost absolute delegation of authority suggested by this entry in the

State list; and what is even more significant, the Central Government has since shown an

unprecedented activity and interest in the field of education ever since the attainment of

independence. In 1947, it appointed a University Commission and has since been engaged in

evolving common policies in Higher education such as the introduction of the three-yeardegree course. This was followed by a Secondary Education Commission which tried to

introduce a number of uniform trends in a field where the Centre has had hardly any

constitutional authority.

No Commission was appointed in the field of Primary education. But the scheme of

Basic education was declared to have gone beyond the stage of experimentation and

was also adopted as the national pattern at the Elementary stage. The interest of the

Central Government in Technical education and scientific research has been too obvious to

need any illustration. Besides, an innumerable number of Committees and Reports have

tried to iron out an all-India thought, policy and programme in almost every sector of


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education. Ofstill greater importance is the revival of the Central grants for education which

had been discontinued in 1918-1919.

In the period of post-war reconstruction as well as in the first and second Plans,

substantial grants were given to the States towards the implementation of a large variety of

educational programmes. With the adoption of the technique of Five Year Plans and the

creation of the Planning Commission, the real authority to determine policies, priorities and

programmes has now passed on from the States to the Centre in most sectors of

development; and as a corollary to this major shift in all developmental activity, it is allege

that the, educational progress in the States is now more dependent upon the

financial allocations and priorities decided at the Centre by the Planning Commission a

nd the Ministry of Education than upon any decision taken by the States at their own level. In

short, the trend to centralization in policy-making in all fields of education has been the

most dominating note of this period and it has had hardly any parallel in our educationalhistoryexcept for the brief spell under Lord Curzon.

2. The reactions at the Centre and in the States to these developments have

been extremely divergent. On the one hand, the State Governments have grown more and

more critical and resentful of this policy. They claim that Education is essentially their

preserve; that they understand their educational needs much better than the Centre itself;

and that the attempt of the Centre to cut into their sphere has generally done more harm than

good to the cause of education. They also plead that Central grants should be placed at

the disposal of the States without any strings attached and they are extremely critical of

the manner in which their proposals are scrutinized, modified or amended by the Centrewhilegrants are being sanctioned.

On the other hand, the Centre also is not happy about the situation. It has

assumed the role of dominant partner without having any constitutional authority to compel

the States to conform to its dictates and without even having a machinery to report on

the implementation of its programmes through the State Governments. Its main complaint

is that its genuine desire to help the States is misunderstood as interference; that the

reasonable minimum safeguards which are and should be adopted in all financial

sanctions are misinterpreted as indirect pressures or as leading strings; that the States do

not appreciate the larger interests of education underlying the policies and programmesproposed by it; that the States do not often implement the sanctioned schemes in the manner

in which they ought to be implemented; and that it often finds itself helpless to enforce the

directives given by it.

During the last ten years, therefore, education has developed practically into a

jointresponsibility of the Central and State Governments. But unfortunately, neither partner

is satisfied with the present position nor does each one of them have a number of charges

tomake against the other. It would be no exaggeration to say that it is this conflict

and contradiction in the present position which is at the root of most of our

administrativedifficulties and it is for the solution of these troubles that the role of the

Government of India in education has to be properly defined as early as possible.


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3. In order to pose correctly the complex problems involved in this issue and to

arrive at some tentative solutions, it is necessary to consider the problem from three

different points of view. The firstapproach would be historical and it would show how the

role of the Government of India in education has varied from time to time and why; the

secondwould start with the analysis of the relevant constitutional provisions and explain

what the Constitution expects the Government of India to do in education; and the thirdwould

compare and contrast the role of the Government of India in education with that of some

other federal governments in the world. It is only in the light of the findings of these three

specific studies that it may finally be possible to draw up some kind of a picture of the role of

the Government in education as it ought to be.

Similarly, it is the duty of a Federal Government to carry out studies in educational

problems (as part of its responsibility to provide leadership in educational thought) from

time to time and to publish their findings. In particular, it is the responsibility of a Federal

Government to study such educational developments in other countries as are likely to beof help in developing education at home. That both these responsibilities were understood

accepted and even fulfilled with a great competence in certain areas, can be seen from the

publications issued by the Government of India during this period. Moreover, the

Government of India also published reports on important events of the period. In short,

the research and publications function of the Federal Government was fully accepted

and established during the period under review.

It was he who convened the first Conference of the Directors of Public Instruction in

India at Simla in 1901. Then he started a regular practice of convening such Conferences

for taking a periodical review of educational developments. An Educational Conferencewas held at Allahabad in 1911 and another Conference of the Directors of Public Instruction

was held in 1917. With the passage of time, the need for such coordination was felt all the

more keenly and a Central Advisory Board of Education was organized in 1920 with a view

toassisting the Provincial Governments with expert advice.

Another function of a Federal Government to be recognized during this period was

grant of financial assistance for educational development in the Provinces. Reference has

already been made to the financial decentralization introduced by Lord Mayo in 1870. That

system continued to be in force up to 1876-77 when a system of shared revenues was

introduced. Under this system, certain revenues were exclusively designated as Central,certain others were designated as exclusively Provincial; and the remainder was

designated as Divided and their receipts were shared between the Central and Provincial

Governments according to an agreed contract which remained in force for a period of

five years at a time.

From 1921 to 1947.between 1870 and 1921, therefore, the day-to-day

administration of education was delegated to the Provincial Governments and the

Government of India continued to function as a Federal Government with five distinct

functions, which came to be recognized, viz., the functions of (1) policy-making, (2) clearing

house of information, (3) research and publications, (4) coordination and (5) financial


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assistance. 16. With the coming into force of the Government of India Act, 1919, however,

the position changed completely. The basic idea underlying this Act was that the

Government of India should continue to be responsible to the Secretary of State for India

that the functions of the Provincial Governments should be divided into two parts the

reserved part being responsible to the Government of India and the transfer being under

the control of elected Ministers responsible to the Provincial Legislatures. As a corollary to

this decision, it was also agreed that the Government of India have very little or no control

over the transferred departments because the Ministers could not be simultaneously

responsible to the Government of India as well as to their elected legislatures. The Role of the Government of India under the Constitution and in Actual Practice

(1950-60)

Soon after the attainment of Independence, the problem of the role of the Gov

ernment of India in education came up for discussion again when the Constitution was being

framed. The thinking of the framers of the Constitution on this subject seems to havebeen

influenced by two main considerations:(1) The general model adopted in the U.S.A.; and(2) The recommendations of the Hartog Committee.

As in the U.S.A., therefore, a fundamental decision was taken to treat education as a

State subject and also to vest the residuary powers in education in the State Governments

by making a specific enumeration of powers reserved to the Government of India in thisfield.Entry 11 of List II of the Seventh Schedule to the Constitution, therefore, lays down

that education including universities, subject to the provisions of Entries 63, 64, 65 and 66

ofList I and Entry 25 of List III should be a State subject; and the entries which give

authority to the Government of India in education were worded as follows:List IUnion List

63. The institutions known at the commencement of this Constitution as the Banaras Hindu

University, the Aligarh Muslim University and the Delhi University, and any other

institution declared by Parliament by law to be an institution of national importance.

64. Institutions for scientific and technical education financed by the Government ofIndia wholly or in part and declared by Parliament by law to be institutions of national

importance.65. Union agencies and institutions for

(a) Professional, vocational or technical training, including the training of

police officers; or(b) The promotion of special studies or research; or

(c) Scientific or technical assistance in the investigation or detection of crime.

66. Co-ordination and determination of standards in institutions for Higher education

or research and scientific and technical institutions.

List IIIConcurrent List

Vocational and technical training of labour.


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23. In respect of Primary education, however, the Constitution has made an exception on

the lines recommended by the Hartog Committee. The intimate relationship between the

provision of a minimum of free and compulsory education for all children and the successful

working of a democracy which the Constitution decided to create is obvious. The

Constitution, therefore, makes the following provision as a directive principle of State policy

under Part IV:

45. The State shall endeavour to provide within a period of ten years from the

commencement of this Constitution, for free and compulsory education for all children until

they complete the age of 14 years. The expression State which occurs in this article is

defined in Article 12 to include the Government and Parliament of India and the

Government and the Legislature of each of the States and all local or other authorities withinthe territory of India or under the control of the Government of India. The

Federal Government is, therefore, under a constitutional obligation to participate in the

programmeof providing free and compulsory education for all children until they complete the

age of 14 years. 24. Similarly, the Constitution also makes it an obligatory responsibility of

the Government of India to promote the educational interest of the weaker sections of

the people and makes the following provision:

46. The State shall promote with special care the educational and economic interests of the

weaker sections of the people, and, in particular, of the Scheduled Castes and the Scheduled

Tribes, and shall protect them from social injustice and all forms of exploitation. The expression weaker sections of the people, as used in this article, is general and

is notrestricted to the Scheduled Castes and the Scheduled Tribes only. For example, it will

obviously include women and consequently the development of the education of girls and

women becomes a special responsibility of the Government of India. In the same way, the

expression also means people living in those areas where economic and cultural

development lags behind. This article, therefore, makes it a responsibility of the

Government of India to bring about an equalization of educational opportunities in all parts

of the country and, to that end, to give special assistance to the backward areas or States.

There is yet another provision in the Constitution which has an indirect butsignificant bearing upon the role of Government of India in education. Entry in the List III is

Economic and Social Planning and this implies that the Government of India has a

constitutional responsibility for the economic and social development of the country as a

whole. Now, it is a well-known sociological principle that economic and social development

is intimately connected with education and it is in this sense that the White Paper on

Education in the United Kingdom said: Upon the education given to the children of this

country, the future of this country depends. It is function of the schools to define the

objectives of a national economic and social planning although they can, and should, to

some extent, direct and influence their definition. But once the objectives of economic and


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social planning are decided upon by the powers that be, education has a very important role

to play in assisting the nation to realize these objectives. For instance, the schools will never

be able to decide whether democracy should or should not be a national way of life,

whether socialism should or should not be accepted or whether rapid industrialization

should or should not be resorted to. But if the nation were to decide to accept these goals,

education will help vary greatly in creating and stabilizing a social order based on these

values by developing the necessary aptitudes, skills and interests in the rising generation. As

Brubacher has observed, schools can complete and consolidate a change decided

elsewherewhether by bullets or by ballots. The implication is obvious: an authority like the

Government of India which is responsible for the economic and

Social planning of the country cannot divest itself of a major responsibility in

determining Corresponding educational policies to realize its economic and social objectives.The Role of the Government of India in Educationas it is and as it ought to be

When one examines the role which the Constitution assigns to the federal gover

nment in education (or the role which it has now come to play in actual practice) and

compares it with the role which other federal governments play in education, or even with the

role which the Government of India itself played in the earlier years of our history, one can

easily conclude that the following activities may be undoubtedly regarded as

federalfunctions in education:(1) Educational and cultural relations with other countries;

(2) The clearing house functions of collecting and broadcasting ideas and information;

(3) The coordinating function of harmonizing the educational activities of the Centre and the

States;

(4) Education in the Union Territories;(5) Scientific research;(6) Technical education;(7) Propagation, development and enrichment of Hindi;(8) Preservation and promotion of national culture inclusive of patronage to national art;

(9) Patronage to the study of ancient Indian culture in general and the study of Sanskrit in

particular;(10) Education of the handicapped;(11) Promotion and coordination of educational research;

(12) Special responsibility for the cultural interests of the minorities;(13) Responsibility for the weaker sections of the people i.e. the Scheduled Castes and

Scheduled Tribes;

(14) Responsibility for strengthening national unity through suitable programmes and

particularly through those of emotional integration;

(15) Grant of scholarships in an attempt to scout for talent, especially at the University

stage;(16) Advanced professional and vocational training; and

(17) Maintenance of Central Institutions or agencies for education; and (18) Provision of free and compulsory education up to the age of 14 years.


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These eighteen functions may be broadly divided into two groupsthe exclusive

and the concurrent. The first four functions obviously fall in the exclusive group since no

State Government can perform them. The remaining fourteen functions fall into the

concurrentgroup in the sense that every State Government will have to participate in

these programmes both on its own initiative and as an agent of the Government of India; but

the over-all responsibility for these matters whose national significance is universally

recognizedwould be on the Government of India.Arguments in favour of making education a concurrent subject:

(a) To Ensure Uniformity in the Education Policy:

Education pattern should be of a uniform character in the entire country. It is possible

only when education is made a concurrent subject.

(b) Better Implementation of Education Policies:

When education is on the Concurrent List, the Centre will ensure that the States implement its

decision in right earnest. With education as a concurrent subject, the states will

become more serious in implementing decisions.

(c) Better Utilisation of Funds:

When the funds are allocated by the Central Government, it is in the fitness of things that

it should have a say in their utilisation.(d) Quality Leadership from the Central Government:

The centre should provide good and effective leadership. This should not be taken as

a reflection on the intelligential in the State, but centre is better equipped to provide ed

ucation leadership at the national level.

(e) For Better Discipline:

The Centre should have the power to overrule the decisions of the State Government.Then general standards of education will also improve. In Indian Education Service, man of

calibre will take to join.

(f) Improvement in Standards:

Being a concurrent subject, by education, all India level of research in the field of education

will improve and the research findings will be better utilised at the national and state levels.

Arguments against making education a concurrent subject

(a) Based on Democratic Values:

State Government has enjoyed the privilege of having education under their control. Why

should they give it up or allow the centre to interfere the only sphere in which states have

enjoyed full powers? Further, democracy believes in decentralisation of powers. Why

theneducation a concurrent subject, they ask?

(b) States have Better Appreciation of Local Needs:

`The State Government knows the needs of its inhabitants better. The centre cannot

appreciate the educational needs of a remote village school say in Rajasthan or Tamil

Nadu. So let education remain in the hands of States.

(c) Free from Red Tapism:


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If education becomes a concurrent subject, more bureaucrats will interfere with

it. Perhaps the implementation of decisions may be delayed. States will have to seek

clearance from the centre. If we want education to be remain free from bureaucracy, let us

remain it a subject of state.

(d) Sense of Security to Minorities:

Minorities are more close to the State Governments. The minorities can also pro

gress accordingly if education is a State subject.(e) Unity in Diversity:

When Indian culture is "Unity in Diversity ". Let each State lies its own pattern

of education to preserve its identity and culture.

NATIONAL POLICY ON EDUCATION (NPE) 1986

Centre-State Partnership:

The NPE has accepted the concurrency in education. According to it;

concurrency signifies a meaningful partnership between the Central Government and the

State Governments. The Central Government's role could be to promote excellence at alllevels of the educational pyramid throughout the country.

Role of Private Enterprises:

The private enterprise is to be encouraged in the field of education in various technical

and non-technical sectors especially for the promotion of adult education.

Role of Local Communities:

NPE visualises an important role of local communities in the promotion of education. As

an ultimate objective, it is essential that school and their local communities should

be intimately associated with the educational process. The Role of Central Government

(i) The improvement of teacher's status and teacher education. (ii) The development of aprogramme of scholarships.

(iii) The utilisation of educational opportunities with special reference to the education

of inter-state differences and the ado moment of weaker sections of the community.(iv) The provision of free and compulsory education as directed by the Constitution.

(v) The vocationalization of the secondary education and the improvement of standards

at the school stage.

(vi) The development of higher education and research with special reference to the post-

graduate stage.

(vii) The development of professional education in agriculture and industry.(viii) The promotion

of scientific and technical research.(ix) The promotion of vocational studies.(x)The promotion of educational research.Central Government and Financial Assistance to State

(i) Grant-in-aid to the State Government on account of their committed expenditure, through

the quinquennial finance commissions.

(ii) Grants-in-aid for development expenditure given for the plan as a whole, through the

Planning Commission.(iii)Expansion of the central and the centrally- sponsored sectors.


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KOTHARI EDUCATION COMMISSION 1964

The Education Commission 1964-66 was appointed by the Government of India on July 14th,

1964. Dr. D.S. Kothari was appointed as the Chairman of the commission. The Commission

submitted its report on June 29th, 1966.

The Commission set 12 task forces and 7 working groups; interviewed 9000 men

and women interested in education in the country and toured for 100 days. The

report contains 19 chapters.

The Commission had some unique features, they were -

i) Not to limit its inquiry to specific sectors or aspects of education, but to have

a comprehensive, review of the entire educational system.

ii) Its firm belief that education is the most powerful instrument of the national develop

ment.

iii) Its International Composition. The commission included 7 Indian members and 5 others;

1 each from Japan, France, U.K., U.S.A. and USSR.

The objectives, as recommended by the commission were increasing productivity;

promoting social and national integration; education and modernization and developing

social, moral and spiritual values. A new educational structure was also dev

Education has a very extensive role to play in changing the men and society. It has

to be entirely reformed and related to the life, needs and aspirations of the people so that

it may serve as a powerful tool of social, economic and cultural transformation. In order

torelate education, the commission recommended the following objectives-1. Increase in Productivity.2. Promoting social and National Integration3. Education and Modernization4. Developing social, moral and spiritual values.1. Increase in Productivity -

The Commission suggested that education must be related to productivity to

increase national income. In order to link education and productivity the Indian Educatio

n Commission made the following recommendations.

i) Science is the basic component of education and culture; so it should be made

an integral part of school education.ii) To inculcate the value of manual work the commission recommended the intr

oduction of work experience in school education.

iii) To meet the increasing needs of technical personnel in Industry, agriculture

and trade the IEC recommended introducing vocational subjects in school curriculum. It

also opined that the vocationalization will bring education into closer relationship withpr

oductivity.

2. Promoting social and National Integration -

National and social integration is the precondition for the progress and development

of a country. According to the commission, Social and National Integration is an important


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objective of a national system of education. The commission made the following

recommendations for strengthening social and national integration through education.

i) To make education a powerful instrument of national development, common school

system of public education should be adopted.

ii) Bridge the gulf between the educated and the uneducated, intellectuals

and masses, social and national service should be made an integral part of school education.

iii) A language is a firm adhesive for social and national integration, suitable

provisions should be made for teaching mother tongue, Hindi and other Modern

Indian languages in schools.

3. Education and Modernization -

The present society is the science - based society. The present century has made

tremendous advancement in scientific and technical knowledge as a result of explosion of

knowledge. In such a situation one of the main functions of education is to keep pace with

this advancement of knowledge. Another feature of modern society is the rapid social

change. In the situation of change, the school must always be alert if it is to keep abreast

of significant changes. An education system which does not renovate itself continuously

becomes out-dated and puts hindrance to progress. To keep pace with modernization the

IEC is of the opinion that greater emphasis must be placed on vocational subjects,

science education and research.

4. Social, moral and spiritual values -

The national system of education should emphasis on the cultivation of social,

moral and spiritual values among students. For this purpose the commission made the

following recommendations-

i) The Central and State governments should adopt measures to introduce education

in moral, social and spiritual values in all institutions under their direct control on the lines

recommended by the University Education Commission on religious and moral instruction.

ii) In order to develop social, moral and religious values, some periods should

be provided in the time table. Instruction of this type should be given by general teachers.

iii) The University departments should be especially concerned with the ways in

which these values can be taught wisely and effectively and should undertake preparation of

the special literature for use by students and teacher.The Commission recommended a new structural pattern of education. The new

educational structure should be as follows:

One to three years of pre-school education.

A primary stage of 7 to 8 years divided into a lower primary stage of 4 or 5 years and

a higher primary stage of 3 or 2 years.

A lower secondary stage of 3 or 2 years of general education or 1 to 3 years of vocational

education.

A higher secondary stage of 2 years of general education or 1 to 3 years ofvocational education, 50% of the total would be under vocational education,


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A higher education stage of 3 years or more for the first degree course followed by courses of

varying durations for the second or research degrees.

The structural

pattern thus recommended by the commission is commonly known as 10+2+3.Let us know the structural pattern of education.

Pre-school education from 1 to 3 years should also be given. General education should last for

a period of 10 years -

4 years of lower primary,

3 years of higher primary3 years of lower secondary education.

Higher secondary education should be fixed for 2 years. Degree course should be of 3 years.

The age of admission to class I should not be less than 6+. The first public external

examination should come at the end of the first 10 years of schooling. Secondary schools

should be of two types: higher schools providing a 10 years course and higher secondaryschools providing a course of 11 or 12 years. A new higher secondary course consisting

of classes XI and XII should be introduced. The pre-university courses should be

transferred from Universities and added to the secondary schools. The Commission has been

suggested the reorganization of the university stage. At this stage, the three year degree has

been favoured by the Commission.Aims of Education According to Indian Education Commission, 1964-66

According to Dr. Radha Krishnan, "It is my earnest desire that the Commission

should survey all aspects of educational system at all levels and give suggestions that may

help the educational system in progressing at all levels.According to Kothari Commission, "One of the important social objectives of education is

to equalize opportunity, enabling the backward or underprivileged classes and individuals

to use education as a tool for improvement of their social and economic condition".

The most important and urgent reform needed in education is to transform it, to

relate it to the life, needs and aspirations of the people and thereby make a powerful

instrument of social, economic and cultural transformation, necessary for realization of the

national goals. For this purpose the commission has suggested the following objectives of

education:

(a) Increasing productivity.(b) Social and national integration.(c) Acceleration the process of modernization.(d) Developing social, moral and spiritual values.

Education for Increasing Productivity though India is a land of vast resources, yet it

has not become self-sufficient for this purpose,

the resources must be exploited and education must be related to productivity to increase

national income.

In order to create a link between education and productivity the following programmed

has been suggested by Kothari Commission:Science Education


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Science education must become an integral part of school education and

ultimately some study of science should become a part of all courses in the humanities and

social sciences at university stage also.

The quality of science teaching must also be improved considerably so as to promote adeep understanding of basic principles, to develop problem solving and analytical skills and

to promote the spirit of enquiry and experimentation.

Work Experience. In the programmed of relating education to life and productivity,

work experience must be introduced as an integral part of all education general

and vocational.

To commission work experience implies participation in productive work in school, in

the home, in a workshop, on a farm, in a factory or in any productive situation.

All purposeful education should include study of languages, humanities and social sciences,

study of mathematics and natural sciences, work experience and social services.Work experience is a method of integrating education with work. In the present education

system work experience and social services have almost been totally neglected. Along with

other elements of education work experience should be greatly emphasized for the

following reasons:(a) It will bridge the gap between intellectual and manual work.(b) It will decrease the over academic nature of formal education.

(c) It will make the entry of youth into the world of work and employment easier by enabling

them to adjust themselves to it.

(d) It will relate education to productivity and also as a means of social andnational integration.Vocationalization

Every attempt should be made to give a vocational bias to secondary education and to

increase the emphasis on agricultural and technological education at the university stage. This

will surely bring education into closer relationship with productivity. In the modernIndian

society which is heading towards industrialization, it is essential to

considerably expand professional education at the university stage, especially in agricult

ural and technological fields.

Education for National IntegrationIndia is a land of diverse social groups. Unity and harmony among these groups is

the basis of national integration. Social and national integration is an important objective of a

national system of education. The Commission has suggested the following steps for st

rengthening the nation through education.

The Common School System

The present educational system in our country instead of bringing social groups and

classes together is tending to increase social segregation and class distinctions.

The schools for the masses (generally maintained by the government) are of poorer quality

than those run by private bodies. Good schools are not within the reach of a common man'spocket.


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This is one of the major weaknesses of the existing educational system. In the opinion

of the Commission, "If our educational system is to become a powerful instrument of national

development in general, and social and national integration in particular, we must march

toward the goal of a Common School System of public education."

The common school must be opened to all children irrespective of caste, creed,

community and economic or social status.I. It should charge no tuition fee.

II. It should maintain a good standard of education in order to meet the needs

of average parents so that they may not ordinarily feel the need of sending their children

to other expensive schools.

Social and National Service

Social and national service should be made obligatory for all students at all stages.

It should form an integral part of education at secondary school and university levels.

This programme will prove an effective instrument for building character improving disci

pline, inculcating a faith in the dignity of labour and developing a sense of

social responsibility, if it is organised concurrently with academic studies in schools and

colleges. The following are the main forms of organizing such a programme:

(a) At the primary stage this programme should be developed in all schools on

the lines of Basic Education.

(b) At the lower secondary stage social service should be made compulsory for

all students for thirty days a year, at the higher secondary for twenty days and at the

undergraduate stage it should be made obligatory for all students or sixty days a year, to bedone in one or more stretches.

Every educational institution should develop a programme of social and community

service of its own in which all students must be involved for the periods as indicated above. (c) Labour and social service camps or N.C.C. should be organised in each district as

alternative forms of such service for those students for whom no other programmers of social

service have been organised in their own institutions.Promoting national consciousness

India is a land of different castes, peoples, communities, languages, religions and

cultures. The main role of our schools, colleges and universities should, therefore, beto enable our students to discover 'unity in diversity' and in this way, foster a sense of national

solidarity and national consciousness among them. This can be done by- The Promotion of

Understanding and Re-evaluation of Our Cultural Heritage this can be achieved by the

wellorganized teaching of language and literature, philosophy, religion and history of India

and by introducing the students to Indian architecture, sculpture, painting, music, dance

anddrama. Holiday camps and summer schools on inter-state basis can also be

organized fruitfully, for breaking down regional and linguistic barriers.


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Creation of a strong faith in the future towards would involve an attempt to bring home

to the students, the principles of the constitution, the great human values, referred to in its

preamble, the nature of the democratic and socialistic society.

Education for International Understanding

There is no contradiction between national consciousness and developing interna

tional understanding. Schools should promote international outlook through

the study of humanities and social sciences, simultaneously with developing nationalcon

sciousness.

Democratic Values

The educational programme in schools and colleges should be designed to

inculcate democratic values, such as scientific temper of mind, tolerance, respect for the

culture of other national groups etc. This will enable our young citizens to adopt democracy

not only as a form of government but also as a way of life. In a modern society stock of

knowledge is far greater, the pace of its growth is infinitely quicker and social change is very

rapid. This needs a radical change in the educational system.

Education in a modern society is no longer concerned mainly with the imparting

of knowledge or the preparation of a finished product but with the awakening of curiosity,

the development of proper interests, attitudes and values and the building up of such

essential skills as independent study and capacity to think and judge for oneself, without

which it is not possible to become a responsible member of a democratic society.

Therefore the process of modernization will be directly related to

the pace of educational advance. Education brings modernization in following ways:(a) The way to modernize quickly is to spread education.

(b) By producing educated and skilled citizens.(c) By-training an adequate and competent intelligentsia.

(d) By banging a radical change in the method of teaching and in the training

of teachers.

Levels and aims of Education: Pre primary- Primary - Secondary- UniversitySignificance of the Early Years

The first 6-8 years of a childs life, known as the early childhood stage, are globally

acknowledged to be the most critical years for lifelong development, since the pace of

development during these years is extremely rapid. Recent research in the field of neuroscience,

particularly on the brain, has provided very convincing evidence of the critical periods located

within these early years, particularly the first three years, for the formation of synapticconnections in the brain and for the full development of the brains potential.1Research has also

indicated that if these early years are not supported by, or embedded in, a stimulating and

enriching physical and psychosocial environment, the chances of the childs brain developing to

its full potential are considerably, and often irreversibly, reduced.2, 3, 4, 5, 6, 7 This finding

immediately places a very large percentage of children in the developing world in poverty

contexts at risk, in terms of their life chances. This early childhood stage is also important as a

foundation for the inculcation of social and personal habits and values that are known to last

a lifetime. What follows logically is the crucial importance of investing in these early years


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The Department is divided into eight bureaus, and most the work of the department is

handled through over 100 autonomous organizations under the bureaus. University and Higher Education; Minorities Educationo University Grants Commission (UGC)

o Indian Council of Social Science Research (ICSSR)

o Indian Council of Historical Research (ICHR)

o Indian Council of Philosophical Research (ICPR)

o 39 Central Universities (including 12 new Central Universities which havebeen established w.e.f. 15.01.2009 by an ordinance promulgated byPresident of India)

o Indian Institute of Advanced Studies (IIAS), Shimla Technical Education

o All India Council of Technical Education (AICTE) Council of Architecture (COA)

o 3 School of Planning and Architecture (SPAs)

o 16 Indian Institutes of Technology (IITs) (including 6 new IITs set up during

2008-09)o 5 Indian Institutes of Science Education and Research (IISERs)

o 13 Indian Institutes of Management (IIMs)

o 30 National Institutes of Technology (NITs)

o 4 Indian Institutes of Information Technology (IIITs)

o 4 National Institutes of Technical Teachers Training & Research (NITTTRs)

o 4 Regional Boards of Apprenticeship / Practical Training Administration and Languageso Three Deemed Universities in the field of Sanskrit, viz. Rashtriya Sanskrit

Sansthan (RSkS), New Delhi, Shri Lal Bahadur Shastri Rashtriya Sanskrit

Vidyapeeth (SLBSRSV), New Delhi, and Rashtriya Sanskrit Vidyapeeth (RSV),Tirupati

o Kendriya Hindi Sansthan (KHS), Agra

o English and Foreign Language University (EFLU), Hyderabad

o National Council for Promotion of Urdu Language (NCPUL)

o National Council for Promotion of Sindhi Language (NCPSL)

o Three subordinate offices: Central Hindi Directorate (CHD), New Delhi;

Commission for Scientific & Technological Terminology (CSTT), New Delhi; and Central

Institute of Indian Languages (CIIL), Mysore Distance Education and Scholarshipso Indira Gandhi National Open University (IGNOU)

UNESCO, International Cooperation, Book Promotion and Copyrights, Education

Policy, Planning and Monitoring Integrated Finance Division. Statistics, Annual Plan and CMIS Administrative Reform, North Eastern Region, SC/ST/OBC

OTHERS:

National University of Educational Planning and Administration (NUEPA) National Book

Trust (NBT) National Board of Accreditation (NBA)


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National Commission for Minority Educational Institutions (NCMEI) National Council of

Educational Research and Training (NCERT) Central Board of Secondary Education (CBSE) Kendriya Vidyalaya Sangathan (KVS) Navodaya Vidyalaya Samiti (NVS)

National Institute of Open Schooling (NIOS)

Central Tibetan Administration (CTA)

National Foundation for Teachers' Welfare

a public sector enterprise, Educational Consultants (India) Limited (EdCIL) MISSION

The Ministry of Education will ensure equitable access to quality and relevant edu

cation to all citizens of Grenada regardless of sex, race, color, creed, ability or socioeconomic

status.

The Ministry of Education is mindful that the provision of the necessary support

services including school-feeding, books and uniforms, the refurbishment, upgrading and

expansion of educational facilities and the training of personnel are paramount for the

enhancement of education.

The Ministry of Education will endeavor to provide the necessary support service to

the nations children from ages five to sixteen. Efforts will continue to be made to widen

access to quality education at the pre-primary, secondary and tertiary levels in a cost effective

andefficient manner.

VISION

The Ministry of Education through the various programs will endeavor to implement the

relevant aspects of the reform strategy in order to provide citizens with the

knowledge, attitudes, values and skills that will help develop their capacity to communicate

adequately and display a level of flexibility and creativity, which will enhance their capacity to

respond adequately to the challenges of development.

STRUCTURE

The Ministry consists of the following Units:

1. Administrative Unit

The Administrative Division is headed by the Senior Administrative Officer (SAO)

and consists of three main units (Administration, Finance and Personnel, each one

headed by an Administrative Officer (AO). It also includes the Registry headed byan Executive Officer and the Drug Avoidance Secretariat.The functions of this unit are as follows:

o To submit proposals and recommendations to the Public Service Commission

for recruitment and transfer of the following categories of staff: MOE

personnel; library; clerks/typists and ancillary in the secondary schools; staff

of the pre-primary schools; part of the TAMCC's staff.

o To run support services of the Ministry of Education (drivers, telephone

operator, machine operator, cleaners, office attendants, office staff etc.)

o

To procure and distribute stationery for the Ministry staff.2. Accounts & Finance

This Unit reports to the Permanent Secretary and has the following functions:


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o To monitor expenditure and provide timely financial reports;

o To prepare and submit annual budgets to the Ministry of Finance;

o To ensure that utility services are adequately provided within the Ministry

(telephone, electricity, water, facsimile, Internet)

3. Curriculum Development Department

The unit is headed by a Senior Education Officer and comprises thefollowing three sub-

units: Curriculum Development Officers, Materials Production and Guidance and

Counseling.

Curriculum Development Officers

The Curriculum Development Officers are in charge of curriculum development for primary

and secondary schools, and for monitoring the implementation of the same curriculum

(including through school visits). More specifically, the main functions are

as follows:

o To research relevant materials and to produce curricular for grades 1 to 9; o To convene meetings of subject panels and to supervise and give guidance to

the members of writing teams;

o To visit schools in order to give professional assistance to teachers in the

matters of content, methodology, techniques of and approaches to the

teaching of their respective subject areas;

o To provide and make resource teaching materials available to teachers;

o To train teachers in the application of new curricular and materials;

o To assist in the preparation and marking of tests and examination;


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o To monitor and evaluate programmes in school for the purpose of effective

revision.

4. Guidance and Counseling Unit

This unit has the following responsibilities:

o To provide counseling and guidance services to students in primary and

secondary schools;

o To train teachers in basic guidance and counseling skills; o To conduct parenting

education.5. Materials Production Unit

This unit has a dual role to play. It is responsible for working together with theCurric

ulum Development Officers in the production of relevant teaching-learning materials, but

one officer in the unit is, at the same time, in charge of communications with the outside

world and with the media in particular. More specifically, the functions of the unit are as

follows:

o To edit and produce curriculum material and other written materials required

by the Ministry of Education;

o To provide technical support to curriculum officers in the production of

materials;

o To be responsible for the procurement of equipment and supplies and for the

care and maintenance of all equipment used for the production of curriculum

materials;

o To advise the Ministry of Education on policies regarding the production and

procurement of educational materials;

o To produce the Ministrys Newsletter;

o To disseminate to the media the necessary information on the activities of

the Ministry.6. Information Technology Unit

The information Technology Unit has a dual role to play. It is in charge of providing training

and support (both technical and pedagogical) in the school computerization programme. It

has at the same time to provide technical support to the staff of the Ministry of Education inthe use of computer technology. More specifically, its tasks are as follows:

o To manage all computer labs used in the secondary school computerization

program;

o To provide training for teachers, principals, secretaries and other users of IT; o To

develop policies in using computers for teaching and learning, including

evaluation of existing software;

o To maintain and repair equipment in the Ministry of Education;


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responsible for implementation of the World Bank financed Basic Education Reform Project.

In addition, two existing sub-units with a general Ministry of Education mandate have been

incorporated in the unit, namely Maintenance and School Supplies. More specifically the

functions of the unit are as follows:

o To co-ordinate the implementation of the Basic Education Reform Project.

o To ensure proper monitoring (procurement and accountancy) of the same

project;

o To prepare the requisite project implementation reports; o To ensure the maintenance of all

school facilities;

o To ensure procurement and distribution of school furniture, equipment,

materials and supplies.

11. Public Relations Unit

The activities of the unit will vary throughout the year for various reasons. However, the units

work involves the following:

o Writing and distributing news releases, news features photographs and

letters to the editors of media organizations.

o Maintaining a current newspaper clipping file containing articles oneducation.

o Maintaining a current list of media, Parliamentarians, Custodies, public

relations managers / information officers / administrators, members of the

Diplomatic Corps, MOE regional officers, key personnel and spokesperson

directory.

o Organizing press conferences, receptions and official visits in consultationwith the Permanent Secretary.

o Arranging press, radio and television interviews for management in keepingwith relevant project areas.

o Editing and producing in-house newsletter, magazine, and organizing other

forms of internal communication for dissemination to the Ministrys publics.o Commissioning and organizing exhibitions or displays for the Ministrys notice

boards or other venues if applicable.o Handling P.R. sponsorships.

o Organizing site visits

o Attendance at appropriate meetings for information to plan and executeprogrammes.

o Liaising with other Ministries and Government agencies regardingeducational issues.

o Liaising with the press on the placement of advertisements.

o Plan official openings of new premises.

o In consultation with GIS, develop information packages to be used in radio

and television broadcasts on matters related to education.

o Liaising with all departments/units on public relations activities relating totheir projects and programmes.

The Ministrys Publics


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Teachers

Staff Media Students

Members of the school community Agencies of the Ministry

Stakeholders Members of the public who share an interest in education

12. Registry

Functions of the Registry:

o To receive all incoming mail from all sources o Maintain the filing index system

o Distribute incoming & internally created mail to users of the system o Maintain control and

secure all files in its care

o To clear specified officers dips

o To arrange for the efficient & timely dispatch of document produced by the

Ministry

o Close file at the appropriate time and ensure that all closed files can be

retrieved upon request

o To classify and docket all correspondence

13. Testing and Examination Unit

Roles and Functions of the ETX

o To co-ordinate/supervise local and external examinations in accordance with

prescribed regulations

o To co-ordinate the construction of national examinations and tests o To facilitate reliable

and timely procurement of examination resultso To conduct research on achievement and

learning

o To provide relevant services to students-issuing certificates, endorsing

Photostat copies of diplomas, etc.

o To train teachers in assessment and evaluation techniques

o To liaise with the various committees established to provide assistance to the

unit

o To process, analyze and prepare reports on national and externalexaminations.

14. Scholarships Desk

NUEPA (EARLIER KNOWN AS NIEPA - NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND

ADMINISTRATION)

Birth of NUEPA (Earlier known as NIEPA - National Institute of Educational Planning

and Administration) is associated with the UNESCO's regional center for Educational Pl

anners and Administration started in 1960 - 61 for taking care of educational needs of South

Asia. The organization was renamed as Asian Institute of Educational Planning

andAdministration in 1965.


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It was in 1970 that the institute was taken over by the govt. of India from

UNESCO and was renamed as National Staff College for Educational Planners and

Administration. The institute with the present name was rechristened in 1979.

The NUEPA as an autonomous organization emphasizes on planning, management

and capacity building in educational policy, through research, training, consultancy and

dissemination. The NUEPA structure is based on nine academic and one administrative unit.

The Minister for Human Resource Development, Government of India, is the cha

irman of the NUEPA Council. Director of the institute as head of the Executive Commit

tee is responsible for policy making and implementation.

Financial advices to the institute are the responsibility of the Finance Committee.

Eminent academicians from various institutions of the country, senior educational

administrators and members of the faculty of NUEPA comprising of the Planning and

Programme Committee, tender advice on academic programmes and training and research.

International Organizations like World Bank, UNESCO, COL etc. also takeassistance from the NUEPA on several issues.

The university is fully involved in the capacity building and research in planning

and management of education in not only India but also in South Asia, For enormous

contribution made by it in the field of education, it was awarded with the status of deemed to

be university in August 2006. Thus, university is now fully authorized to conduct its

own examinations and give degrees.The university functions through its nine Departments, which are as follows Department of Educational Planning

Department of Educational Administration Department of Educational Policy

Department of Educational Finance

Department of School and Non-formal Education Department of Higher Education Department of International Cooperation

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Unit IV Education in the Indian Constitution

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Transcript of Unit IV Education in the Indian Constitution