(The information in this section is derived from various Government
publications and other industry sources. Neither we nor any other
persons connected with the Issue have verified this information.
Industry sources and publications generally state that the information
contained therein has been obtained from sources generally believed to
be reliable, but that their accuracy, completeness and underlying
assumptions are not guaranteed and their reliability cannot be assured
and accordingly, investment decisions should not be based purely on
such information.)
Education encompasses teaching and learning specific skills, and also
something less tangible but more profound: the imparting of knowledge,
positive judgment and well-developed wisdom.
Since independence, education has been visualized in government
policies as a precursor to national development as well as to better
quality of life. Growth in public expenditure on education has not been
impressive in terms of real prices and on per student basis. In the
Education Policy of 1968 it was envisaged that public expenditure on
education as a proportion of GDP will increase to 6% over time. While
GDP since increased 61 fold by 2002, public expenditure on education
increased from 1.68% to only 4.02% by 2002. During 1990s, after the
economic reform policies were introduced, public expenditure on
education declined from above 4% in 1990-91 to about 3.95% in 1998-99.
Thus, raising public expenditure on education to a level of 6% of GDP
has remained a national commitment for nearly forty years now. The
National Common Minimum Programme (NCMP) has also reiterated this
commitment. To fulfill this commitment, in addition to augmenting
budgetary support the Government imposed an education cess on direct
and indirect taxes in the Finance Act 2004-05 (No.2). The resource
generating capacity of the Government has got a boost after high growth
rates in the X FYP and the resulting exuberance should offer the right
opportunity to meet this long pending commitment of expenditure on
education which would also help in converting the opportunity offered
by demographic transition to a scenario of growth with social justice
and its future sustainability.
With the liberalization and globalization of the Indian economy, the
rapid changes witnessed in scientific and technological world and the
general need to improve the quality of life and to reduce poverty, it
is essential that school leavers acquire a higher level of knowledge
and skills than what they are provided in the 8 years of elementary
education, particularly when the average earning of a secondary school
certificate holder is significantly more than that of a person who has
studied only up to class VIII. It is also necessary that besides
general education up to secondary level, opportunities for improvement
of vocational knowledge and skill should be provided at the higher
secondary level to enable some students to be employable.
(Source: www.planningcommision.nic.in, report of Working Group on
Elementary Education and Literacy and on Secondary Education for the
11th Five Year plan)
The Indian Education Sector is by far the largest capitalized space in
India with government spend of $30bn (2006; at ~3.7% of GDP, it is in
line with the global average). For the 11th 5-year Plan, the Centre has
allocated a 6 times higher spend on education. Importantly, the extent
of the spends have created one of the `largest' education networks
globally of more than 1 million schools and approximately 17000 higher
education institutes (HEIs) in India, home to the largest population
within the age group 0-24 years.
Initiative by Indian Government
To ensure "Education for All" the Department of School Education and
Literacy has a multi pronged approach. Two flagship programmes are
being implemented viz. the Sarva Shiksha Abhiyan (SSA) and the Midday
Meal Programme (MDM).
While the Sarva Shiksha Abhiyan aims to achieve universal elementary
education of satisfactory quality by 2010, the MDM supports it by way
of enhancing attendance of children and simultaneously improving their
nutritional status. Owing to increase in the number of students
completing at elementary stage, there is a surge in demand for
secondary education. It is, therefore, essential to be prepared to meet
it through improving access at secondary level.
Few of the new initiatives during the 11th five year plan for secondary
education are as follows:
1. Prime minister in his Independence Day address for 2007 has
announced that the central Government will support setting up of 6000
model schools throughout the country on school at each block to serve
as bench of excellence.
2. ICT in schools: A revamped scheme of Information Communication
Technology (ICT) in Schools will be implemented in partnership with the
states and private providers. The scheme provides computer aided
education and ICT literacy with broadband connectivity in about one
lakh secondary and higher secondary schools of Government, Local bodies
and Government -Aided schools.
3. Computer Aided Education both at elementary and secondary level The
XI Plan outlay for Higher Education is roughly Rs. 85,000 Cr. which
marks an over 9 times increase (at current prices) over the X Plan
expenditure. Priorities for Higher Education in the XI Plan are
expansion of access (i.e. of institutional infrastructure), equity
(i.e. to ensure effective participation of disadvantaged groups, and to
correct regional imbalances), improvement of quality, and optimal use
of Information & communication technology to promote achievement of
these objectives.
4. It is also proposed to launch a National Education Mission through
Information present and Communication Technology which will provide
Broadband connectivity to all the institutions of higher numbering
about 400 University level institutions and over 20000 degree colleges
besides making available high quality e-content for dissemination
through the connectivity to be provided under this Mission.
In a nutshell, the strategies for entire school education are aimed at:
1. Addressing residual access at elementary level and improving access
at secondary level.
2. Addressing equity by way of incentives for girls and students
belonging to SC/ST/Minority etc.
3. Improving quality by focusing on acquisition of basic competencies
in numeracy & language in schools at primary stage and improved
learning level in Science and Maths particularly thereafter.
4. Computer Aided Education both at Elementary & Secondary level.
Centrally Sponsored Scheme of Information & Communication Technology
(ICT) in schools
The Information and Communication Technology [ICT] in School Scheme was
launched in December 2004, to provide opportunities to secondary stage
students to mainly build their capacity on ICT skills and make them
learn through computer aided learning process. The Scheme is a major
catalyst to bridge the digital divide amongst students of various socio
economic and other geographical barriers. The Scheme provides support
to States/UTs to establish computer labs on a sustainable basis. It
also aims to setup SMART schools in Kendriya Vidyalayas and Navodaya
Vidyalayas which are pace setting institutions of the Government of
India to act as "Technology Demonstrators" and to lead in propagating
ICT skills among students of neighbourhood schools.
Objectives
1. To establish an enabling environment to promote the usage of ICT
especially in Higher Secondary and Secondary Government Schools in
rural areas. Critical factors of such an enabling environment include
widespread availability of access devices, connectivity to the Internet
and promotion of ICT literacy.
2. To ensure the availability of quality content on-line and through
access devices both in the private sector and by SIETs.
3. Enrichment of existing curriculum and pedagogy by employing ICT
tools for teaching and learning.
4. To enable students to acquire skills needed for the digital world
for higher studies and gainful employment
5. To provide an effective learning environment for children with
special needs through ICT tools.
6. Promote critical thinking and analytical skills by developing self-
learning. This shall transform the classroom environment from teacher
centric to student-centric learning.
7. To promote the use of ICT tools in distance education including the
employment of audio-visual medium and satellite- based devices.
Coverage
The Scheme currently covers both Government and Government aided
Secondary and Higher Schools. Support is provided for procurement of
computers and peripherals, educational software, training of teachers,
computer stationary, internet connectivity and for monitoring purposes.
A computer lab having at least 10 work stations is envisaged. For Smart
Schools the lab may have at least 40 work stations.
Financial Assistance and Cost Norms
The financial assistance is given to States and other institutions on
the basis of the approvals accorded by Project Monitoring and
Evaluation Group headed by secretary of the Department of School
Education and Literacy.
The Group also consists of the representatives of other Ministries,
experts and others. The unit cost per school is Rs. 6.7 lakh. Central
Assistance is provided in the ratio of 90:10 of the Annual Project Cost
between Center and the Special Category States, and in the ratio of
75:25 among the remaining States and UTs.
Norms for expenditure on various items / activities are as follows:
1.10 PCs/Printer/CRT per school inclusive of facilities like scanner,
web camera, modem etc. or one server with 10 workstation with
accessories.
2. Operating System & Application Software
3. Educational Software
4. Furniture
5. Computer Stationery
6. Teachers' Training
7. Internet
8. Maintenance
9. Monitoring Cost
10. Recurring Costs, which includes consumables, hardware and network
maintenance, monitoring costs, telephone for Internet usage
It may be noted that even in the revised norms, it is proposed to have
greater in-built flexibility. The States would have the option to incur
expenditure on the above items or any other item like generators,
reparation of labs for computers including civil repairs and cabling
and provision of electricity depending upon their needs and resources,
subject to an overall maximum limit of Rs.6.70 lacs per school. The
Central Government's share would be restricted to Rs.5.00 lacs per
school.
(Source: Ministry of Human Resource Development - Department of Higher
Education website)
Source - Birla Shloka Edutech Ltd - 11/01/2010