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Ministry of Human Resource Development

MANUAL FOR

GRASS ROOT LEVEL CONSULTATIONS

ON

NEW EDUCATION POLICY

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Table of Contents

S. No. Contents

1. Introduction

2. Objectives of grassroots consultative process

3. Themes identified for consultations

4. Online Consultation on MyGov.in portal

5. Timeline for the consultation process at various levels

6. What is expected of the State/ UT administration

7. What MHRD will provide

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1. INTRODUCTION

The National Policy on Education 1986, as amended in 1992, has been the guiding

document for the policies of the Central Government in the education sector. The

National Policy on Education (NPE), 1986, which was modified in 1992 envisages, inter

alia , a National System of Education to bring about uniformity in education, making

adult education programmes a mass movement, providing universal access, ensuring

retention and improving quality in elementary education, special emphasis on education

of girls, establishment of pace-setting schools, like Navodaya Vidyalayas in each district,

vocationalisation of secondary education, synthesis of knowledge and inter-disciplinary

research in higher education, starting more Open Universities in the States,

strengthening of the All India Council of Technical Education, encouraging sports,

physical education, Yoga and adoption of an effective evaluation method.

The Government has initiated the process of formulating a New Education Policy

to meet the changing dynamics of the population’s requirement with regard to quality

education, innovation and research, aiming to make India a knowledge superpower by

equipping its students with the necessary skills and knowledge and to eliminate the

shortage of manpower in science, technology, academics and industry.

2. OBJECTIVES OF GRASSROOTS CONSULTATIVE PROCESS

The objective of the consultation process is to ensure that an inclusive,

participatory and holistic approach is undertaken, which takes into consideration

expert opinions, field experiences, empirical research, stakeholder feedback, as well

as lessons learned from best practices. Traditionally, previous Commissions for

driving Education Policy have undertaken a common approach which included the

following:

Top down approach based on setting up expert task force, working groups

and/or sub-committees.

Each group was based on a thematic topic.

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Recommendations were made based on field visits, discussions,

conferences/workshops, interviews, limited citizen outreach, special studies,

meetings with constitutional leaders and elected officials.

The consultation process involved multiple stakeholders including

government, academia, industry, experts and media.

The consultation time taken varied from six months to three years.

While past consultative processes have been extensive, they have taken a top-down

approach, depending on limited feedback from field workers and stakeholders on the

ground who are responsible implementing the Education Policy. Further, they have

been thematic based, with discussions being held in silos.

3. THEMES IDENTIFIED FOR CONSULTATIONS

In all, 33 themes (13 themes on School Education and 20 themes on Higher

Education) have been identified for the consultations. These are listed below:

3.1 Themes of School Education

1. Ensuring Learning Outcomes in Elementary Education

2. Extending outreach of Secondary and Senior Secondary Education

3. Strengthening of Vocational Education

4. Reforming School Examination Systems

5. Revamping Teacher Education for Quality Teachers

6. Accelerating rural literacy with special emphasis on Women, SCs, STs &

Minorities through Adult Education and National Open Schooling Systems

7. Promotion of Information and Communication Technology systems in school

and adult education

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8. New Knowledge, pedagogies and approaches for teaching of Science, Maths

and Technology in School Education to improve learning outcomes of

Students.

9. Schools standards, School assessment and School Management systems.

10. Enabling Inclusive Education – education of SCs, STs, Minorities and children

with special needs.

11. Promotion of Languages.

12. Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life

Skills.

13. Focus on Child Health

3.2 Themes of Higher Education

1. Governance reforms for quality in Higher Education

2. Ranking of Higher Education institutions and accreditations

3. Improving the quality of regulation

4. Pace setting roles of central institutions

5. Improving State public universities

6. Integrating skill development in higher education

7. Promoting online courses

8. Opportunities for technology enabled learning

9. Addressing regional disparity

10. Bridging gender and social gaps

11. Linking higher education to society

12. Developing the best teachers

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13. Sustaining student support systems in Higher Education

14. Promote cultural integration through language

15. Meaningful partnership with the private sector

16. Financing higher education

17. Internationalisation of higher education

18. Engagement with industry to link education to employability

19. Promoting research and innovation

20. New knowledge

4. TIMELINES FOR THE CONSULTATION PROCESS AT VARIOUS LEVELS

Consultation process will be three pronged as follows: (i) Consultation from village/

grassroots level up to State level, (ii) Online consultations and (iii) Thematic

Consultations including Zonal and National level Consultations. The details of these

stages are stated below:

4.1 Consultation from village/ grassroots level up to State level

Gram Panchayat:

April- May, 2015

Village Education Committee across all 2.5 lakh Gram

Panchayat to meet (if possible, on a single day) to deliberate

and provide inputs.

Stakeholders: Village Education Committee (VEC)+ School

Management Committees (SMCs). SMC’s can be represented

by Chairman, Secretary, Representatives of social

groups/weaker sections

Other stakeholders, like chairpersons/ members, etc. of

School Management Committees, to be invited for the

meeting.

Approx. 2.5 lakh meetings to be held.

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To be provided with themes and relevant questions

Resolutions to be uploaded on MyGov using identity for each

Panchayat (could be at village/ block/ district level depending

on infrastructure)

Recommendations of village level will be uploaded at the

MyGov portal for which necessary steps have to be taken by

the MyGov team, including creation of ids for each village

and dissemination of information through DIOs. Uploading of

entries for consultation resolutions could be made at Block or

District headquarters depending on accessibility to the

internet at the Gram Panchayat level

Theme-wise collation by MyGov; Entry forms with word limit

will help in collation.

Separate identity will help tracking defaulters

Block:

June- July, 2015

Approx 6600 meetings

Stakeholders : Block Education Committee +representatives

of urban local bodies


To discuss resolutions of village levels and also address fresh

issues

Block Education Committee to hold meetings with

stakeholders to compile and evaluate the recommendations

made by the various Village Education Committees in the

block as well as give its views.

Each Block will summarise its suggestions and inputs.

There will be 6600 Block level base documents after approx.

6600 meetings to be held which will be uploaded on MyGov.

Uploading of entries could directly be made at Block or

District headquarters depending on accessibility to the

internet.

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Urban Local

Bodies

June- July, 2015

Approx 3700 meetings

Stakeholders : Representatives of urban local bodies and

stakeholders / elected Municipal Councillors

Municipal/ Metro Corporations can be invited as problems of

educational facilities in urban areas need to be addressed.


Resolutions to be uploaded on MyGov

To be aggregated at the State level

District:

August, 2015

Approx 676 meetings

Stakeholders : Zilla Parishad +District Education Committee,

Dist. Education Officer, representatives of urban

administration, principals /Head Masters of select Colleges/

Secondary and senior secondary schools, DIETs, few BEOs,

School inspectors, Adult Education Dept.


The District Collector/ Magistrate along with the local MP/

MLA to hold a multi-stakeholder consultation workshops.

At the District level, recommendations made by Block level

teams as well as new issues emerging at this level to be

incorporated into a consolidated document of district level

recommendations.

There will be 676 District level base documents after approx.

676 meetings to be held.

These will all be uploaded along with English translation on

MyGov.

State:

Sept., 2015

Each State/ UT to hold thematic, multi-stakeholder

roundtable meetings (approx. 3 per state) to deliberate the

district level base documents.

The State Teams will synthesise recommendations made in

district reports and include fresh issues/ themes coming up at

the State level and provide a State level outcome document.

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There will 36 State/UT level outcome documents which will

be uploaded, along with English translation, on MyGov.

Approx. 100 meetings to be held.

4.2 Online consultations

Process & Timelines Methodology

1. New Education Policy will be

included as a thematic group

on the GOI portal of

www.mygov.in

2. In addition, MyGov proposes to

have district level groups also

3. All individuals can participate

by logging in to www.mygov.in

4. It is proposed to remain open

from 26th January, 2015 to 30th

April, 2015.

1. On each of the identified themes, a

backgrounder will be provided by MHRD

giving brief information (about 100-150

words) on the thematic area. A link will be

provided on each theme which will take

users to a detailed introduction of the theme,

followed by a set of questions to enable a

structured discussion and ensure

comprehensive coverage on the topic.

2. Nodal officers for each theme will be

moderators for the thematic discussions on

MyGov. They will be mainly responsible to

keep the discussions on track.

3. The District Information Officer (DIO)

should be the moderator for the district

groups.

4. 3. Regional/ Zonal Consultations

(a) 6 (six) Regional / Zonal consultations will be organized by the nodal officers,

to be identified from amongst the bureau heads, with the help of autonomous

organizations of MHRD.

Northern Zone: Haryana, Himachal Pradesh, Jammu & Kashmir, Punjab,

Rajasthan, Delhi and Chandigarh.

Central Zone: Chhattisgarh, Uttarakhand, Uttar Pradesh and Madhya Pradesh;

Eastern Zone: Bihar, Jharkhand, Odisha and West Bengal;

http://www.mygov.in/

http://www.mygov.in/

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Western Zone: Goa, Gujarat, Maharashtra, Daman & Diu and Dadra & Nagar

Haveli

Southern Zone: Andaman & Nicobar, Andhra Pradesh, Telengana, Karnataka,

Kerala, Lakshadweep, Tamil Nadu and Puducherry.

North Eastern Zone: Assam , Arunachal Pradesh, Manipur, Tripura ,Mizoram,

Meghalaya, Nagaland and Sikkim

(b) Discussions will be held

on major recommendations under each theme;

recommendations of all State level outcome papers; and

region specific issues on the thematic areas for discussions.

(b) At the end of Regional Consultations, a consolidated Status Note will be

prepared which will incorporate recommendations of State level consultations, and

discussions on thematic areas and on regional issues. At the end of the Regional

Consultations, there will be six consolidated status Notes on each thematic area.

4.4 Thematic Consultations:

(a) Bureau Heads of MHRD will hold consultations with stakeholders and experts

on each theme in which he/she is the responsibility Centre. Assistance of

autonomous bodies of MHRD (e.g., NCTE, NUEPA, NCERT, AICTE, UGC) will

be taken for organizing these thematic discussions.

(b) Invitees to these Meetings/Workshops must include such individuals and

institutional representatives who understand the existing schemes/

mechanisms and will suggest the road map ahead for the theme.

4.5. National level Consultations with stake-holders groups - Meetings

will be held at national level on the Thematic Status Notes of six Zones. All

stakeholder groups, including relevant GOI Ministries, will be part of national level

discussions. The Thematic notes will be synthesised into a single consolidated

Consultation Document to be placed before National Education Policy Task Force

(NEPTF) for consideration. The NEP Task Force under the Chairmanship of AS(TE),

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MHRD has been set up to monitor the progress of the consultation process from

time to time . After deliberations on the Consultation Document in the NEPTF,

Consultation Document to be given the shape of Draft National Education Policy,

2015. The Draft National Education Policy, 2015 will be placed for consideration of

the Central Advisory Board on Education (CABE).

5. WHAT IS EXPECTED OF THE STATE/ UT ADMINISTRATION

Identify two Nodal Officers, one each for School Education and

Higher Education, in each State/ UT

Conduct consultation meeting as per suggested timelines:

Village Education Committee +Stakeholders: April- May, 2015

Block Education Committee+ Stakeholders: June-July, 2015

Urban Local Bodies+ Stakeholders: June-July, 2015

District Panchayat+ Stakeholders: August, 2015

State: September, 2015

Hold Meetings in April to disseminate information

At State level for District level officials / representatives

At district level for Block level officials / representatives

At Block level for Village level officials/ representatives

Upload village, Block, ULB, District and State level resolutions on

MyGov portal with the help of State Information Officers as per procedures

of MyGov Portal. Technical Presentation of MyGov is at Annexure I. Separate

instruction booklet/ manual will be provided by MyGov team.

6. What MHRD will provide:

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1. A questionnaire template covering the 33 themes covering School Education

and Higher Education giving set of questions for discussions at village, block,

district and state is Annexure II.

2. List of Nodal Officers from MHRD from both the Departments of School and

Higher Education to oversee the consultation process and coordinate with

their respective counterparts in the States. The list of Nodal Officers of MHRD

with their contact details is at Annexure III.

3. Detailed write-up on the 33 themes covering School Education and Higher

Education is at Annexure IV.

************

National Consultation

for

New Education Policy

MyGov Survey - A Micro-Site

Annexure-I

SCOPE OF WORK

Highlights

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1. A pre-defined questionnaire survey form (called Consultation Document) foruser survey report on certain topics

2. There will be 15-20 questions / discussion points in two parts (Part – ASchool Education, Part – B Higher/Technical Education)

3. The users will be as follows:1. Site users * - Who will import/upload user base into the system

i. Super Admin user – MyGovii. State

a) Districtb) Urban Local Bodies

iii. Blockiv. Panchayat

2. Survey Users – Panchayat/Urban local body users who will fill-up thesurvey form

* Each of the site users login and access are unique and confidential. Only users with respective login can view the data.

SCOPE OF WORK

Highlights …contd…

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1. The Super admin/admin users can view survey reports filled upby survey users

2. There will be option for selective viewing of the questions inthe template, depending on the relevant level.

3. Survey form will have English as mandate. Local languages areoptional for Urban and Local bodies (LB) only.District/State/National level to be in English only

4. There would two nodal officers at Central and State Level (onefor School Education and the other for Higher/TechnicalEducation)

5. The system will have the option of uploading the survey report,Offline as well

* Each of the site users login and access are unique and confidential. Only users with respective login can view the data.

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PROCEDURES/FLOW

User login

Site user and Survey user will be able to use this login screen, using preset user id and password.

System will detect from the login to understand what type of user is and the assigned user privileges.

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Super Admin View: Registration of State Users

Super Admin will upload the list of state users in *.CSV file to register them.

By filling the Nodal Officer Name, eMailid. etc.

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Super Admin View: Uploaded State User List

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Sl Full name Email Phone State Role Details

1 Pankaj Mishra [email protected] 1234567890 West Bengal State Edit

2 Anuj Patel [email protected] 1234567890 Haryana State Edit

3 Udham Singh [email protected] 1234567890 Bihar State Edit

After uploading the user details in CSV format it will be displayed as this diagram

Clicking on Edit will open the User Edit page and confirmation described in next slide.

Requirements: Nodal Officer to be appointed by each State/UT and contact

details (as above) to be provided to MyGov by 31st March 2015

mailto:[email protected]



Super Admin: Edit State User

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Using the Confirm button Super Admin can notify the State user about the user registered login details. A email will sent to registered user’s email id containing a link which will take user to set password page.

Compulsory for user to change password at first login.

Pressing Next will open the next user details.

Set Password View

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Common screen for Set password option for all the Site users

State View: Registration of District Users

State user will upload the list of district users in *.CSV file to register them.

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Requirements:

1. Both State/UT nodal officers to jointly determine who will be the Nodal Officer for each District e.g. DC or DEO etc.

2. District Nodal Officer details to be entered into the software by State Nodal Officers by defined date

3. The Nodal Officer for ULB will be directly sending reports to respective state nodal officers since some UBs span across Districts

State: Uploaded District User List

After uploading the user details in csv format it will be displayed as this diagram

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Sl Full name Email Phone State District Role Details

1 Pankaj Mishra [email protected]

1234567890

West Bengal North 24 Parganas

District Edit

Sl Full name Email Phone State Urban Bodies Role Details


1234567890

West Bengal Behala Urban Edit

Dis

tric

tU

rban





State View: District/Urban user edit page

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Dis

tric

tU

rban

Using the confirm button State Admin can notify the District user about the user registered login details

Using the confirm button State Admin can notify the Urban user about the user registered login details

Change password at first

Login by District Nodal

Officer/ULB Nodal Officer

District: Registration of Panchayat Users

District user will upload the list of Panchayat users in *.CSV file to register them.

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1. The List of ULBs and all levels of Panchayats (District/Block/Village) to be integrated from NIC’s lgdirectory.gov.in and will be pre-populated in the format.

2. In case a new LB(s) has been created or merged or any other change has occurred, the respective State Nodal Officer will get the details incorporated and uploaded in lgdirectory.gov.in through the SIO . Subsequently, SIO will contact Team MyGov to get template uploaded

District: Uploaded Panchayat User List

After uploading the user details in csv format it will be displayed as this diagram

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Sl Full name Email Phone State District Panchayat Role Details


1234567890

West Bengal

North 24 Parganas

Gopalpur Panchayat Edit

Clicking on Edit will open the Panchayat User Edit page and confirmation described in next slide.

State

District

Block

ZP/BP/GP

ULB


District View: Edit Panchayat User details

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Using the Send confirm District user can notify the Panchayat user about survey form as URL in Email

1. The user for ULBs will

be the Municipal

Commissioner or

Executive Officer of

the ULB

2. For ZP the user will be

the CEO, ZP

3. For BP, the user will

be CEO / BDO

/Secretary of the BP

4. For GP, the user will

be the Secretary or

Executive Officer of

the GP

State: Create Consultation

The proposed diagram shows how to create a consultation.

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1. For NEP, the template will be

provided by MHRD to MyGov and

the Survey Form will be created by

MyGov to ensure national level

standardization

2. MyGov will create the form in

English/Hindi only

3. If States/UTs want to circulate the

template to local bodies in their

official language the translation and

circulation will be carried out by the

State/UTs Nodal Officer

4. While the software provides a

Survey to be carried out as

descriptive answers/ Yes-No

answers / multi-answer selections /

one among multiple options, the

NEP Survey will be descriptive only

State: Create Consultation form

The proposed diagram shows how to create a consultation form.

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1. If States/UTs want to circulate the

template to local bodies in their

official language the translation and

circulation will be carried out by the

State/UTs Nodal Officer

2. While the software provides a

Survey to be carried out as

descriptive answers/ Yes-No

answers / multi-answer selections /

one among multiple options, the

NEP Survey will be descriptive only

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State/District User screen for participation in Survey

The proposed design shows a sampleSurvey form that user will fill up.

1. The replies to the Survey

can also be accompanied

by an electronic copy of the

LB’s resolution adopted/

passed after discussing the

NEP questions

2. The electronic copy can be

in PDF/ JPEG/ PNG format

only

3. The maximum permissible

size of the file to be

uploaded is 8MB

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Panchayat User screen for participation in Survey

The proposed designshows a sampleSurvey form thatPanchayat user will fill upwith options to translatethe key in data in locallanguage.

Change Language

English

Bengali

Oriya

Survey Report Data export/download

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Admin user can export/download the data in .CSV/PDF format.

Here will be provision to Sort and select data to Download.

Choose Role

State

District

Urban

Panchayat

Preview Button will open detailed screen as described in the next slide

Attached uploaded PDF can be viewed.

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IMPORTANT POINTS TO REMEMBER

User Form fill-up process at a one go

1. Panchayat/ Urban body users will receive the email / sms with

survey feedback form link URL

2. User will click the URL which will open the survey form

3. User will fill up this form and can save and submit later or press

submit at same time to complete the form fill up process

4. Dashboards with drill down facility

5. Reports for all levels of Panchayats to be prepared Offline by

District Nodal Officer and uploaded from District ID by aggregating

and also adding their views

6. Reports for ULBs and Districts to be prepared by States by

aggregating and also adding their views22

•Creation of email accounts for all LBs

•Training of Nodal Officers for software at National/ State/ District and Block level

User Form fill-up process at a one go

1. Since internet access may not be available to GPs/BPs and some

ULBs, the District Nodal Officer will facilitate the uploading of the

local-body’s resolutions and the related Data entry through DIO/

Block level offices where internet connectivity will be available

2. It will be preferable to fix a date for the meetings of ULBs/ ZP/ BP/

GP at State level to discuss NEP and a subsequent date for

uploading the data to confirm that the activity is completed in a

time-bound manner in a campaign mode

3. The Survey can be filled by users over more than one session to

account for power failure, connectivity issues etc. Intermediary

Save option should also be provided. The final entry will be

recorded in the system after the Submit button is clicked23

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Annexure-II

Theme Village Block District State

Theme I: Ensuring

Learning Outcomes in Elementary Education

What problem do school children

face in learning basic reading, writing and arithmetic?

Do teachers come to school regularly?

What problems do teachers face in teaching elementary school students reading, writing and numeracy skills?

What possible steps need to be taken to remedy this?

What steps have been taken at your end to remedy this?

How has abolition of exams impacted the performance of our students?

How can parents be educated towards expected learning outcomes? How can they be engaged to improve student performance?

How can parents be made aware to send children to school regularly?

What problems do school

children face in learning basic reading, writing and arithmetic?

What problems do teachers face in teaching elementary school students reading, writing and numeracy skills?

What possible steps need to be taken to remedy this?

How are the teaching levels of science and mathematics in upper primary and

secondary schools? How has abolition of exams

impacted the performance of our students?


How can parents be made aware to send children to

school regularly? Do teachers attend to schools

regularly? If not, what should be done?

What are the likely reasons

that hinder our elementary school children in acquiring age appropriate skills in reading, writing and numeracy? Assess the reasons in detail.

What possible steps need to be taken to remedy this? Share some examples and best practices in this regard which have shown positive results.

How has abolition of exams

impacted the performance of our students?



Do teachers attend to schools

regularly? If not, what should be done?

Why do our school children

not seem to acquire age appropriate skills in reading, writing and numeracy? Assess the reasons in detail

What possible steps need to be taken to remedy this? Share some examples and best practices in this regard which have shown positive results.

How has abolition of exams impacted the performance of our students?



Do teachers attend to schools regularly? If not, what should be done?

Theme II: Extending outreach of Secondary and Senior Secondary Education

How many secondary and senior secondary schools in your block?

Do the secondary and senior secondary schools have all the necessary amenities such as labs, girl’s toilets?

Are there enough subject teachers in secondary/senior secondary

schools? Do all teachers attend schools regularly? If not what should be done?

How can Parents be made aware of school syllabus/ curriculum be children?

How can parents be persuaded to send girls to secondary and senior

How many secondary and senior secondary schools in your block?


What is the state of science

labs and computer labs in schools? What steps can be taken to improve these?

Is the required number of regular teachers there in these schools or are there contract teachers? What about teachers for Maths,

Are there adequate numbers of secondary and senior secondary schools? If not what steps are underway to increase access to secondary schooling in the district


What is the state of science labs and computer labs in schools? What steps can be taken to improve these?

Is the required number of regular teachers there in

Are there adequate numbers of secondary and senior secondary schools? If not what steps are underway to increase access to secondary schooling in the State


What is the state of science labs and computer labs in schools? What steps can be taken to improve these?

Is the required number of regular teachers there in

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secondary level schools regularly?

Science and English language?

How can we increase access to post elementary education across the country in a manner so as to ensure that no child is denied the opportunity of completing his/her school education?

How we can increase access to post elementary education across the country in a manner so as to ensure no child is denied the opportunity of completing his/her school education?

How can we address the geographical and social disparities in secondary education?

Do secondary/ senior secondary and school have and use computers? What are the challenges if any?

Are there enough subject

teachers in secondary/senior secondary schools? Do all teachers attend schools regularly? If not what should be done?

How can Parents be made aware of school syllabus/ curriculum by their children?

How can parents be persuaded to send girls to secondary and senior secondary level schools regularly?

these schools or are there contract teachers? What about teachers for Maths, Science and English language?

How we can increase access to post elementary education across the country in a manner so as to ensure no child is denied the opportunity of completing his/her school education?



Are there enough subject teachers in secondary/senior secondary schools? Do all teachers attend schools regularly? If not what should

be done? How can Parents be made

aware of school syllabus/ curriculum by their children?


these schools or are there contract teachers? What about teachers for Maths, Science and English language?

How we can increase access to post elementary education across the country in a manner so as to ensure no child is denied the opportunity of completing his/her school education.



What are different funding models to finance universal secondary education? How can PPP models be leveraged? Can CSR budgets

be used for such initiatives? What is the role of residential

schools in ensuring universal secondary education?

Are there enough subject teachers in secondary/senior secondary schools? Do all teachers attend schools regularly? If not what should be done?

How can Parents be made aware of school syllabus/ curriculum by their children?


Theme III: Strengthening of Vocational Education

What facilities are available for vocational courses and skill development

Is there a demand for skill based and vocational courses among the students in the

Is there a demand for skill based and vocational courses among the students

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programmes in schools in the Block.

What kind of vocational courses will be useful to students in your block?

What are the indigenous arts and crafts and traditional skills available in the Block in which training can be given in schools.

Should there be counseling level factored in at school level which helps the child identify the craft/ industry/

service he/she is inclined towards and the skill sets they need to develop? Can a skill roadmap be developed for each student? If so at what level?

Should there be an aptitude test for children?

region? What facilities are available for

vocational courses and skill development programmes in schools in the Block.

What kind of vocational courses will be useful to students in your district?

What are the indigenous arts and crafts and traditional skills available in the District?

Should there be counseling level factored in at school level which helps the child identify

the craft/ industry/ service he/she is inclined towards and the skill sets they need to develop? Can a skill roadmap be developed for each student? If so at what level?


in the region? What facilities are available

for vocational courses and skill development programmes in schools in the Block.

What kind of vocational courses will be useful to students in your State?

What are the indigenous arts and crafts and traditional skills available in the various districts of the State?

What kind of skills are required to meet the needs of the economy in your State

How can we engage with industry to offer more relevant skills based training?

Should there be counseling level factored in at school level which helps the child

identify the craft/ industry/ service he/she is inclined towards and the skill sets they need to develop? Can a skill roadmap be developed for each student? If so at what level?


Theme IV: Reforming School Examination Systems

Are you in favour of Continuous and Comprehensive Evaluation (CCE)? If not why and what are

the suggestions for an alternate to CCE.

Has the no detention policy improved learning outcomes of students? If not what are reasons and what changes can be suggested?

How can the examination system be strengthened so that

Are you in favour of Continuous and Comprehensive Evaluation

(CCE)? If not why and what are the suggestions for an alternate to CCE.

Has the no detention policy improved learning outcomes of students? If not what are reasons and what changes can be suggested?

How can the examination

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the students are assessed on an ongoing basis for their holistic development?

Has the system of grading in place of marks reduced stress and helped in better assessment?

What reforms can be suggested which would help better assessment of students?

system be strengthened so that the students are assessed on an ongoing basis for their holistic development?

Has the system of grading in place of marks reduced stress and helped in better assessment?

What reforms can be suggested which would help better assessment of students.

Should the school

examination systems shift from one assessment of knowledge alone to application of knowledge and problem solving type of questions?

Theme V: Revamping Teacher Education for Quality Teachers

What steps are being taken for addressing teacher shortages, at all levels in your district?

Are there adequate number of secondary school teachers, particularly in mathematics, science and languages and what action is being taken to address the shortages if any?

What suggestions can be given for improving the quality of pre-service teachers and also for in-service teachers’ professional development?

How can we enhance the status of teaching as a profession, improve teachers’ motivation and their accountability for ensuring learning outcomes?

How can the quality of teacher educators be improved?

Are there sufficient number of DIETs, SCERTs and other teacher Training institutions?

Can we encourage SC, ST and

What steps are being taken for addressing teacher shortages, at all levels in your State?

Are there adequate number

of secondary school teachers, particularly in mathematics, science and languages and what action is being taken to address the shortages if any?

What suggestions can be given for improving the quality of pre-service teachers and also for in-service teachers’ professional development?

How can we enhance the status of teaching as a profession, improve teachers’ motivation and their accountability for ensuring learning outcomes?

How can the quality of teacher educators be improved?

Are there sufficient number of

5

Minority persons for joining the teaching profession?

DIETs, SCERTs and other teacher Training institutions?

Can we encourage SC, ST and Minority persons for joining the teaching profession?

What are the challenges in coordination and management of Teacher Education institutions throughout the State?

Theme VI: Accelerating rural literacy with special emphasis on Women, SCs, STs& Minorities through Adult Education and National Open Schooling Systems

What is the level of adult literacy in the villages? Have any efforts been made to impart functional

literacy to illiterates. What changes need to be made

in adult literacy programmes? Are girls of15+ age group of the

village registered with NIOS? What are the constraints in attending regular schools?

What is the level of adult literacy in the block ? Have any efforts been made to

impart functional literacy to illiterates.

What changes need to be made in adult literacy programmes?

Are girls of 15+ age group of the village registered with NIOS? What are the constraints in attending regular schools?

What measures are being

taken to increase the literacy levels of Women, SC’s, ST’s and Minorities?

Are these sections taking benefit of Adult literacy programmes Open Schooling systems?

Have any steps been taken by the Block level educational administration to ensure regular attendance of both children and teachers in

school? Do Block educational officials inspect schools? And help them perform better?

How is teacher availability in Block schools? What has been done to ensure proper teaching Learning?

What is the level of adult literacy in the district? Have any efforts been made to






Are these sections benefiting from Adult literacy programmes Open Schooling systems?

Are the Adult Education programs linked to livelihood/ employment initiatives?

What special skill sets and

financial and legal literacy components can be imbibed into girl education?

What is the level of adult literacy in the State? Have any efforts been made to






Are these sections benefiting from Adult literacy programmes Open Schooling systems ?

Explain the steps taken by the State administration to ensure regular attendance of both children and teachers in school?

Any other measures that are taken by NGOs or any other independent organisation for the improvement of the education and their impact so far?

What are the challenges faced by the administration in implementation of such

6

measures? Are the Adult Education

programs linked to livelihood/ employment initiatives?

What special skill sets and financial and legal literacy components can be imbibed into girl education?

Theme VII: Promotion of Information and Communication Technology systems in school and adult education

How many elementary and secondary schools in the Block are implementing ICT?

What problems are they facing: Lack of computer infrastructure, lack of trained teachers, problems of administration, maintenance issues, any other? What kind of solutions are possible to overcome them?

Where schools teach with the help of ICT, are the students performing well? Are students keen on using ICT in classroom teaching? Are teachers motivated to teach with the help of computers or is there a resistance? What solutions can be thought of to overcome resistance or fear of using ICT in teaching learning at schools?

What are the different ways in which ICT is being implemented for promoting adult education? What are the implementation issues and how can they be resolved?

How many elementary and secondary schools in the various districts implementing ICT?

What are the problems

usually faced in implementing ICT in schools: Lack of computer infrastructure, lack of trained teachers, problems of administration, maintenance issues, any other. What kind of solutions are possible to overcome them?

Where schools teach with the

help of ICT, are the students performing well? Are students keen on using ICT in classroom teaching? Are teachers motivated to teach with the help of computers or is there a resistance? What solutions can be thought of to overcome resistance or fear of using ICT in teaching learning at schools?

What are the different ways in which ICT is being implemented for promoting adult education? What are the implementation issues and how can they be resolved?

Is there any data on improved learning outcomes

How many elementary and secondary schools are implementing ICT?

What are the problems usually faced in implementing ICT in schools: Lack of computer infrastructure, lack of trained teachers, problems of administration, maintenance issues, any other. What kind of solutions are possible to overcome them?

Where schools teach with the help of ICT, are the students performing well? Are students keen on using ICT in classroom teaching? Are teachers motivated to teach with the help of computers or is there a resistance? What solutions can be thought of to overcome resistance or fear of using ICT in teaching learning at schools?

What are the different ways

in which ICT is being implemented for promoting adult education? What are the implementation issues and how can they be resolved?

Is there any data on improved learning outcomes resulting from the use of

7

resulting from the use of ICT?

How can we optimally use and leverage technology to achieve quality and efficiency in school education.

What are the different ways in which ICT is being implemented in Schools?

Share best practices on the use of ICT in schools.

ICT? How can we optimally use

and leverage technology to achieve quality and efficiency in school education?

What are the different ways in which ICT is being implemented in Schools?

Share best practices on the use of ICT in schools.

Theme VIII: New Knowledge, pedagogies

and approaches for teaching of Science, Maths and Technology in School Education to improve learning outcomes of Students.

Poor science and maths education accounts for 80 per cent of total students who fail in Tenth Board Examination. The low enrolment in science stream at higher secondary level and poor-quality education is a constraint in development of scientific manpower in the country. Science and Maths education needs special

attention. How can we address this issue?

What workable strategies can be suggested for strengthening the quality of teaching–learning processes for better outcomes?

How can innovations and diversity of approaches in matters of curricula, pedagogies be promoted in schools?

What specific steps are needed to effectively use of technology to improve the learning levels.

Theme IX: Schools standards, School assessment and School Management systems.

Is the School Management Committee active in running the local schools properly?

Should rigorous School inspection systems be revived?


Should rigorous School inspection systems be


Should rigorous School inspection systems be revived?

What are your views on having a School Quality Assessment and Accreditation System?

What changes are

8

What changes are recommended in the existing School management system?

How can we have a better monitoring of school performance?

How much community control should be kept over school performance?

revived? What changes are recommended in the existing School management system?



What changes are recommended in the existing School management system?



What are the challenges faced in school education and what are their suggestions to improve quality of schools. Is no detention a good policy to

help children learn and participate in schooling? Should children be allowed to fail in class?

What are the current experiences in maintaining and improving school standards and how can they be bettered to achieve tangible results?

recommended in the existing School management system?


How can we mobilise community resources and efforts to improve school performance?

What are the current experiences in maintaining and improving school standards and how can they

be bettered to achieve tangible results?

Theme X: Enabling Inclusive Education –

education of SCs, STs, Minorities and children with special needs.

What measures are being taken to increase the educational levels of SC’s, ST’s, Minorities and children with special needs?

What are the special interventions available to ensure the retention of children from the weaker sections? What more can be done?

What are the special interventions taken to ensure the retention of children with special needs?


What are the special interventions available to ensure the retention of children from the weaker sections? What more can be done?


What additional measures from the Block levels is the District administration taking to increase the educational levels of SC’s, ST’s Minorities and children with special needs?

What are the special interventions taken to ensure the retention of children from the weaker sections?



What are the special interventions available to ensure the retention of children from the weaker sections? What more can be done? What are the special interventions taken to ensure the retention of children with special needs?

Theme XI: Promotion of Languages.

Do you feel that there is a need to teach more than one language in schools? If so which ones? What are your views on teaching of foreign languages in schools and what are the advantages and disadvantages?




9

Do you feel that there is a need to develop a

comprehensive language policy so as to achieve a blend of traditional and modern languages

Theme XII: Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life

Should ethics and good values be taught in schools? Should our schools promote arts & crafts and sensitize children to our rich culture and traditions? How can this be done in schools? What are the operational issues?

How many schools have

playgrounds and other sports facilities? How do schools promote sports? Are sports events organized at school?

Should ethics and good values be taught in schools? Should our schools promote arts & crafts and sensitize children to our rich culture and traditions? How can this be done in schools? What are the operational issues?

How many schools have playgrounds and other sports facilities? How do schools promote sports? Are sports events organized at school, block level??

Should ethics and good values be taught in schools? Should our schools promote arts & crafts and sensitize children to our rich culture and traditions? How can this be done in schools?

How many schools have

playgrounds and other sports facilities? How do schools promote sports? Are sports events organized at school, district level??

Are the following activity practiced in schools? Is there a need to strengthen these? Give suggestions.

o NSS o NCC

o Social work o Community

outreach programmes

Do schools in your area do community based activities –Yes/No. If yes, which of the following

o Community activities like greening activities, cleanliness,

sanitation, roads, o Sports o Awareness drives

through talks, street plays

o Literacy programmes

o Any others

Should ethics and good values be taught in schools? Should our schools promote arts & crafts and sensitize children to our rich culture and traditions? How can this be done in schools?

Should not our schools

promote arts & crafts and sensitize them to our rich traditions ? How can this be done in schools? What are the operational issues?

How many schools have playgrounds and other sports facilities? How do schools promote sports? What are the impediments in promoting sports and

what are the possible solutions?

Are the following activity practiced in schools? Is there a need to strengthen these? Give suggestions.

o NSS o NCC o Social work o Community

outreach programmes

Do schools in your area do community based activities –Yes/No. If yes, which of the following o Community activities like

greening activities, cleanliness, sanitation, roads,

o Sports

10

o Awareness drives through talks, street plays

o Literacy programmes o Any others

Theme XIII: Focus on Child health

Do you think that Mid-Day Meal Scheme is helping the children in your village?

Are there any operational issues in implementing MDM Scheme? Suggestions to improve?

What other steps can be taken to improve child health, such as health check up, any other?

Is there synergy between anganwadis & schools in your village, so that all children join school at age of six?

Do you think that Mid-Day Meal Scheme is helping the children? How can it be improved?


Do you think that Mid-Day Meal Scheme is helping the children? How can it be improved?


Is there synergy between

anganwadis & schools in your District? If not, what do you suggest to ensure better synergy?

What other steps can be taken to have greater focus on child health? Any State experiences that can be replicated and up scaled at the national level.

1

Theme Block District State

Theme I: Governance Reforms for quality

What steps can be taken for

enhancing faculty performances and their accountability?

What action is suggested

against teachers who do not

teach? Remove, transfer,

counseling, engage in extracurricular activities,

any other

In case, punitive action of removal is decided, would

you support the decision? If not why?

Should the College Principal and

the Governing body be given responsibility for expenditure,

and be accountable for it.

What steps can be taken for enhancing

faculty performances and their accountability?

What action is suggested against

teachers who do not teach?

Remove, transfer, counseling, engage in extracurricular activities,

any other In case, punitive action of removal is

decided, would you support the

decision? If not why? Should the College Principal and the

Governing body be given responsibility

for expenditure, and be accountable for it.

Which of the following reforms will create

better governance structures in State Universities

Revamp the affiliating system

Ensure multi-stakeholder governing bodies

Clearly defined roles for various governing bodies

Greater accountability through

transparency Greater academic, administrative and

financial autonomy The ability of institutions to charge

appropriate fees from students who can afford to pay and at the same time

having a means blind system for the

needy students Which of the following reforms will create

better governance structures in Centrally

Funded institutions

2

Changes in the composition of governing

bodies such as having local representatives, industry, civil society

etc.

Re-align the regulatory functioning in a way so as to promote autonomy of

institutions Single over-arching regulatory authority

Collegium mode of decision making for common issues of autonomy

Theme II: Ranking of

institutions and accreditations

What changes could be suggested in the

accreditation systems:

Having Independent quality assurance frameworks

Having an unified higher education

qualification framework Role of State Higher Education Council

and State Accreditation Council Changes in methods of existing

accrediting /regulatory agencies such as NAAC, NBA, UGC, AICTE, COA, DECI,

NCTE etc.

What are the hindering factors that make

our higher education institutions fare poorly in world rankings?

Suggest ways to help our Universities to

achieve global standards Curricular and academic reforms – CBCS,

credit transfer, student and faculty

mobility etc. Promoting inter-disciplinary studies,

research, innovation, entrepreneurship

Theme III:

Improving the

quality of regulation

Can quality of regulation be improved by

the following:

Move from regulation to facilitation

Norm based funding instead of

3

demand based grants

Single point/window clearances Better internal and external monitoring

mechanisms

Need for restructuring or providing flexibility in 10+2+3 pattern for

certain programmes

Theme IV: Pace

setting roles of

central institutions

What kinds of mentoring activities can

CFI’s perform

How can CFI’s do hand holding for

educational institutions in and around

their local areas? Should each CFI identify their USP and

Strengths

What specific activities can both students

and faculty of CFI’s undertake in their local areas to improve the quality of life

in that region?

Suggest ways how CFI’s can help to

promote and spread academic excellence Suggest ways of how CFI’s can help the

school education in their areas?

Theme V: Improving State Public

Universities

In what way will giving autonomy

to colleges improve their performance?

Is it desirable that fees be

increased with waiver for needy

students? Should Governing body be

empowered with decisions making

powers? Whether lack of infrastructure is a

major factor for lack of quality in

state colleges? if so what are the requirements

In what way will giving

autonomy to colleges improve their performance?

Is it desirable that fees be

increased with waiver for needy

students? Should Governing body be

empowered with decisions

making powers? Whether lack of infrastructure is

a major factor for lack of quality

in state colleges? if so what are the requirements

In what way will giving autonomy to

colleges improve their performance? Is it desirable that fees be increased with

waiver for needy students?

Should Governing body be empowered

with decisions making powers?

Whether lack of infrastructure is a major

factor for lack of quality in state colleges? if so what are the requirements

Whether poor quality faculty is affecting

institutional and student performance? What solutions can be offered?

Should administrative & financial

4

Whether poor quality faculty is

affecting institutional and student

performance? What solutions can be offered?

Whether poor quality faculty is

affecting institutional and

student performance? What solutions can be offered?

How can State colleges function

better with administrative & financial autonomy?

Should colleges be given

academic autonomy for creating

new courses ? Can colleges become more self-

sustaining by increasing student

fees ? What are the ways for

increasing revenue in state

colleges

What are the solutions for

faculty issues: Should contract teachers be replaced by

permanent teachers? And /Or Should teachers be removed

when they do not perform?

autonomy be given to the State

Universities? Should Universities be given academic

autonomy for offering new academic

programmes?

Is the lack of infrastructure and faculty the main reasons for poor quality of

State Universities?

Should State Universities be guided by

State Higher Education Councils for carrying out academic & Curricular

reforms What kind of changes are needed in the

assessment and examination systems in

State Universities

How can State Universities improve their

financial performance?

Theme VI: Integrating Skill

Development in Higher Education

Should skill based courses be

made a part of regular courses so as to increase employability?

What are the other ways in which

skill can be integrated with Higher Education?

Should it not allow entry at any

stage and temporary exit at the

end of any semester?

Should skill based courses be

made a part of regular courses so as to increase employability?

What are the other ways in

which skill can be integrated with Higher Education?

Should it not allow entry at any

stage and temporary exit at the

end of any semester? Can some of the colleges in the

Dist. be converted into

Community Colleges for skill development? If so, do they

have infrastructure and teaching

Should skill based courses be made a

part of regular courses so as to increase employability?

What are the other ways in which skill

can be integrated with Higher Education? Should it not allow entry at any stage

and temporary exit at the end of any

semester?

Can some of the colleges in the Dist. be

converted into Community Colleges for skill development? If so, do they have

infrastructure and teaching faculty? Which colleges are well located to start

off their courses ‘Skill development’ for

5

faculty?

Which colleges are well located

to start off their courses ‘Skill development’ for regular

students (Requirement in faculty

should be available close by to be engaged on contract)

In your district, which skill

based courses would be appropriate?

regular students (Requirement in faculty

should be available close by to be engaged on contract)

In your State, which skill based courses

would be appropriate?

Should B. Voc be encouraged with different specializations in Universities

What are the practical difficulties in

allowing multiple entry & exit

How can Universities harmonizing skills

based courses within existing curricula Should Universities indicate the

employability index of all courses offered

by them

Theme VII: Promoting online

courses

Assess the current status on online

education available in your State? Do the colleges and Universities in your

State have connectivity either through

the NMEICT or NKN? Would you suggest promoting online

courses such as MOOCs and or subject

specific online courses?If yes, could you suggest in which disciplines online

courses would be useful in your State.

What impediments are likely for

implementing online courses and how can they be resolved?

Theme VIII:

Opportunities for technology enabled

learning

Do students and faculty understand the

need and potential of TEL, if so how they

wish to integrate it for optimal use. Are the necessary infrastructure available

for transacting education through

technology Has NPTEL, e-content of NMEICT or any

other electronic content been used by

6

institutions and if so what are the

advantages and disadvantages Please list specifically how TEL can help

colleges and universities in the

educational instruction and research

Share any best practices, if any

Theme IX: Addressing Regional

Disparity

Does your block have a college or

not, if not the reasons Whether setting up a college be

more beneficial or a polytechnic

or is there a need for both.

Does your District have a

college or not, if not the reasons Whether setting up a college be

more beneficial or a polytechnic

or is there a need for both. How can we address the

regional backwardness in

education?

Create more colleges

Strengthen the existing colleges

Create more polytechnics

Strengthen existing polytechnics

Provide better transportation

facilities

How many degree colleges are there in

your state Whether setting up a college be more

beneficial or a polytechnic or is there a

need for both. How can we address the regional

backwardness in education?

Create more colleges

Strengthen the existing colleges

Create more polytechnics

Strengthen existing polytechnics

Provide better transportation facilities

Theme X: Bridging

Gender and Social Gaps

What are the reasons for students

of the disadvantaged groups not

going for higher education? What steps can be taken to

ensure that students from

deprived classes who pass out

school join colleges and complete studies?

How to ensure that the girls join

colleges or polytechnic? Which of the following will

improve girls’ participation: Hostel

? Scholarship? Assurance of

safety?

What are the reasons for

students of the disadvantaged

groups not going for higher education?

What steps can be taken to

ensure that students from

deprived classes who pass out school join colleges and

complete studies? How to ensure that the girls join

colleges or polytechnic?

Which of the following will

improve girls’ participation:

Hostel ? Scholarship? Assurance of safety?

What are the reasons for students of the

disadvantaged groups not going for

higher education? What steps can be taken to ensure that

students from deprived classes who pass

out school join colleges and complete

studies? How to ensure that the girls join colleges

or polytechnic?

Which of the following will improve girls’

participation: Hostel ? Scholarship? Assurance of safety?

Can we bridge Social Gaps by providing

Hostels

Scholarship

7

Can we bridge Social Gaps by

providing

Hostels Scholarship

Computing Devices &

Connectivity Can we bridge Gender Gaps by

providing

hostels. financial assistance for

accommodation and /or for travel

computing devices &

connectivity to get over quality problem of teaching.

skill training so that they can earn while learning with flexible

entry and exit.

Any other suggestions to bridge

gender and social gaps

Computing Devices & Connectivity

Can we bridge Gender Gaps by providing

hostels. financial assistance for

accommodation and /or for travel

computing devices & connectivity to get over quality problem of teaching.

skill training so that they can earn while learning with flexible entry and

exit. Any other suggestions to bridge gender

and social gaps

What affirmative action could be

suggested to reduce gender and social

disparities in HE Should remedial coaching be encouraged

in all higher education institutions

Theme XI: Linking

higher Education to Society

While pursuing their education,

how students can contribute to

your community, village? How can students improve the

general quality of life in your

village or community? Examples

of sanitation facilities, hygiene, roads.

How can students contribute after

being employed.

While pursuing their education,

how students can contribute to

your community, village? How can students improve the

general quality of life in your

village or community? Examples

of sanitation facilities, hygiene, roads.

How can students contribute

after being employed. Which of the following can help

Students to engage with

community?

o NSS o NCC

o Social work

While pursuing their education, how

students can contribute to your

community, village? How can students improve the general

quality of life in your village or

community? Examples of sanitation

facilities, hygiene, roads. How can students contribute after being

employed.

Which of the following can help Students

to engage with community? o NSS

o NCC

o Social work o Community outreach programmes

Presently, colleges and Universities in

8

o Community outreach

programmes Presently, colleges and

Universities in your area do

community based activities –

Yes/No. If yes, which of the following

o Community activities like greening activities,

cleanliness, sanitation, roads,

o Sports


o Literacy programmes o Any other

your area do community based activities

–Yes/No. If yes, which of the following o Community activities like greening

activities, cleanliness, sanitation,

roads, o Sports


o Literacy programmes o Any other

How can Universities foster social

responsibility in their students

Which are the various ways of

community engagement presently followed by Universities

Can we have some models presently

being followed, such as University of Pune’s Nirmal Gram project etc.

Theme XII: Developing Best

Teachers

Appoint local teachers on

contract and develop them. Best teachers appointed

centrally should be posted.

Teachers should have

continuous training and retraining periodically.

Appoint local teachers on contract and

develop them. Best teachers appointed centrally should

be posted.

Teachers should have continuous training

and retraining periodically. Ways of incentivizing talent to join

teaching profession

Are refresher/ orientation programmes

serving their intended objectives? If not,

what changes are needed? How to retain best teaching talent in the

profession through sustained methods

Is it feasible to allow faculty to pursue

teaching and research in a flexi-mode manner with appropriate changes in the

service conditions

9

What other changes can be suggested to

encourage greater faculty autonomy and

participation in educational conferences etc.

Theme XIII:

Sustaining Student Support Systems

Will universal soft loan scheme

help students as universal

scholarship is not possible? Is interest subsidy of 5%

adequate?

Apart from affirmative

scholarship, a need based scholarship should be linked up

to what kind of earning per

family. o Rs.1 lakh & below

o Rs.1 lakh to 1.5 lakh o Rs.1.5 lakh to 2 lakh

o Rs.2 lakh to 2.5 lakh

Since it is not possible to give

scholarship to all students, how can meritorious students be

supported so that they are not denied access to higher

education. What is the minimum percentage it should be linked

to:

o Graduation: Minimum 60% or 65% or 70% or 75%

o Post Graduation: Minimum 50% or 55% or 60% or

65%

o Other than financial support, what academic

support do students need such as academic

counseling , study room

Will universal soft loan scheme help

students as universal scholarship is not

possible? Is interest subsidy of 5% adequate?

Apart from affirmative scholarship, a

need based scholarship should be linked

up to what kind of earning per family. o Rs.1 lakh & below


o Rs.1.5 lakh to 2 lakh o Rs.2 lakh to 2.5 lakh

Since it is not possible to give scholarship

to all students, how can meritorious students be supported so that they are

not denied access to higher education.

What is the minimum percentage it should be linked to:

o Graduation: Minimum 60% or 65% or 70% or 75%

o Post Graduation: Minimum 50% or 55% or 60% or 65%

o Other than financial support, what

academic support do students need such as academic counseling , study

room facilities, multi-media facilities Should there be differential income slabs

for existing student financial assistance

schemes

Has the interest loan subsidy scheme

helped the poorest of poor in accessing higher education? If not, what changes

need to be effected?

10

facilities, multi-media

facilities

Open Universities have student support

services at local levels, how can local

bodies and other similar agencies help to improve services offered at these centres

Theme XIV: Promote

cultural integration through language

How can cultural integration

take place through language?

Would you suggest curriculum

changes in language education to educate students about the

role and importance of languages in pluralistic societies

How can cultural integration take place

through language?

Would you suggest curriculum changes

in language education to educate students about the role and importance

of languages in pluralistic societies Should Universities include foundation

courses on cultural integration

How can inter-linkages between

education, culture and language be

brought about in HE institutions

Theme XV:

Meaningful partnership with

Private sector

What kind of partnership can

be done with the Private Sector?

o Construction of buildings

o Construction of only

Labs & Library o Maintenance of Building

o Maintenance of College o Maintenance of Labs

o Hostels

o ICT facilities o Recreation

o Transportation Details of any existing

examples of private sector

participation in your district.

What kind of partnership can be done

with the Private Sector?

o Construction of buildings o Construction of only Labs &

Library

o Maintenance of Building o Maintenance of College

o Maintenance of Labs o Hostels

o ICT facilities

o Recreation o Transportation

Details of any existing examples of

private sector participation in your district.

Why has PPP models not been so

effective in education sector

Can there be more role for the private sector except providing ancillary services

Would you suggest changes in the “ not

11

for profit” policy with safeguards for

better PPP arrangements Is PPP only relevant to technical/

professional education and not for

general education

Are there good working models of PPP in higher education which can be replicated

Theme XVI:

Financing higher education

What are the innovative ways of

financing HE.

o Enhanced Central Sector spending o Enhanced State funding

o Corporate sector participation

o Student fees o Any other

Theme XVII:

Internationalization of higher education

Suggest strategies for cross border

higher education

Encouraging foreign education providers Improving infrastructural facilities on

university campuses such as student

facilitation centres, international

student’s hostels, faculty guest houses. Suggest changes in the student faculty

exchange programmes and

institutional/research collaborations

Theme XVIII: Engagement with

industry to link education to

employability

How can Industry academia linkages help

for start ups and entrepreneurial ventures

How can Industry orient students to

develop entrepreneurial skills Should Industry representatives be

included in the governing bodies of

Universities/ colleges How can industry help in framing

industry relevant courses for enhancing

student employability

12

Theme XIX:

Promoting research and innovation

Which of the following Strategies need to

pursued for promoting research &

innovation Outcome based research financing.

Liberal research grants for both social

sciences and basic sciences. Setting up Incubation Centers with Seed

Money to do innovative research Research leading to creation of

intellectual property. Setting up Research Parks in central

educational institutions.

Joint appointments of faculty – enabling researchers to teach and teachers to

engage in research. Inter-disciplinary research – Institutions

must come together for creating new

knowledge at the intersections of existing disciplines.

How can we make India become a

favoured destination for R&D projects. How can we explore getting grants from

abroad for R&D. Do we need to reconsider setting up

Innovation Universities ?

Theme XX: New

Knowledge

Which are the new domains of

knowledge in the global scenario?

Do our Universities/ CFI have the faculty

to offer such programmes? If not how can their capacities be built?

What steps are needed to collaborate

with foreign institutions offering new/

niche knowledge courses

Annexure-III

LIST OF NODAL OFFICERS AT DIRECTOR/ DEPUTY SECRETARY LEVEL FOR COORDINATION

WITH STATES ON FORMULATION OF NEW EDUCATION POLICY

S.No.

NAME OF THE STATE

NAME OF THE OFFICER Telephone Number

SCHOOL EDUCATION

1. ANDHRA PRADESH Smt. Suparna S. Pachouri [email protected]

23388641

2. ARUNACHAL PRADESH Sh. Gaya Prasad [email protected]

23384253

3. ASSAM Sh. Gaya Prasad [email protected]

23384253

4. BIHAR Sh. T. S. Rautela [email protected]

23388566

5. CHHATTISGARH Sh. P. P. Nair [email protected]

23385935

6. GOA Smt. Surbhi Jain [email protected]

23387211

7. GUJARAT Smt. Surbhi Jain [email protected]

23387211

8. HARYANA Sh. S. L. Negi [email protected]

23383779

9. JHARKHAND Smt. Nita Gupta [email protected]

23073780

10. KARNATAKA Sh. T. S. Rautela [email protected]

23388566

11. KERALA Sh. Anil Kakria [email protected] [email protected]

23381877

12. MADHYA PRADESH Smt. Anamika Singh [email protected]

23388098

13. MAHARASHTRA Smt. Surbhi Jain [email protected]

23387211

14. MANIPUR Sh. D.K.D. Rao [email protected]

23384159

15. MEGHALAYA Sh. D.K.D. Rao [email protected]

23384159

16. MIZORAM Sh. Om Prakash [email protected]

23383193

17. NAGALAND Sh. Om Prakash [email protected]

23383193

18. ODISHA Sh. Gaya Prasad [email protected]

23384253


19. PUNJAB Smt. Meenakshi Jolly [email protected]

23070837

20. RAJASTHAN Smt. Meenakshi Jolly [email protected]

23070837

21. SIKKIM Sh. S. L. Negi [email protected]

23383779

22. TAMIL NADU Sh. P. P. Nair [email protected]

23385935

23. TELANGANA Smt. Suparna S. Pachouri [email protected]

23388641

24. TRIPURA Sh. S. L. Negi [email protected]

23383779

25. UTTAR PRADESH Smt. Ankita Mishra Bundela [email protected]

23383872

26. UTTARAKHAND Smt. Nita Gupta [email protected]

23073780

27. WEST BENGAL Smt. Anamika Singh [email protected]

23388098

28. HIMACHAL PRADESH Sh. Rajesh Singh [email protected]

23073687

29. PUDUCHERRY Sh. Anil Kakria [email protected] [email protected]

23381877

30. JAMMU & KASHMIR Sh. Gaya Prasad [email protected]

23384253

31. ANDAMAN & NICOBAR Smt. Ankita Mishra Bundela [email protected]

23383872

32. DELHI Smt. Nita Gupta [email protected]

23073780

33. LAKSHWADWEEP Sh. S. L. Negi [email protected]

23383779

34. DAMAN & DIU Sh. Rajesh Singh [email protected]

23073687

35. CHANDIGARH Sh. P. P. Nair [email protected]

23385935

36. DADRA & NAGAR HAVELI

Sh. D.K.D. Rao [email protected]

23384159

LIST OF NODAL OFFICERS AT DIRECTOR/ DEPUTY SECRETARY LEVEL FOR

COORDINATION WITH STATES ON FORMULATION OF NEW EDUCATION

POLICY

S.No. NAME OF THE STATE

NAME OF THE OFFICER Telephone Number

HIGHER EDUCATION

1. ANDHRA PRADESH Sh. Amit Shukla [email protected]

23385365

2. ARUNACHAL PRADESH

SH. D.K Paliwal [email protected]

23384235

3. ASSAM Smt. Rina Sonowal [email protected]

23070173

4. BIHAR Sh. Sanjay [email protected]

26162917

5. CHHATTISGARH Sh. P. Sasikumar [email protected]

23070660

6. GOA Sh. Shailendra Kumar [email protected]

23385915

7. GUJARAT Sh. Dalip Kapur [email protected]

23385220

8. HARYANA Smt. Aparna Sharma [email protected]

23341894

9. JHARKHAND Sh. Rajesh Singh [email protected]

23073687

10. KARNATAKA Sh. P. Sasikumar [email protected]

23070660

11. KERALA Smt. Tripti Gurha [email protected] [email protected]

23073271

12. MADHYA PRADESH Shri Sanjeev Sharma [email protected]

23070186

13. MAHARASHTRA Sh. Alok Mishra [email protected] [email protected]

23381058

14. MANIPUR Smt. Rina Sonowal [email protected]

23070173

15. MEGHALAYA Smt. Rina Sonowal [email protected]

23070173

16. MIZORAM Sh. Harpreet Singh [email protected] [email protected]

23387934

17. NAGALAND Sh. Subodh Gildhiyal [email protected]

23384808


18. ODISHA Sh. Pramod Saha [email protected] [email protected]

23073639

19. PUNJAB Sh. Shailendra Kumar [email protected]

23385915

20. RAJASTHAN SH. D.K Paliwal [email protected]

23384235

21. SIKKIM Sh. Pramod Saha [email protected] [email protected]

23073639

22. TAMIL NADU Sh. R. Srinivasan [email protected]

23070989

23. TELANGANA Sh. D. Ramakrishna Rao [email protected]

23384159

24. TRIPURA Shri Amit Shukla [email protected]

23385365

25. UTTAR PRADESH Shri Sanjeev Sharma [email protected]

23070186

26. UTTARAKHAND Sh. Fazal Mahmood [email protected]

23387961

27. WEST BENGAL Sh. Harpreet Singh [email protected] [email protected]

23387934

28. HIMACHAL PRADESH

Sh. Dalip Kapur [email protected]

23385220

29. PUDUCHERRY Smt. Tripti Gurha [email protected] [email protected]

23073271

30. JAMMU & KASHMIR Sh. Manoj K. Kejriwal [email protected]

26172932

31. ANDAMAN & NICOBAR

Shri S. Shankar [email protected]

23382921

32. DELHI Smt. Aparna Sharma [email protected]

23341894

33. LAKSHWADWEEP Sh. R. Srinivasan [email protected]

23070989

34. DAMAN & DIU Smt. Padmaja Saxena [email protected]

23383324

35. CHANDIGARH Sh. Subodh Gildhiyal [email protected]

23384808

36. DADRA & NAGAR HAVELI

Sh. Surat Singh [email protected]

23381695

1

Annexure-IV

Themes and questions for Policy Consultation on School Education

2

List of themes for consultation on School Education

1. Ensuring learning outcomes in Elementary Education.

2. Extending outreach of Secondary and Senior Secondary Education.

3. Strengthening of Vocational Education.

4. Reforming School Examination systems.

5. Re-vamping Teacher Education for Quality Teachers.

6. Accelerating rural literacy with special emphasis on Women, SCs, STs& Minorities through Adult Education and National Open Schooling Systems.

7. Promotion of Information and Communication Technology Systems in School and Adult Education.

8. New knowledge, pedagogies and approaches for teaching of Science, Maths and Technology in School Education to improve learning outcomes of students.

9. School standards, School assessment and School Management systems.

10.Enabling Inclusive Education – education of SCs, STs, Girls, Minorities and children with special needs.

11. Promotion of Languages.

12. Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills.

13. Focus on Child Health

3

I. Ensuring Learning Outcomes in Elementary Education

In elementary education, despite improvements in access and retention, the

learning outcomes for a majority of children continue to be an area of serious

concern. Studies are showing that children are not learning the basic skills during

their schooling. Many children who reach grade V cannot read simple texts and

cannot do simple arithmetic calculations. The examination results of the children

are poor. Concerted efforts are required to ensure that a minimum set of cognitive

skills are acquired by all children during eight years of elementary education.

The States are implementing reforms such as early grade reading, writing,

comprehension and maths programs in conjunction with defining and measuring

learning outcomes. The NCERT has completed 3 rounds of National Level

Achievements Survey for Classes –III, V, & VII/VIII. States have been given funds to

conduct State level achievement surveys and the States are conducting State level

learning achievement surveys which are at different stages of conducting one or

more rounds of SLAS.

However, even with all these reforms, there is a need to explore the various

approaches to improve teaching–learning at the elementary stage. There is a need to

understand the reasons of low learning achievement levels in elementary schooling,

assess the system of Continuous and Comprehensive Evaluation and suggest ways

and methods of improving the learning outcomes of school children which would

result in enhancing the quality of elementary education. The quality issues and

determinants thereof such as ensuring availability of trained teachers, good

curriculum and innovative pedagogy that impact upon learning outcomes of the

children need to be addressed on priority basis.

4

What in your view are the reasons for the poor performance of your children

in the schools?

How do we ensure that children learn the basic language and numeracy skills

in the schools?

How do we use technology to ensure real time availability of teachers?

Should there be dedicated teachers for classes 1 & 2.

What needs to be introduced in teacher training for improving teaching

learning process at foundation level of schools?

Should there be any special measures for primary schools to make them

attractive for students, parents, teachers like colourful furniture, rugs play

way toys, charts, pictures etc.

Do you think games, art and confidence building measures should be

introduced from primary level itself?

What should be the student assessment systems?

How many languages should be available for children to learn at

elementary level?

How do we factor in pre primary/ play school industry in our country that

seems to be mushrooming?

States to highlight in which areas do they seek international partnerships?

5

II. Extending outreach of Secondary and Senior Secondary Education

With Universal Elementary Education(UEE) becoming a reality, near

universalization of secondary education is a logical next step. Further,

universalisation of quality secondary education implies creating secondary

schooling provisions of a defined standard irrespective of the location and

management of the institution to accommodate all those eligible grade VIII and

grade X students who are willing to participate in secondary and higher secondary

education. It is expected that initiatives such as RTE of eight years of schooling

would not only be increasing participation levels in elementary education but also

substantially improve the internal efficiency of elementary education in the coming

years and ensure higher levels of transition to secondary schooling. Further, with

the improvements in retention and transition rates particularly amongst the more

disadvantaged groups, there is an increasing pressure on the secondary schools to

admit more students.

A wide range of centrally sponsored schemes are being run by different

secondary school institutions and bodies so as to ensure greater geographical

coverage, social and gender inclusion and use of ICT for quality enhancement. RMSA

is now envisaged as a single comprehensive scheme to address issues of coverage

and quality in secondary education in a holistic manner.

To what extent we have made quality education available, accessible and

affordable to the target population in the age group of 14–18 years. What is

negative impact on society and economy of not doing this?

How can we increase access to post elementary education across the country in

a manner so as to ensure no child is denied the opportunity of completing

his/her school education?

6

How can we address the geographical and social disparities in secondary

education?

What needs to be done to improve student participation in Science and

Mathematics subjects?

What can be done to overcome shortages in qualified teachers for Science and

Mathematics? How can we engage with DST engage to address the needs of

science & Maths teachers for both primary/ secondary education?

To what extend can ICT be used in secondary/ senior secondary schools to

enhance teaching-learning process?

What kinds of pupil assessment systems are desirable at secondary level to

ensure problem solving and critical training amongst children?

Is there a need to improve secondary/senior secondary text books?

What is needed to improve teacher performance?

How many languages should be taught at secondary/senior secondary level?

Is a PPP model to expand schooling at these levels, feasible?

How can ICT based interventions enhance use of hands on education, field

visits, etc?

7

III. Strengthening of Vocational Education

A knowledgeable and skilled workforce is seen as the most important human

capital required for the development of a country. Both vocational education and

skill development are known to increase productivity of individuals, profitability of

employers and national growth. Vocational education aims to develop skilled

manpower through diversified courses to meet the requirement primarily the

unorganized sector and to inculcate self employment skills in children through a

large number of diversified vocational courses. Given that only 7 to 10 per cent of

population is engaged in formal sector of economy, development of vocational

education will provide skilled labour force in the informal sector which would

further enhance the productivity. Several Committees also emphasize the need to

improve access and participation to vocational education and recommends the

flexibility of Vocational education within the main-stream education system.

In India, the general education and vocational education have been operating

as two different verticals with very little interaction between the two. This had lead

to hesitation in students opting vocational courses as there is a general

apprehension that one cannot pursue higher degrees or qualification. The

vocationalisation of secondary education scheme was revised in 2014 to address the

issue of weak synergy with industry in planning and execution, lack of vertical and

horizontal mobility, redundant courses and curricula as well as paucity of trained

vocational educational teachers. The National Skills Qualification Framework NSQF)

has been notified in Dec 2013, to provide and overall framework to set up vocational

education programme. There is a greater emphasis on integrating skills in education

and a renewed focus on vocational education in secondary education. It also

demands of a revamp of our education system to make skill development an integral

part of the curriculum at all stages.

8

Would skill based education help, students to be employable?

What difficulties are experienced in implementing VE in the schools

What are the issues regarding availability and training of vocational teachers.

Some States have been effectively integrating vocational education in

mainstream education. How can these be adopted or adapted across other

States?

Should VE subjects be the best of five or six subjects for class XII or class X

scores?

What needs to be done to make VE popular amongst students?

School services-sector courses, be introduced in schools rather than

manufacturing based courses?

Schools blend professional courses, which utilize the school students learning

of science, maths, accounting, computers, history, geography be developed for

VE, to help the students employability and knowledge base?

Should there be a counselling level factored in at school level which helps

child identify the craft/ industry/service he/she inclined towards and skill

sets they need to develop and do a skill roadmap per child at school? If yes,

then at which grade level should it be done.

9

IV. Reforming School Examination Systems

Examination reforms that focus on problem-solving, critical thinking and

reasoning skills are critical to improving quality at the elementary and

secondary levels. Such reforms will change the teaching–learning processes and

improve learning outcomes. In recent years, CBSE has introduced wide-ranging

examination reforms in schools affiliated to it, such as Class X Board

Examination has been made optional, a system of grading in place of marks has

been introduced.

Continuous and Comprehensive Evaluation (CCE) has been

strengthened so that the students are assessed on an ongoing basis for their

holistic development. For implementing CCE several activities are expected in

the classroom such as Preparation of child profile and cumulative record ,

Various activities for evaluating cognitive and co-cognitive levels, Use of various

methods to evaluate children such as observation , questioning in class room ,

Utilizing information gathered for improvement in teaching learning/ remedial

inputs for children built into the process . CCE also involves sharing of children’s

learning progress with parents through parent teacher meetings

State Boards have also made efforts to update curriculum and impose

examination systems. However, problems still beset the examination system.

The existing systems need to be examined threadbare.

What are the experiences of government schools in implementing CCE

Has CCE helped student’s academic performance?

What is the general feedback of students, teachers and parents regarding

the no detention policy and CCE?

Has the abolition of class X board reduced learning level of our students?

What other reforms can be suggested which would help better assessment

of students.

10

Is our examination system only assessing note learning?

Can the examination system shift towards questions that assess the

students application of concept, problems solving abilities and critical

thinking?

How can assessment systems become more nuanced and reward children

for thinking and innovation.

11

V. Revamping Teacher Education for Quality Teachers

Quality of teachers has been a major cause of worry in the country and one of the

basic pre requisites to improve quality. Competence of teachers and their

motivation is crucial for improving the quality. Several initiatives are being taken for

addressing teacher shortages, shortages of secondary school teachers in

mathematics, science and languages, improving the quality of pre-service teachers

and in-service teachers professional development, enhancing the status of teaching

as a profession, improving teachers’ motivation and their accountability for

ensuring learning outcomes, and improving the quality of teacher education

institutions and also teacher educators. Inspite of several efforts by the Central and

State governments issues of large number of vacancies in both elementary and

secondary levels, problems of untrained teachers, lack of professionalism in teacher

training institutions, mismatch in training and actual classroom practices, teacher

absenteeism and teacher accountability and involvement of teachers in non-

teaching activities all need to be addressed. With the aim to recruit quality teachers,

CBSE introduced the Central Teacher Eligibility Test (CTET) State Governments

have introduced the TETs.

What are the specific steps needed to fill in the existing teacher vacancies in

elementary schools?

Why have the existing teacher training programmes failed to bring about

improvements in the quality of teaching learning?

What are the workable solutions to address the gamut of issues in teacher

education in the school sector?

Are teachers performance assessments needed to build a culture of

accountability amongst teachers? Should promotion of teaching faculty be in

conjunction with their performance?

12

Should an automatic computerized system be made for all teaching/transfer

posts so that there is rationalization?

What methods can be devised for making it mandatory for all teachers to

undergo yearly in service training?

13

VI. Accelerating rural literacy with special emphasis on Women, SCs, STs &

Minorities through Adult Education and National Open Schooling Systems

Literacy is an integral and indispensable element of educational development.

Literacy can pave way for reduction in population growth, child mortality and

poverty, and facilitate in attaining gender parity, sustainable and holistic growth. It

provides for nurturance of democratic values and peace among people. Literacy is

all the more important to those sections of population, who have been historically

neglected. Achieving universal adult literacy is a fundamental goal of adult and

continuing education programmes that have been envisaged from time to time

The 2011 Census have revealed that despite an impressive decadal increase

of 9.2 percent points in literacy, national literacy levels have risen to no more than

74.1 percent (from 64.8 percent in 2001). The 2011 Census has shown that female

literacy has increased much more than male literacy. While male literacy rate

increased by 6.86 percent points from 75.26 percent in 2001 to 82.14 in 2011, the

female literacy increased by 11.79 percent points from 53.67 to 65.46 percent

during the same period. The gender gap which was 21.6 percent points in 2001 has

receded to 16.7. Yet the gender gap still remains much above the targeted 10

percent points. Thus, even today the Plan Targets have not been achieved: overall

literacy rate being short by five percent points, gender gap yet to be reduced by

another 6.7 percent points and social and regional disparities still persisting.

Adult education is indispensable as it supplements the efforts to enhance and

sustain literacy levels through formal education. ‘Saakshar Bharat’ has been devised

as the new variant of National Literacy Mission. The scheme seeks to further

promote and strengthen Adult Education, specially of women, by extending

educational opportunities to those adults who lack access to formal education and

have crossed the standard age for receiving such education, now feel a need for

14

learning of any type, including, literacy, basic education (equivalency to formal

education), vocational education (skill development), physical and emotional

development, practical arts, applied science, sports, and recreation. The scheme has

been formulated with the objective of achieving 80% literacy level by 2012 at

national level, by focusing on adult women literacy seeking – to reduce the gap

between male and female literacy to not more than 10 percentage points.

Though there have been significant gains in literacy rates, large gender, social

and regional disparities in literacy levels persist. The gains in literacy levels are due

to success of the adult education programmes and improvements in primary

schooling. However, there is a further need to enhance the literacy levels of the

socially marginalized groups and those living in rural areas through interventions of

adult education programmes and open schooling systems. What are the

impediments in implementing literacy programmes at village, block and district

levels

Is it more difficult to implement adult literacy programmes in urban

dwellings such as slums?

What are the reasons why the literacy programmes are unable to reach the

socially deprived sections as much as desired?

What other strategies can be employed to achieve faster progress in reducing

the existing disparities in literacy levels.

Should the Open School Systems reach out in a larger way, to adult illiteracy?

Can school students be harnessed to spread the literacy programme?

How can we integrate specific skills component in the adult literacy

programme plus engage with national livelihood programmes?

What are the impediments in implementing literacy programmes at village,

block and district levels?

15

VII. Promotion of Information and Communication Technology systems in

school and adult education

ICT can potentially make significant difference in improving the quality of

education. Most of the secondary schools have limited availability of computer

facilities. This constrains the students from acquiring ICT-related skills essential in

the knowledge economy and limits teachers’ ability to upgrade their subject-matter

knowledge and students’ ability to access essential learning materials.

The National Policy of ICT in School Education envisions and provides for the

development of a holistic framework of ICT support in the school system. Mission

Mode Project (MMP) on School Education would enable comprehensive technology

enablement of the school education sector. This would cover Developing ICT skills

of all heads of schools, teachers, non-teaching staff and students; Creating a

repository of quality-assured digital contents in English, Hindi and regional

languages in all subjects especially in science and mathematics; Training and

encouraging teachers to develop and use e-content; Creating provisions for ICT in

classrooms or portable facilities and a projector with rechargeable battery, and

implement ICT-integrated education; Enabling provision of ICT-integrated

examination and e-governance at the institutional and systemic level including

setting up of education portals. While there have several ways in which ICT in

schools are being implemented, we need to optimally use and leverage technology

to achieve quality and efficiency in all of the interventions.

What are the usual problems faced by schools while implementing ICT

integration?

Are they viable solutions in dealing with general issues?

What are the different experiences of States in this regard?

What are the ways in which technology can be leveraged for both school and

adult education and share best practices, if any.

16

How can we genuinely ascertain that ICT components are functional in schools ,

particularly in States with challenges i.e. infrastructure especially electricity?

17

VIII. New Knowledge, pedagogies and approaches for teaching of Science,

Maths and Technology in School Education to improve learning outcomes

of Students.

One of the most important measures taken up for improving the

quality in secondary education is to improve the Pupil-Teacher ratios by

appointing additional teachers in order to improve the classroom transaction

process and environment. Further, special attention is paid on teaching of

Science, Mathematics and English. Poor science and maths education (and

English) accounts for 80 per cent of total students who fail in Tenth Board

Examination. The low enrolment in science stream at higher secondary level

and poor-quality education is a constraint in development of scientific

manpower in the country. Science and Maths education would need special

attention. Some of the initiatives under consideration include:

Promoting innovations by encouraging talent spotting of innovators in

schools through Innovation Scholarships

Launch a massive science outreach programme aimed at students and their

parents – Introduce Mobile labs and establish science centers

Quality in education is inherently dependent on curriculum and learning

objectives, learning materials, pedagogic processes, classroom assessment

frameworks, teacher support in the classrooms, and school leadership and

management development. A new framework for curriculum is needed at

regular intervals in order to take cognizance of the developing issues in society

and how to address them. A variety of learning packages needs to be developed

at State and district levels, with adequate provision for cluster- and school-level

modifications to aid the teacher and provide increased choice. Learning

enhancement programme (LEP) under the SSA is continued in the Twelfth Plan.

Every year, States need to articulate the learning goals that are being targeted

18

and the strategies (methods, materials, models and measurement) that will be

used to reach those goals. Institutional assessment/ accreditation of the

elementary schools is envisaged.

What are the workable strategies for strengthening the quality of

teaching–learning processes for better outcomes;

What are the various approaches regarding curricula renewal, new

pedagogies and use of technology to improve the learning levels.

In the event that parents do not know what outcomes to expect from

which level, can these processes truly fructify without engaging with

parents? How can this aspect be addressed?

19

IX. Schools standards, School assessment and School Management systems.

There is a need to put in place a School Quality Assessment and Accreditation

System to cover all aspects of school functioning, including scholastic and co-

scholastic domains, physical infrastructure, faculty management, school leadership,

learning outcomes and satisfaction of pupils and their parents/ guardians.

Better governance structures in schools striking a balance between

mandating and persuading, training of district and block-level education officers as

well as head teachers for better management practices, on using data to better

monitor and support school performance, and to mobilise community resources and

efforts to improve school performance. The local community and panchayats are not

very often actively involved in school management. While Village education

Committees /School Management Committees are formed in most villages, many of

them do not function effectively. It is generally believed that the village schools will

function effectively only when the local community is active and participates in the

functioning of the schools.

What are the ways to improve community participation in school

management?

What should be the role of the Panchayat in the management of the schools?

How can we implement a assessment and accreditation system in schools ?

What are performance indicators for grading schools?

What are the current experiences and how can they be bettered to achieve

tangible results.

Is there a case for revamping the role of education officers in districts, blocks

etc., to become in charge of school development and improvement in school?

20

X. Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and

children with special needs.

The issue of social access and equity are far too complex. While the gaps in

average enrolments between disadvantaged groups like SC, ST, Muslims, girls and

Children with special needs and the general population have decreased, there is still

a considerably large gap in learning levels with historically disadvantaged and

economically weaker children having significantly lower learning outcomes. Large

and growing learning gaps threaten the equity gains achieved on the enrolment

front because children with lower levels of learning are more likely to drop out. In

order to increase the participation of girls and other special category children,

specific interventions are being made. There is a need to examine current

interventions in bridging the gender and social gaps and identify focused strategies

for effective inclusion.

With the adoption of Right to Education and enormous expansion of the

system, access to school education has become near universal. However, children

from certain sections of the population remain unable to benefit fully from the

education system despite several special measures.

Many girl children are not sent to schools and even those you complete

primary levels are not sent to pursue their studies at the secondary levels and

colleges.

How do we ensure full participation of the marginalized groups in schooling,

particularly for children belonging to SC, ST and minority groups?

What measures should be taken to make our educational institutions truly

inclusive facilitating the participation of differently abled children with

special needs?

21

In your view to what extent has RTE helped to ensure participation of

children, especially from disadvantaged families, in schools?

Why do parents not send their girls to school?

What measures should be adopted by the Government to bring girls to

schools?

How could we mobilise community support to bring all girl children to

schools?

By excluding minority establishment from RTE what are the pitfalls?

Are there any traditional skill sets which need to be encouraged in tribal

areas?

What special skill sets and financial and legal literacy components can be

imbibed in girl/ woman’s education?

How can Language challenges be identified and what solutions are possible?

22

XI. Promotion of Languages.

A multi-lingual society recognises the importance of education in languages. While

there are some interventions for appointment of language teachers and promotion

of classical languages, there is no comprehensive scheme or language policy and we

need to have inputs on this dimension. India follows, in principle, a three language

formula. Learning through mother tongue at least in the early stages of schooling is

also advocated. There is also a general perception that children learning through

English medium have advantage over others while entering the world of work.

The current status of Multi- lingual Education indicates that systematically planned

programs are being implemented by States of Andhra Pradesh and Odisha, covering

8-10 tribal languages. Assam, Chhattisgarh, Bihar and Jharkhand have developed

material for eg. dictionaries; reading cards for bridging children from home

language to medium of instruction. States gradually expanding number of schools

covered, adding new languages and also transitioning to bi-lingual or multi-lingual

classrooms

Impact of Mother tongue based education has shown increased attendance and

retention of tribal students , children are more engaged in the teaching and learning

process, use of Lively, interactive using pictures and artifacts from tribal culture.

NCERT’s Evaluation study found that Mother tongue based education had a positive

impact on students’ achievement in language and mathematics. Significant

achievement found in the oral, written tests in language and Math by children in

these schools when compared to non-intervention schools.

Which are the languages you would you like your children to learn in the

schools?

What should be the place of English, Hindi and local languages in school

education?

23

Which language you would prefer to be the medium of instruction in

schools?

Should we encourage education in mother-tongue and multi-lingual

education in schools? What are difficulties in implementing it?

Should three language formula be debated?

In a highly competitive world at which level and how can foreign

languages be prescribed as an additional tool?

24

XII. Comprehensive Education – Ethics, Physical Education, Arts & Crafts,

Life Skills.

Education is concerned with all-round development of the child (physical, socio-

emotional along with cognitive), all aspects need to be assessed rather than only

academic achievement. As part of the Twelfth Plan initiatives, now there is a

system-wide focus on holistic development of children by improving learning

outcomes and other non-scholastic areas. Our students need to have a holistic

development which cannot be achieved only through information and instruction.

Physical education, games and sports should be made an integral part of the

curriculum and daily routine in schools for the holistic development of children.

The Schedule to the RTE Act mandates that all schools shall be provided play

material, games and sports equipment. Since many urban schools have inadequate

facilities of sports on their own, other neighbourhood schools with such facilities in

the public and private sectors and also municipal parks and public play fields should

be opened up for children of such schools during school hours on nominal

maintenance costs. Building on innovative approaches already undertaken ,

teachers must also be trained to lead quality and inclusive physical education

sessions as part of both their pre-service and in-service training.

Visual and performing arts are a critical part of school education and also provide

space for children with different abilities. Arts are a powerful tool in the teaching

learning process. It enables children to express ideas, emotions and thoughts freely,

to comprehend and build perspectives. Children experience joy, sense of freedom in

the process of learning when they have the opportunity to explore, to imagine,

visualise, observe through their senses, to participate and communicate. It enhances

interest as children connect arts with all subjects and with their daily lives. Art also

has a cognitive component; it makes us think, reflect, hypothesise, perceive,

comprehend and create. Renowned art Institutions and Central academies can

25

contribute significantly to the inclusion of arts in the school curriculum and its

implementation.

Knowledge needs sensitization to values, ethics, appreciating arts, physical

education, sports and life skills.

What are the suggestions for concrete methods and tools for integration of

sports, physical education, arts and crafts, functional skills for livelihood and

value education in school curriculum.

What are the experiences so far and how can we build on these in a

constructive way.

How can we explore the way forward so that Ethical education can become

mandatory?

What is the Role of NCC in promoting comprehensive education?

26

XIII. Focus on Child Health

There is a need to improve access to child health services. The Ministry of

Health is focusing on promoting child health through appropriate interventions.

Presently, the Department of School Education and Literacy, MHRD addresses

the nutritional needs of school going children in the age group of 6-14 years are

being taken care of by the Mid- Day Meal (MDM) Scheme. With a view to enhancing

enrolment, retention and attendance and simultaneously improving nutritional

levels among primary school children, the National Programme of Nutritional

Support to Primary Education was launched in August 1995. During 2008-09, the

Scheme was extended to cover children in upper primary classes and the Scheme

was renamed as ‘National Programme of Mid-Day Meal in Schools’. The programme

aims at (i) improving the nutritional status of children in Classes I-VIII, (ii)

encouraging poor children belonging to disadvantaged sections to attend schools

more regularly and help them concentrate on classroom activities, and (iii)

providing nutritional support to children at elementary stage of education in

drought-affected areas during summer vacation. The National Programme of Mid-

Day Meal in Schools is now covering all children studying in Classes I-VIII in

Government, Government-aided and Local Body schools. Yet malnutrition, hunger

and poor health remain core problems, which comprehensively affect attendance

and performance in classes.

The principal public initiative for ECCE is the Integrated Child Development

Services (ICDS) of M/o Women and Child Development which aims at responding to

the challenge of providing pre-school education, on one hand, and breaking the

vicious cycle of malnutrition, morbidity, reduced learning capacity and mortality, on

the other. The ICDS seeks to improve the nutritional and health status of children in

the age-group 0-5+ years; lay the foundation for proper psychological, physical and

social development of the child; reduce the incidence of mortality, morbidity,

27

malnutrition and school dropout; achieve effective co-ordination of policy and

28

implementation amongst the various departments to promote child

development; and to enhance the capability of the mother to look after the

normal health and nutritional needs of the child through proper nutrition and

health education.

There is, however, a need to synergize the multi-sectoral interventions taken

by the relevant GOI Ministries.

What are the results of the schemes aimed at child health by the M/o

Health, WCD & SEL?

Are the existing schemes under the different well- coordinated and

synergized for optimum and holistic outcomes? If not , how can this be

resolved.

What other steps can be taken to have greater focus on child health?

Any State experiences that can be replicated and upscaled at the national

level.

How can individual child health be tracked in the SE system and real

time information be available to State and Centre?

1

Themes and questions for Policy Consultation on Higher Education

2

List of themes for consultation on Higher Education

I. Governance reforms for quality

II. Ranking of institutions and accreditations

III. Improving the quality of regulation

IV. Pace setting roles of central institutions

V. Improving State public universities

VI. Integrating skill development in higher education

VII. Promoting open and distance learning and online courses

VIII. Opportunities for technology enabled learning

IX. Addressing regional disparity

X. Bridging gender and social gaps

XI. Linking higher education to society

XII. Developing the best teachers

XIII. Sustaining student support systems

XIV. Promote cultural integration through language

XV. Meaningful partnership with the private sector

XVI. Financing higher education

XVII. Internationalization of higher education

XVIII. Engagement with industry to link education to employability

XIX. Promoting research and innovation

XX. New knowledge

3

I: Governance Reforms for Quality

Quality assurance in higher education is today the top priority of the policy

agenda. Post- secondary education needs to prepare graduates with new skills, a broad

knowledge base and a wide range of competencies to enter a more complex and

interdependent world. Quality is a multi-dimensional concept and several mechanisms

for quality assurance and management at individual and institutional level are needed.

Systems of accountability and accreditation with a robust regulatory mechanism are

essential to the process of sustaining and improving quality. Coordination and

determination of standards in institutions for higher education and research and

scientific and technical institutions is a constitutional obligation of the central

government. It is necessary to involve all stakeholders to institutionalize internal

processes in favour of quality as an island of excellence cannot serve the massive

requirement of higher education. Quality has to be the concern of all institutions and

excellence will flow from good quality institutions and appropriate governance

structures. Higher education (HE) in India has experienced an unprecedented

expansion accompanied by diversification of the sector. The unplanned expansion of

the sector poses challenges for enhancing and maintaining quality.

The country has established external quality assurance agencies in the 1990s to

assure external quality. The National Assessment and Accreditation Council (NAAC) was

set up by the UGC in 1994 to accredit universities and institutions of general higher

education and the National Board of Accreditation (NBA) was established by the All

India Council of Technical Education (AICTE) in 1994 to accredit programmes and

institutions. NAAC accredits institutions and certifies for educational quality of the

institution based on seven criteria. There is a dire need to undertake reforms in the

entire higher education sector beginning with regulatory structures and going down to

the institution level. Some of the possible approaches of reform agenda which could be

considered are:

4

Create independent quality assurance frameworks to address the quality deficit in

the higher educational institutions. Setting up of an Internal Quality Assurance Cell

(IQAC) is one such mechanism to ensure quality within the institutional framework

and linking it with the standards set by the quality assurance agencies..

A governance structure where in appointment of VC & Professors are through

transparent and competitive process

Restructuring the existing regulatory bodies and relook at their multiplicity in a

rationalized manner.

Autonomy matching with accountability: Need to re-align the regulatory functioning

in such a way as to promote autonomy of institutions. This approach envisages that

we embrace a paradigm shift from to Facilitation rather than regulation; Single point

clearances for grants and clearances; encourage global quality institutions.

Autonomy of institutions would also be achieved by conferring degree granting

powers to colleges and conferring autonomous status on colleges. In order to

ensure horizontal and vertical mobility of students, we need to ensure that

uniformity is achieved in terms of syllabi and curricula through a framework; Choice

Based Credit System (CBCS) is adopted by all institutions.

Need to revisit the issue of multiplicity of entrance and eligibility examinations and

explore the possibility of a single national test. Can we have a National Testing

Service for this purpose, which could be developed through consultations and

debate?

Permitting foreign education providers in India for proper regulation and

internationalization of education by enhanced collaborations.

Norm based funding of higher education rather than subjective demand based

inspection governed funding. UGC is the main vehicle of routing funds to central and

state Universities and colleges for funding. Adopting a norm based funding approach

could be considered for improving efficiency in grant disbursals.

5

State universities and their affiliated colleges that account for more than 90 percent

of the enrolment suffer from severe fund constraints and poor governance leading

to poor quality.

Autonomy for Central Educational Institutions

Prevention and prohibition of unfair practices so as to ensure that only merit plays a

role in admissions.

Capitation fees and misleading advertisements to be punished severely.

Questions for discussion

o Which of the following reforms will create better governance structures in State

Universities

Revamp the affiliating system

Ensure multi-stakeholder governing bodies

Clearly defined roles for various governing bodies

Greater accountability through transparency

Greater academic, administrative and financial autonomy

The ability of institutions to charge appropriate fees from students who

can afford to pay and at the same time having a means blind system for

the needy students

o Which of the following reforms will create better governance structures in

Centrally Funded institutions

Changes in the composition of governing bodies such as having

representation from industry, alumni and civil society etc.

Re-align the regulatory functioning in a way so as to promote autonomy

of institutions, with accountability fixed.

Single over-arching regulatory authority?

o )Is it desirable to shift towards norm based and outcome based funding of public

funded higher education institutions? if not why and If yes, why?

6

o What can be done to empower IQAC for internal assessment and accreditation

exercise?

o What institutional measures need to be taken to attract, recruit and retain

exceptionally qualified faculty and also keep the equity focus?

o What should be done to teachers who do not teach ?

Remove transfer counseling

Would you support if they are removed?

o Should the college Principal and the Governing body be given responsibility for

expenditure, and be accountable for it.

o Should the University Act be changed ?

o Should VC’s appointment be based on Search & Selection Committee ?

o Should faculty appointment Committee have Third Party presence as Appraiser

who is to just to watch and give report ?

o Should fees be enhanced to Rs.500/- p.m. when the expenditure is more than

Rs.2000/- per person. This should be come along with waiver for needy

students.

o Should BoG/Governing body be empowered to take decisions with regard to

expenditure on the fee collected?

o Should colleges be autonomous administratively and financially?

o Should colleges be allowed to frame their course work (Accredited) within the

NEP.

o Should teachers have probation for 5 years ?

7

II: Ranking of Institutions and Accreditation

The global ranking of universities is based on an assessment of the institutional

performance in the areas of research and teaching, reputation of faculty members,

reputation among employers, resource availability, share of international students and

activities etc. Most of the top ranking institutions are located in the USA and UK.

The Indian universities do not find a place in the top 200 positions in the global ranking

of universities. Even the top ranking institutions of India appear low in the global

rankings. As per the Times Higher Education Rankings 2012-13, the top ranked Indian

institutions are IIT Kharagpur (234), IIT Bombay (258) and IIT Roorkee (267). The top

ranked institutions as per the Quacquarelli Symonds (QS) System 2012 were IIT Delhi

(212), IIT Bombay (227) and IIT Kanpur (278). Does it imply that India has only low

quality higher institutions? The idea of establishing accreditation agencies in India was

to enhance standards and quality of higher education.

As a measure of quality assurance India established accreditation agencies in 1994.

The institutions of higher education were supposed to approach the accreditation

agencies to get their institution or programme accredited. Accreditation was voluntary

and as a result only few institutions have approached and accredited in India. Only 140

universities (out of the 164 recognized by the UGC) have got themselves accredited by

the National Assessment and Accreditation Council (NAAC) and, among them; only 32

percent have rated as A grade or above.

Amongst the 4,870 colleges, as many as 2,780 are accredited by the NAAC and, among

them, barely 9 percent are rated as A or above. Doubtless, quality and excellence in

colleges leaves much to be desired. Among the accredited institutions, 68 percent of

8

the universities and 91 percent of the colleges are rated average or below average in

terms of quality parameters specified by the NAAC.

The Indian higher education system has expanded and will further expand. This is in

response to the increasing social demand for higher education. However, a major

share of this expansion has taken place through the private institutions. The quality of

facilities and teaching learning process in these institutions is far from satisfactory. An

assessment and accreditation of institutions are important, especially in the context of

mushrooming of private higher education institutions, to ensure quality in higher

education.

There is need for effective ways and strategies to expedite the completion of

assessment and accreditation by NAAC within a stipulated time frame. Now

accreditation is made mandatory for higher education institutions to receive funding

support from the UGC. While this is a positive development, the issue of accrediting

large number of institutions within a short period of time poses challenges to the

accreditation agencies. Some of the state governments, notably the State Councils of

Higher Education, have established their own accreditation units. This is an important

development to decentralize the accreditation process. The higher education

institutions have also established internal quality assurance cells. Their functioning and

effect on improving overall quality improvement of the institutions is yet to be assessed.

The issues related to ranking and accreditation raises several issues for discussions.


Should India focus its resources on research universities, including liberal arts

and social sciences so as to improve the country’s position in the global

rankings?

9

Should not India develop its own ranking system relying on indicators more

suitable to Indian situation as other ranking systems have heavy weightage for

perception/subjective factors in which Indian Universities lose out.

Accreditation has been made mandatory for all institutions (whether the

institution is publicly funded or not)? Is this approach correct or not?

How should we facilitate the process of accreditation to make the process more

objectively verifiable and transparent?

Should we focus on programme accreditation or institutional accreditation or

both?

10

III: Improving the quality of regulation

The main objective of regulation in higher education is to meet the three objectives of

equity, expansion and excellence as stated in the Twelfth Five Year Plan. There is a

multiplicity of regulators in India and there are separate regulators for higher education,

technical education and professional education. However it is felt that a single

regulatory body would be more effective as it is often the implementation of the

regulations rather than the regulations themselves which poses the problem.

The issue of quality of governance is closely related to the issue of autonomy enjoyed

by the institutions. Starting from the first Commission on higher education

(Radhakrishnan Commission in 1948) there has a strong argument for granting of more

autonomy and less interference from the government in the governance and

management of universities. Commissions on higher education emphasized on the

legislative framework of the universities and a strong governing body with external

members leaving the universities ‘free from interference’. Universities were supposed to

be self-regulating entities and to voluntarily adhere to standards determined by the

UGC.

There is a need to enable institutional autonomy by transforming the role of

government from command and control to an evaluative and steering role. In this

scenario there is a need to increase the capacity of the higher education system to

govern itself by coordinated regulatory reforms. However regulation is needed in some

areas in the higher education sector: granting permission to enter, permission to

operate-decide on the intake of students and introduction of courses, monitoring its

overall performance including issues related to governance and management and levels

of student learning. Also more transparency is needed in both public and private

institutions by requiring them to disclose important standardized information related to

admissions, fees, faculty, programs, placements, governance, finance, business tie-ups

and ownership.

11

As we move from an elitist structure to massification we have the proliferation of

private higher education institutions. Some of these universities and colleges lack

proper infrastructure and faculty strength and have poor academic standards and take

exorbitant fees from students. However measures need to be introduced to ensure that

private institutions are committed to quality, equity and transparency through

regulatory reforms. The current regulatory framework needs to be reframed to: (i)

encourage serious private philanthropy and investment to innovate and provide high-

quality education; (ii) promote better availability of information on private institutions to

the public; (iii) ensure that institutions that indulge in unfair practices are dealt with

swiftly. The system of accreditation will be central to such reforms and needs to be

transparent and function in a time bound manner.

There have been cases like the judgment in 2005 in Chhattisgarh ordered closing down

of 117 private universities as they did not follow the regulations stipulated by UGC in

2003. Recently 41 deemed universities had their deemed status withdrawn after a

physical inspection found them lacking in infrastructure facilities which are needed to

provide quality education.

There is also a need to reform the affiliating system since majority of the teaching takes

place in affiliated colleges. Institutional reforms are needed whereby affiliating

universities will be required to revamp their college development councils and give

greater autonomy to their colleges in all academic, administrative and financial matters.

Questions for discussions

Has the present system of regulation stifled the growth of our institutions? Would it

be better to reduce the number of regulatory bodies and/or should they undergo

massive restructuring so as to function effectively. Please examine in detail.

How do we ensure accountability measures while granting autonomy to institutions

of higher education?

Are the existing regulations sufficient and how to enforce regulations?

12

How autonomous should the regulatory bodies?

Should Inspectorate function be discharged by accreditors?

Should systems be put online for accreditation and videographic evidence be

accumulated by regular for ascertaining what ranking to be given to which

institution?

What are the anomalies/challenges thrown to education sector by private sector

which converts education into a profit making enterprise at the cost of students

and academics?

13

IV: Pace Setting Roles of Central Institutions

Central institutions/universities are regarded as key institutions in the processes of

social change and development. The most explicit role they need to play is in research

and in the production of highly skilled personnel to meet requirements of the production

sector. This crucial role should not keep them away from their role in the building of

new institutions of civil society, encouraging and facilitating new cultural values and

training and socializing new social elites.

Central universities are institutions to be durable and enduring. They need to be wisely

designed, governed and financed to remain our global image and national

competitiveness. These institutions have responsibility to transcend traditional

disciplinary limitation in pursuit of the intellectual fusion and develop a culture of

academic enterprise and knowledge entrepreneurship. They must also be prepared to

begin delivering higher education at scale in a manner that bestows status upon

universities based upon the outcomes they achieve and their breadth of impact rather

than the exclusivity and quality of their incoming freshman class.

Central universities must play a role of academic incubators which will nurture and

produce the young budding academicians and scientists of line which are in much of

demand. Academic incubation centers should be opened by central universities in their

own catchment /region at three different levels: a) Junior academic incubators; b)

Senior Academic incubators; and c) Higher Academic incubators. Junior, senior and high

academic incubators will be responsible for excelling the knowledge and research

oriented aptitude in the students of first to eighth standard, ninth to twelfth standard

and UG/PG standards respectively.

Central universities of the country may be given specified targets to be achieved within

the framework of national priorities for research and teaching to develop experts to

help facilitate regional development in the country. Similarly, the central university

14

professors must be given task to teach students at junior and intermediate level once a

week /fortnight to enthuse them to serious academic work.


• How the Central universities will be able to play a pace setting role?

• What steps need to be taken to transform these institutions into centres of

excellence?

• How to promote autonomy and institutional level initiatives to support regional

level development efforts?

• How can CFI’s do hand holding for educational institutions in and around their

local areas?

• Suggest ways how CFI’s can help to promote and spread academic excellence?

• Suggest ways of how CFI’s can help HE in State sector?

Should Central institutions be connected with community and schools close by to

improve the quality of their life.

Should their work and quality of teaching and research be connected to

community?

How do we set performance standards for CFI to ensure financial probity and

administrative and academic excellence?

How can we increase the GER in Central Universities from the current level of 2%

to 10%?

15

V: Improving Public State universities

There have been debates and discussions on the state public higher education system

within the country and recognition of the dire need to change, restructure and reform

them. The issues range from the appointment of Vice Chancellors in the state public

universities, to those of affiliating system and the governance. There is heavy

bureaucratization in the universities. There is severe shortage of teachers and teachers

are appointed on ad hoc positions are ill equipped to manage teaching and research on

paltry payments to them. The universities are not autonomous in their decision making.

The regulations and all academic reform agenda imposed on the state public

universities are either burdensome or are not monitored properly. There is a system of

accreditation of universities and colleges to improve quality, yet the public higher

education has not much responded to it.

The state public universities suffer from severe public resource crunch and this has led

to the proliferation of self financing courses. Some of the colleges in the public

university system are no doubt of very high academic standards, yet there are colleges

in rural and semi urban locations which are languishing. There is no systemic thinking

to improve the efficiency and working of the colleges. There is too much politicization

and it is becoming an unattractive destination for job seekers who prefer to join

corporate jobs.

The standards of research in the public universities are very poor. The doctorates

being awarded in these universities are of poor quality. The teachers have also lack of

opportunities to promote research.

There is also a proliferation of private universities in the state in recent years and there

is no robust mechanism for the maintenance of standards in private universities.

Hence there is a need to think of systemic reforms in state public universities and

colleges. The issues that need to be revisited are: a) appointment of Vice Chancellors in

16

the universities; b) the number of colleges affiliate to some of the state universities; c)

the financing of state public universities and colleges; d) promoting the standards of

teaching and research; e) the process of recruitment of teachers


How can the state universities be strengthened in terms of infrastructure,

academic support and provision of qualified teachers?

How can research be promoted among the faculty members teaching in the state

universities?

Is it a good idea to decide on universities on the basis of number of affiliated

colleges?

Will transparent and competitive appointment process help the State universities

Is it better to giving autonomy to colleges ?

Is it desirable that monthly fee should be increased with waiver for needy

students ?

Should Governing body be an empowered body to take decisions with regard to

expenditure on the fee collected and remitted into corpus fund ?

Should administrative & financial autonomy be given to the colleges ?

Should colleges be given academic autonomy for creating courses ?

Should fees be increased and colleges be allowed to retain to improve

infrastructure ?

Should contract teachers be replaced by permanent teachers?

Should teachers be removed when they do not

perform ?

17

VI: Integrating Skill Development in Higher Education

With increasing unemployment among the educated, the need for giving due attention

to employable skills in secondary and higher education is being felt increasingly. As

skilled workforce is considered the most important human capital required for the

development of a country, both vocational education and skill development are known

to increase productivity of individuals, profitability of employers and national growth.

Vocational education aims to develop skilled manpower through diversified courses to

meet the requirement primarily the unorganized sector and to inculcate self

employment skills in children through a large number of diversified vocational courses.

Given that only 7 to 10 per cent of population is engaged in formal sector of economy,

development of vocational education will provide skilled labor force in the informal

sector which would further enhance the productivity. The Central Advisory Board on

Education (CABE) and National Knowledge Commission (NKC) have also emphasized the

need to improve access and participation to vocational education and recommended the

flexibility of vocational education within the mainstream education system. There is

need to look into the innovative delivery models including strengthening of public

private partnership (PPP) in forging linkage between skill development and economic

development.

With the impact of technology and globalization on the labor market, the work

environment has become more complex, requiring new skills to navigate successfully

within a world of work marked by constant change. But the education system is not

able to respond to the demands of the labor market. A key issue is to improve the

effectiveness of the system in order to enhance the employability skills of the workforce

and engender more employment opportunities. Moreover, developing skilled workers

enhances the efficiency and flexibility of the labor market. India has set the target of

skilling 500 million people by 2022. In view of the policy priority and harnessing the

18

potential of young people, skill development assumes great importance in the domain

of educational planning and management.

Several measures a can be taken up in linking education and skill development. There

are possibilities of aligning and developing skill courses – NSQF.; Establishment of

Community \Colleges in General Colleges and Polytechnics; The country may start

vocational Studies programmers at the under-graduate level and introducing skill credit

transfer to facilitate vertical/horizontal mobility, We may introduce KAUSHAL – Bridging

Diploma-Degree Divide and promoting region specific skills. Similarly, the Polytechnics

education may focus on employable skills.


At what level of education should skill be introduced?

Should not skill be introduced in higher education?

What efforts should be made to introduce need based employable skill courses?

In what ways, bridge between general a vocational courses should be established

to enhance employability of the educated?

What institutional mechanisms should be established to make provision for

certification of skills already in the informal sector?

In what ways, linkages should be established between educational and industries to

promote skill based education.

What guidance and counseling should be provided to the prospective youth for

opting skill based courses?

Should not Associate Degrees be introduced in the Community Colleges as in the

U.S.A.?

Should not higher education allow entry at any stage and temporary exit at the end

of any semester?

Should regular course enable modules of skill which will increase employability?

19

VII: Promoting Open and Distance Learning and Online Courses

Conventional education alone cannot meet the needs and aspiration of higher education.

Distance education system is emerging as an important means to cater to the increasing

demand for higher education. Open and Distance Learning (ODL) is recognised and

accepted as an important mode for achieving enhanced access, developing skills,

capacity building, training, employability, life-long education and continuing education.

Open and Distance Learning has contributed significantly in development of education

structure of India. It provides avenues to those students who are not able to leave their

jobs or are not able to attend regular classes due to some reasons. Our distance

education system consists of one National Open University namely, Indira Gandhi

National Open University (IGNOU) and 14 State Open Universities. In addition, many

Central/State Universities also offer courses through distance mode. Expansion of ODL

is proposed to ensure that 10% of the enrolment takes place in the open and distance

learning institutions. There are however issues of quality in distance education, which

calls for reforming the ODL system. The Madhav Menon Committee has suggested

several changes in the implementation of ODL within the country.

Massive Open Online Courses (MOOCs) have recently received a great deal of public

attention. The MOOCs provide free access to cutting edge courses that could drive

down the cost of university-level education and potentially disrupt the existing models

of higher education. This has encouraged various higher education

institutes/universities to put their courses online by setting up open learning platforms.

Indian Universities need to establish the MOOCs program in Humanities, Social

Sciences, Sciences and Technologies. This should be in the wider contexts of open

education, online learning and the need to democratize education by disseminating as

wide as possible. Pedagogically the University need to develop contents of the study

programmes, Teaching learning materials, Videos etc. which can be relied on to

launch online courses. Developing collaborations with other institutions, depending on

20

the nature and contents of the courses, is an important part to increase their

outreach.

Learners’ motivation to participate in MOOCs is a significant area of interest to many

higher education institutions in stakeholders. Surveys conducted by researchers at Duke

University show that student motivations typically fell into one of four categories: a)

gain an understanding of the subject matter; b) for fun, entertainment, social

experience and intellectual stimulation; c) convenience, often in conjunction with

barriers to traditional education options; and d) to experience or explore online

education.

MOOCs have been criticized for adopting a knowledge transmission model; in essence,

they are considered to be technology-enriched traditional teacher-centered instruction.

Such systems offer an individualized experience in that they allow students to take

alternative routes through material and offer automated feedback. However, they do

not provide a social learning experience or one of being dealt with personally.

The issue of quality assurance of MOOCs is a big concern for HEIs. In most cases,

compared to other online courses, MOOCs lack structure, and rarely include the central

role of the instructor or teacher. They are largely self-directed learning, which is a very

different experience to formal education. The open nature of MOOCs creates a

population that is self selected to be engaged and passionate about this approach to

learning. MOOCs demand a certain level of digital literacy from the participants, which

has raised concerns on inclusivity and equality of access.


Should open courseware and MOOCs supplement/complement learning in

colleges and Universities?

Do the colleges and Universities in your State have connectivity either through

the NMEICT of NKN?

21

Would you suggest promoting MOOCs or specific online courses? If yes, could

you suggest in which disciplines online courses would be useful in your State.

What impediments are likely for implementing online courses and how can they

be resolved?

• To what extent MOOCs substitute for traditional institution based face to face

teaching learning process?

• What are the constraints to access MOOC courses in rural areas?

• How MOOCs can help expanding the learning opportunities or improve quality of

the existing courses?

Should DTH facility be given to students for anytime learning .

Should On-line testing should account for 20% of the grading.

22

VIII: Opportunities for Technology Enabled Learning

Today technology is all pervasive and it influences all domains of our daily life. The

developments in information and communication technology have changed the way

educational services are offered. Technology enables to take education and learning go

far beyond the confines of institutionalized instructions, structured study programmes

and teacher-cantered teaching learning process. ICT helps take learning beyond schools

and universities. E –learning is one of the most sought after modes of delivery of

educational services.

The World Summit on the Information Society (WSIS) and a series of international

conferences in the early 2000s emphasised on e-learning as a priority area of priority.

Today digital literacy and e-skills overcomes constraints of age, income and class.

Digital literacy (e-skills) has transcended barriers of age, class and income. The

government of India plans to connect institutions of higher education and research

and provide broadband connectivity at all levels of education and administration.

Technology has capacity to speed up the delivery efforts, standardize the quality of

delivery and the quality of services to be delivered to the recipient, provided that

recipient, provider, and delivery mechanism all are equally careful to the nuances of the

technology. The types of technologies and devices relied on vary widely between

regions and countries. Once countries relied on radios and DVD players and now mobile

phones, MP3 players, digital cameras, or video-gaming equipment etc are the devices

relied on for learning.

Keeping in view all benefits of the technology, the National Mission on Education

through Information and Communication Technology (NMEICT) was approved in 2009

to leverage the potential of ICT, in teaching and learning process for the benefit of all

23

the learners in Higher Education Institutions in “any time any where” mode. It has two

major components:

providing connectivity, along with provision for access devices, to institutions and

learners;

Content generation.

Nearly 404 universities have been provided 1Gbps connectivity or have been configured

under the scheme and 19,851 colleges have also been provided VPN connectivity. Over

250 courses have been completed and made available in National Programme on

Technology Enhanced Learning (NPTEL) Phase I and another 996 courses in various

disciplines in engineering and science are being generated in Phase-II of NPTEL by IIT

Madras. The low cost access-cum-computing device Aakash 2 was launched on 11

November 2012. Using the A-View software developed under the NMEICT, several

programmes for teachers’ empowerment have been conducted for batches of 10,000

teachers at a time by IIT Bombay.

In the context India such technologies and devices will be relied on when infrastructure

for adopting such technologies are made available to those in the rural and remote

areas. In the area of higher education, we are supposed to upgrade the system to

capture the knowledge flow at world level. With a view to care local needs in the

context of changes taking place at global level, every college/University engaged in

imparting higher education needs to upgrade the facilities in the light of modern

technology which can enable learners in a big way. Of course the facilities like Wi-Fi and

computers the site of learning and teaching is essential. But again a question arises that

to which extent the large number of Students enrolled in the Colleges/ Universities run

by the government assistance (in sufficient) could avail the costly facility like Wi-Fi and

computers in the library, E library access, E-books, Digital library.

24


Do students and faculty understand the need and potential of TEL, if so how

they wish to integrate it for optimal use.

Are the necessary infrastructure available for transacting education through

technology

Has NPTEL, e-content of NMEICT or any other electronic content been used by

institutions and if so what are the advantages and disadvantages

Please list specifically how TEL can help colleges and universities in the

educational instruction and research

Share any best practices, if any

Should Skill development courses be technologically enabled?

Should Teachers training be made partly on-line?

What should be the time line for introduction of skill development courses-

Example: (Suppose the State has 500 colleges) Can we have 50 – by 2015

Academic Session, 100 – by 2016, 300 – by 2017, 500 – by 2018.

25

IX: Addressing Regional Disparity

Higher education expansion in India is also accompanied by disparities between

regions and groups. Ensuring access to higher education is critical to mobilising greater

participation thereby increasing the Gross Enrolment Ratio. In fact regional disparities

increased in the process of expansion of higher education in India. The variations in

GER (Gross Enrolment Ratio) are a good indicator of existing disparities in higher

education development among the states. The GER at national level increased from

8.97% in 2002-03 to 20.4% in 2011-12.

The inter-state disparities in enrolment (GER) increased over a period of time. In

2002-03 the GER varied between 5.0 per cent in Jammu and Kashmir and 28.7 per cent

in Chandigarh. In 2011-12 the variation in GER is between 8.4 per cent in Jharkhand

and 53.0 per cent in Chandigarh. This shows that the variations in GER increased from

23.7 percentage points in 2002-03 to 44.6 percentage points in 2011-12.

The increasing disparities in GER are due to varying rates of growth experienced

by different states and union territories. A close examination of the state level data will

indicate that larger gains in GER took place mainly in those states where private

institutions accounted for a good share of the total institutions and enrolments. The

exceptions are smaller states and union territories such as Delhi, Chandigarh. There is

also issue of over concentration of higher education institutions in southern states like

Andhra Pradesh and Karnataka. Since private unaided sector in particular play an

important role in enhancing GER in many states, issues of affordability and quality has

been a major concern.

Latest evidences also reconfirm that higher education participation is unevenly

distributed across the regions and states and among social groups and gender. While

Andhra Pradesh has highest number of colleges i.e. 48 per 100,000 population, it is 6, 7

and 8 per 100,000 population for Bihar, Jharkhand and West Bengal. Similarly,

26

Chandigarh has highest GER (all categories) of 53%. But GER for SCs remains at 19.2.

While in GER in Gujarat is below national average, states share of total and SC GER is

17.6% and 18% respectively. Many of the north-eastern and eastern states have GER

below the national average. The GER varies between 8.3 per cent for rural females and

30.5 per cent for urban female and between 7.7 per cent for the Scheduled Tribe

population and around 45 per cent for the Christian population.

Two key issues emerge here: a) Continuing disparity in enrolment at state and

regional levels and among various social groups and females; b) Poor quality and lack

of adequate facilities in the existing institutions. Planning for eradication of disparities

requires well a targeted approach.


How can we address the issue of skewed access to higher education which will

reduce existing regional disparities and why have existing schemes failed to

resolve these gaps.

How to target the disadvantaged groups in the rural areas and among

economically poor households.?

Would incentive systems will be successful to attract students from disadvantaged

groups in the deprived regions and how?

Would targeting of states with low enrolment and changing criteria for fund

allocation be helpful?

How do you address the regional backwardness in education? Choose any one of

the following:

o Create more colleges

o Strengthen the existing colleges

o Create more polytechnics

o Strengthen existing polytechnics

Is RUSA adequate to address the regional disparity issue?

27

What measures can be taken to give special emphasis on tribal belts, hilly area

and NE?

Any new avenues of knowledge for coastal belts?

28

X: Bridging Gender and Social Gaps in Higher Education

There exists wide disparities among social groups in terms of their participation

in higher education. The twelfth plan reports that the variation in GER is 44.9 per cent

among the Christians while GER is only 7.7 per cent among the ST, 9.6 per cent among

Muslims, and 11.6 per cent among the SC. In all these instances the GER among the

females lags behind the males. India has been making efforts to increase the transition

from secondary to higher education levels. However, quite often pursuing education

becomes more costly for students from poor families because of the loss of perceived

earning when they pursue education instead of working for a salary. Studies show that

youth from marginalized community prefer to earn livelihood rather than continuing

higher education. India has introduced several incentive schemes including scholarships

to students from the disadvantaged background. These measures do not seem to be

sufficient to attract students from disadvantaged groups in colleges and universities and

more importantly to retain them.

For an inclusive higher education efforts should be made to eliminate gender

disparities and to significantly reduce urban-rural, inter-regional and inter-social group

disparities. This will call for a much larger facilitative and promotional role for the

central and state governments as well as the private sector in higher education towards

the hitherto marginalized sections of the society. Thus the major emphasis of the policy

should be on promoting inclusiveness so as to accommodate more students from the

marginalized sections into the ambit of higher education.

The gap between men and women in access to higher education has been

eliminated in a few states and is lower in urban areas. The education policy shall aim at

complete elimination of this gap, at least at the overall level. Diversify the higher

education provisions and programmes which can help in reducing the barriers to access

to higher education by socially deprived groups. Improving Access for Differently-abled

29

Students which will require improvement in basic infrastructure facilities to enable

access by the differently-abled students in all institutions of higher education; extension

of support facilities to such students; and increased support to teacher preparation to

handle their educational needs.


What further steps should be taken up to enhance participation of SC, ST and

Minority groups in post secondary higher and technical education to reap the

demographic dividend?

How should women’s participation and performance in higher education be

incentivized by providing safe and secure environment within and outside the

institutional campus?

What are the possible ways of formalizing traditional works into the higher

education? Since most of the minorities are involved in traditional works.

How affirmative action interventions should be revitalized to make them efficient

and effective?

How to ensure that students from deprived classes who pass out from school,

join colleges and complete studies?

How to ensure that the girls join colleges or polytechnic ?

What does improve girls’ participation ?

Hostel Scholarship Assurance of safety

Does introduction of earning while learning courses improve chances of girls

joining college ?

How to bridge the Gender Gaps – Put them in descending order in terms of

priority. Mention 1 if it is priority 1

1. Get girls to school by providing hostels.

2. Give them scholarship to find accommodation

3. Give them computing devices & connectivity to get over quality problem of

teaching.

4. Give them skill training so that they can earn while learning

5. Make flexible entry and exit.

30

XI - Linking Higher Education to Society

Since Independence, there have been manifold increases in the number of

universities, colleges, teachers and students. The growth, to a great extent, seems

unplanned and exhibits a weak linkage with employment and the outside world.

Various reports have shown that although jobs have been increasing in the

professional stream, degrees have been multiplying in general education mainly in

arts and humanities. The condition has become ironical. On the one hand, the

country does not have adequate manpower to carry out developmental work; on the

other hand there is a high incidence of unemployment among the educated youth.

The expansion and diversification of educational growth has been almost adverse to

the sectoral growth of jobs.

The role of institutions of higher education in societal development is

becoming increasing significant. In recent years, higher education has isolated itself

from the society and there is a need to re-establish and strengthen higher

education’s close linkages with the society. The Universities need to foster social

responsibility and engage in community outreach programmes.

Development of higher education is critical for achieving the goal of `Unnat

Bharat' and in developing capabilities of people to face the current and emerging

challenges. The unprecedented explosion of knowledge warrants higher education to

become more dynamic as never before, constantly entering into unchartered

domains. Despite constant efforts made by the Government in higher education, the

country is facing the challenges of greater opportunities of access to quality higher

education through greater investment in infrastructure and recruitment of adequate

and good quality faculty, promoting academic reforms, improving governance and

institutional restructuring with aims of improving quality and inclusion of hitherto

deprived communities. Higher education should carry the developmental agenda of

31

the country on its inner strength and resources. Besides improving access and

equity, it should improve the quality of teaching and learning in higher education

institutions.


In what ways, India should prioritize higher education agenda to enhance local

engagement by the universities?

What efforts should be made to promote R&D activities in higher education,

which helps regional manufacturing sectors?

In what ways, existing educational institutions should be revitalized to play vital

role in solving the skill requirements to meet the regional and local labor

markets?

Please share some working examples of community engagement by institutions

of higher learning

While pursuing their education, how can students can contribute to their

community, village ?

What do students feel that while doing their studies, they can contribute ?

After being employed – how do they contribute (Their idea)

Teachers should be assessed by

o Community

o Students

o Parents

o By all of them

What is corrective action for them?

1) Remove 2) Retrain 3) Do not lift probation 4) Deny promotion 5) 1,2&3 together 6) 2 ,3 & 4 together 7) 1,2,3,4 together

Is not community welfare an essential part of higher education, especially in

rural areas?

32

XII: Developing the Best Teachers

The quality of instruction depends on the quality of teachers. The qualification

levels and pedagogical experience they have certainly influences the teaching learning

processes and learning outcomes. The length of academic preparation, the level and

depth of understanding of subject matter and the extent of pedagogical skills a teacher

possesses decide the learning outcomes in an institution. Unfortunately, a major share

of our teachers, especially in the colleges does not possess doctoral degrees.

One of the major constraints is to attract good students as teachers. Invariably

teaching profession is not high in the priority list when the graduates look for jobs. The

salary levels and facilities provided to the teachers, although increased in the recent

past, are less attractive compared to other sectors. Creation of a pool of brightest

students is important in the sense that they will ultimately make improvements in

teaching learning process. The UGC is funding a variety of programmes such as

provision for awards, scholarships, facilities to participate in conferences etc. to attract

and retain intelligent, meritorious and brightest students in academic profession.

After their joining in the teaching profession, they need to be inducted effectively

and oriented towards research and teaching. Apart from the off-campus induction

process, it will be a good in-house practice if the young and fresh teachers can observe

the class teaching of senior and best teachers being in apprenticeship for further

cognitive and pedagogical development. The process of enhancing their knowledge of

Content, Pedagogy and the Technology especially the knowledge of ICT is essential

and need to continue as an integral part of the capacity development of teachers.

Extensive use of ICT and audio-visuals are the need of the day when students are more

techno-savvy than the teachers.

The research should be an equally important dimension to be emphasized since

research improves the level of teaching and academic credibility of the teacher. It is

33

only through R &D activities, that teachers can update their knowledge, bring more

clarity in their concepts, fly at higher level of teaching and reflect on through action

research. The global initiative to get faculty from best universities to come and teach

for a term is a commendable idea, but practical problems cannot be overlooked.

Scholars teaching abroad are hardly accustomed to the realities of India. However,

artificial transplantation of foreign methods of teaching without addressing the

requirements of ground reality is bound to be counterproductive.


What strategies can be in place to attract the best from the university sector to

teaching profession?

How could support system for research and academic development be provided?

What incentives could be provided to promote research among teachers of

higher education institutions?

Whether the scheme of National Mission on Teachers & Teaching is adequate or

should it be enhanced with some additional features and what are they?

What percentage of academic leadership training should be online?

What percentage of Pedagogical training should be online?

What percentage of Professional course training – should be online?

What is the role of industry experts as teachers?

Is not Academic leadership course essential for all VCs and principals?

How can teachers be given exposure on a timely or constant basis to new

knowledge being developed worldwide in their domain?

Is not counselling an essential role of teachers also?

34

XIII: Sustaining Student Support Systems in Higher Education

India is home to the world’s youngest population—with over 600 million below the age

of 25. If the government’s policy prescriptions of expanding access in higher education

and increasing enrollments to the level of the developed world continue, our country

will have the world’s largest student population. As we approach an era of mass

provision of higher education, and a majority of the young learners are likely to be first

generation, the scale and enormity of this challenge needs to be carefully envisioned.

Envisioning student support systems need to be a critical element of policy innovation.

While the focus has been on physical provision of infrastructure such as canteen,

common-room, drinking water and counseling centers etc. until the XI Plan, in the XII

Plan, student loans have been spoken about. Student loans are becoming increasingly

popular, these also cannot be seen as a reliable method of financing higher education

on a large scale. The adverse effects of student loans on students’ attitudes and

approach towards higher education and the values that these loans impart, besides its

accentuating role in commercialization of higher education, need to be carefully

examined before further expanding loan programmes.

Besides, in terms of the prevailing culture of institutional practice students are handled

by “Dean Students Welfare” within Universities—an office that requires itself to be

sensitized on the diversity and changes in student needs. While this emphasis on

welfare, support, and physical infrastructure needs to be sustained, the shift from the

top-down approach of planning to integrate student voice as an element of policy

thinking is urgent. Students need to be envisioned not just as passive recipients of

policy transfers, rather as stakeholders with a voice. Students are at the heart of higher

education system and beyond the support system they should be treated as important

stakeholders in all decision making processes.

The student support system in a university requires good Infrastructure such as

common room and recreation facilities, and counseling centers, facilities for Student

35

Grievance Redress, student assistance in terms of financial needs—loans on entry,

short-term loans, innovation funds/awards and sustaining inclusiveness—providing for

diverse learning needs of students from disadvantaged social backgrounds.

Several schemes of students financial assistance are being implemented at Central and

State levels. But the question is have they really served the intended objectives. Some

critical views are invited on the existing schemes and what changes will improve the

quality of financial support systems for our students so that every aspiring learner can

enter HE.


Should there be differential income slabs for existing student financial assistance

schemes?

Apart from affirmative scholarship, a need based scholarship should be linked up

to what kind of earning per family.

o Rs.1 lakh & below


o Rs.1.5 lakh to 2 lakh


Has the interest loan subsidy scheme helped the poorest of poor in accessing

higher education? If not , what changes need to be effected?

Open Universities have student support services at local levels, how can local

bodies and other similar agencies help to improve services offered at these

centres?

What type of infrastructural facilities to be provided to enhance interaction

among students and make them a more inclusive group?

What type of support will enhance learning opportunities for students especially

from disadvantaged groups? Can support be interlinked with skill education?

Will universal soft loan scheme help students as universal scholarship is not

possible?

36

Is interest subsidy of 5% adequate?

Do you agree that it is not possible to give scholarship to everyone, however

meritorious students should not be denied access to higher education.

What is the minimum percentage it should be linked upto.

Graduation:

o Below 60%

o Minimum 60%

o Minimum 65%

o Minimum 70%

o Minimum 75%

Post Graduation

o Minimum 50%

o Minimum 55%

o Minimum 60%

o Minimum 65%

37

XIV: Promoting Cultural Integration through Language

Cultural integration is a form of cultural exchange in which one group assumes

the beliefs, practices and rituals of another group without sacrificing the characteristics

of its own culture. While cultural syncretism carries a negative connotation, cultural

integration is generally looked upon as positive because nothing is lost. From this

perspective, cultural integration is a healthy intermingling of the beliefs and rituals of

two unique cultures. The factors that affect the process of Cultural Integration include

future media technologies, actions of governments, the global economy, rise of global

media networks and actions of Trans National Corporations. In all of these the role of

language is of primary importance. If language, on the one hand, structures our

thought process, it liberates us and propels us into unexplored territories of knowledge

and imagination, on the other.

We need to locate language education programmes in a multilingual perspective.

Multilingualism is a natural phenomenon that relates positively to cognitive flexibility

and scholastic achievement. What is critical is that curriculum makers, textbook writers,

teachers and parents start appreciating the importance of multilingualism, which

sensitizes the learners to the cultural and linguistic diversity around them and

encourages them to use it as a resource for their progress and overall growth. The

special features and contexts of the languages that fall under the rubric ‘other’ for a

learner are kept in mind while devising pedagogy for teaching and learning.

One must focus attention to the social, cultural, and historical contexts of minor,

minority, tribal, and endangered languages. These languages are repositories of rich

cultural traditions and knowledge systems and every effort needs to be made to

resuscitate and rejuvenate them. This can be done only by making provisions for them

in the higher education framework.

38

The underprivileged speakers of minor, minority, and tribal languages often

suffer severe linguistic deprivation. It is important for us to realize that the major

languages of this country, including English, can flourish only in the company of and not

at the cost of minor languages. The ideological position that the development of one

language also helps in the development of other languages leads one to expect that the

development of even some of the languages could provide a marked impetus to the

rest of the languages in the case of the linguistically diverse tribal areas, and spur the

speech communities to consciously strive in that direction. This endeavor should lead to

further the status of these minor, minority, and tribal languages by allocation of new

communicative role(s) and functions, especially in the domain of education at all levels

and mass media and thereby lead to more supportive acquisition planning. Many

languages are becoming endangered and some have actually disappeared from the

Indian linguistic scene despite our claims to multilingualism and maintenance. Every

time we lose a language, a whole literary and cultural tradition is likely to be erased.

Multilingualism is the essence of the Indian identity. Even the so-called ‘monolingual’ in

a remote village often possesses a verbal repertoire that equips it to function

adequately over a large number of communicative encounters. Indeed, the multiplicity

of Indian voices interacts with each other in the Indian linguistic and sociolinguistic

matrix, which is built on a variety of shared linguistic and sociolinguistic features.


Should Universities include foundation courses on cultural integration

How can inter-linkages between education, culture and language be brought

about in HE institutions

How do we encourage cultural exchange between students especially in

situations they belong to different language groups and regions?

39

Do you think that development of regional and national Indological centers help

preserve the vast repertoire of languages of various regions?

Should Indology Studies be a part of curriculum?

How can cultural integration take place through language?

Should all universities have essential language departments with focus on dying

or extinct languages?

40

XV. Meaning Partnership with Private sector

Expansion, inclusion and rapid improvement in quality throughout higher and

technical education system by way of enhancing public spending, encouraging private

partnership and initiating long-overdue reforms form the core of various initiatives for

higher education. Higher education cannot sustain only through public funding. Given a

massive requirement, the public resources may not be sufficient to meet the ever-

increasing demand for quality higher education and that our policy and regulatory

framework should provide for necessary enabling framework to attract private

investment and Public Private Partnership (PPP) in higher and technical education

sector. Further, PPP, besides meeting the wide resource gaps, can also serve as an

instrument for resource-use efficiency, improvement in service delivery and promotion

of excellence. Besides supplementing public investments and reducing dependence on

public exchequer for provisioning of quality public services, PPP also brings about the

following efficiency gains:

Promoting cost-effectiveness through risk sharing and efficient use of resources

leading to higher productivity and optimal risk allocation;

Enhancing access to modern technology leading to better project design,

implementation, operations and management;

Promoting accountability through clear customer focus, which, in turn, results in

accelerated & improved delivery of quality public service;

Promoting institutional autonomy by reducing dependence on public funds and in

the process significantly reducing external interference in decision making, as it

empowers public institutions by making then financially self-sustaining and

independent.

Private sector participation should ensure adherence to government policies with

respect to reservation and affirmative action. Importantly, institutions established under

41

PPP mode would follow means blind admission process thereby ensuring that no one is

denied admission due to inability to afford cost of education. Liberal scholarship

provisions, students loan and interest subsidy scheme may be thought of as cushion to

build private partnership in higher education. It needs to be noted that partnership with

private sector does not mean privatisation, commercialisation and debasement of

education. Rather, it explore possibilities of attracting private investment and

participation in decision making within the overall framework of education being merit

good, while government continues to be responsible for ensuring quality higher and

technical education to all. Thus, under the PPP mode, the cherished national objectives

of excellence, social justice, inclusion as well as removal of gender, regional and social

group disparities will continue to be the guiding principles. What it does mean is that

the Policy Instruments of the Government require to be modified from the present role

of funding and controlling to assuming a much wider role of being an enabler,

facilitator, financier and regulator.

It is against this background that higher education institutions need a shift in policy

towards private sector participation in a manner that broad objectives of expansion,

inclusion and quality are maintained.

While public private partnerships in higher education have been pursued as a strategy,

not many have shown successful results. Hence, the PPP models need to be revisited so

as to allow more meaningful collaborations. A critical analysis of PPP in HE , the existing

legal provisions and which viable models are possible need to carried out.


Why has PPP models not been so effective in education sector

Can there be more role for the private sector except providing ancillary

services

42

Would you suggest changes in the “ not for profit” policy with safeguards for

better PPP arrangements

Is PPP only relevant to technical/ professional education and not for general

education

Are there good working models of PPP in higher education which can be

replicated

What should be done in partnership with Private Sector ?

1) Construction of buildings

2) Maintenance of Building

3) Maintenance of College

4) Maintenance of Labs

5) 1 & 2 both

6)1 & 3 both

6)2 7) 1 & 4 both

What changes among the following is acceptable?( You can tick more than 1)

Management of the facility.

Takeover of the colleges by Trusts/Corporate entities under CSR

Corporate to open colleges/universities as non-profits.

Private sector brings in best professors/adjunct professors – sits in the

Governing body.

43

XVI. Financing of higher education

Public funding has its own limitations and constraints in a diverse and vast nation

leading to resources being spread thinly if the objective of massive expansion in enrolment

with equity is to be fulfilled. Public funding cannot keep pace with rapidly rising costs of higher

education. The expansion of student numbers has presented a major challenge which

combined with the goal of inclusivity has aimed to provide access to all sections and thereby

operate a highly subsidized tertiary education. In financial terms, this has become an

unsustainable model. Traditionally, education has been seen as a public good, contributing to

society through educating citizens, improving human capital, and boosting economic

development. There is an increasing pressure to view higher education as private good,

largely benefiting individuals, with the implication that academic institutions, and their

students, should pay a significant part of the cost of higher education. Funding shortages due

to “massification” have also meant that higher education system and institutions are

increasingly responsible for generating larger percentages of their own revenue.

The future of financing education cannot be merely an extension of the present but has

to be shaped by new realities, such as the expected massive growth in enrolment to promote

the demographic dividend, new mechanisms in cost-sharing that reduces burden on the

student and at the same time does not solely rely on the Government as provider, emergence

and growth of different types of private and public education providers, innovations in modes

of delivery of education etc. Consistent with these realities, new and flexible ways of tackling

financing issues in education need to be initiated.

The Approach paper to the XII Plan mentions that about 18 per cent of all

government education spending or about 1.12 percentage of GDP is spent on higher

education today. This should be raised to 25 percent and 1.5 per cent respectively. An

increase of 0.38 per cent of GDP means an additional allocation of about Rs.25, 000

44

crore to higher education for the Centre and the States taken together. It has been

repeatedly reiterated that we spend at least six per cent of GDP to education

There should be a proper sharing of responsibilities in funding higher education

in India between the union (central) and state governments. While the central

government directly or indirectly through the UGC funds completely the central

universities, only the development expenditure of state universities and colleges is

funded by the union government.

Since higher education produces a wide set of social benefits to the whole

society, there is no justification to expect the higher education institutions to

significantly rely upon student fees. Earlier committees have suggested to allow these

institutions to generate about 20 per cent of the budget requirements through student

fee and other sources. The CABE committee (2005) has suggested that this 20 per

cent may be seen as an upper limit so that equity considerations of higher education

are not traded off.

Strong higher education systems are developed in advanced regions of the world

with the liberal funding by the state and equally liberal funding by the society at large,

specifically through donations and endowments from the corporate sector and

individuals, including alumni. Student contributions in terms of fees constitute relatively

a minor source of funds. It is necessary to develop a framework in India that

promotes this missing source of funds – the non-state and non-student sector. Besides,

linking some of the provisions of the Corporate Social Responsibility Act specifically to

higher education sector, innovative measures to promote individual and corporate

donations and endowments to higher education need to be searched for. A proper

system of matching grants to higher education institutions needs to be put in place.

45


What are the innovative ways of financing HE?

When States not able to increase their share of funding education and how can

the situation be remedied?

How can Corporate sector participation help mitigate problems of financing

higher education and what are the ways that they can participate?

Is it desirable to have a variable Student fee structure?

Any other suggestions that can resolve issues of financing higher education

Should all educational loans provide interest subsidy of 5% and moratorium of 1

year?

If additional education is taken, should it provide rolling moratorium and

additional loan?

Should each institution should cover 1% meritorious students and 1% needy

students not covered by any scholarship by Alumni contribution, fund raising.

Should each institution raise Alumni fund and local contribution.

46

XVII. Internationalisation of higher education

Globalization has resulted in greater cross border higher education. However,

there is a need for a better policy that encourages collaborations, student faculty

mobility etc. Internationalisation has two forms: a conventional one, and a modern

one. The conventional one focused on core academic values, while the modern one

tends to focus primarily on education in the framework of international trade, with

export/import and economic gains as the operative parts. The conventional one

focuses more on student mobility and to some extent faculty mobility as a strategy,

while under the modern one, business models are formulated that includes not only

student and faculty mobility, but also institutional mobility and programme mobility – all

with a primary view to make economic gains. It is necessary that we focus mainly on

the former model aiming at enrichment of quality in teaching, research and intellectual

environment in the universities that result in better knowledge production and

dissemination.

It may be good to adopt a selective purposive approach by identifying a few high

quality select institutions abroad and invite them to come to India, to share teaching

and research with Indian students and faculty. Also, such institutions need to be

provided a conductive atmosphere for these institutions to set up campuses and offer

stand-alone or joint degree programmes.

While all Indian institutions of higher education may be encouraged, it may be good to

identify some of the best institutions in the country to collaborate with selected foreign

institutions in such programmes. The Indian institutions may be provided additional

required support in this regard, to facilitate, inter alia, student and faculty exchanges.

In the same way, not all, some of the potentially high quality Indian institutions may be

47

encouraged to set up campuses abroad and offer programmes in which India has a

comparative advantage.

Measures have to be developed to attract good talented students from abroad into our

university campuses. Merit may have to be the prime concern in this regard. If

necessary, scholarships may be provided to such talented students. Differential fee

policies (for foreign students) may have to be carefully formulated. There is no

justification for charging even the foreign students above 100 per cent cost of their

education. It is necessary to see that foreign students are not viewed as a revenue

generating source, but as a source of enhanced learning environment. Indian

universities with sizeable number of foreign students also need to be supported with

additional resources to have good residential facilities for foreign students.

In the whole area of internationalization, care has to be taken

a. that academic considerations are not displaced by commercial interests

b. to balance domestic demand and demand from foreign students.

c. to ensure strong mechanism of accreditation and quality assurance

d. to protect Indian institutors of higher education from unhealthy and unfair

competition from foreign universities

e. to protect, promote and nurture Indian values from possible invasion of

foreign educational enterprises, with their curriculum and associated values

and practices.


Please suggest strategies for cross border higher education

How can we encourage foreign education providers?

48

Can improving infrastructural facilities on university campuses such as student

facilitation centres, international student’s hostels, faculty guest houses help to

attract more foreign students

Suggest changes in the student faculty exchange programmes and

institutional/research collaborations

Suggest ways by which educational services can be exported

Which state universities can take in 10% international students?

Do they have adequate ranking and diversity etc.?

Which universities should try to get international students in 5 years time?

Should these universities get Global Initiative in Academic Network (GIAN)

scholars/teachers?

49

XVIII: Engagement with industry to link education to employability

India represents a typical case of over-supply of higher education graduates on

the one hand and non-availability of prospective employees in the production sector.

The basis for such a mismatch is rooted in the differences between the skills

imparted and the skills required in the labor market. The universities and higher

education institutions operate independently with very little scope for mutual

interactions and engagements.

The realization on wide gaps in ‘learning’ further extended to ‘Employability Skills’

in the last decade. Employability of our students is a matter of concern. The industry

has been rather disappointed with the kind of graduates emerging from our Education

particularly for want of the right kind of employability skills. Though India has one of

the largest education systems in the world, employability of the graduates is often

quoted as one of the biggest challenges the country faces today

The huge gap between the supply of educated and also employable human

resource and its demand by labor market in the country is indeed an early warning

signal. As per a NASSCOM report only one fourth of India’s engineering graduates and

only 10% of its other graduates are employable. Another recent study by PurpleLeap

reveals that one third of graduates from the Tier II, III and IV engineering colleges are

not employable even after interventional training; The number of readily employable

graduates in Tier II, III and IV colleges equal the number of the total talent pool in tier

I engineering colleges which (IITs and IISc)) jointly contribute to less than 1% of the

engineering graduates in the country. On a scale of 10 the gap between the

employability of technical graduates between Tier I and Tier II cities is worrisome. This

gap is almost 50% for most of the high growth tech sectors in the country. The

situation is far worse in case of graduates from other streams. As per the India Labor

50

Report only about 46 percent of the graduate and above workers in India are regularly

employed.

At the other end of the spectrum is the need for greater investment in research.

Industry academia linkages are essential to meet both the ends of increasing

employability quotient as well as research needs. While we have various efforts in this

direction, these have not fructified as expected. We need to find out how and what is

needed for a more fruitful partnering.


Should higher education institutions be oriented to impart skills required by the

industry?

How can institutions of higher education link with industry to change study

programmes and improve employability of its graduates?

How can Industry academia linkages help for start ups and entrepreneurial

ventures

How can Industry orient students to develop entrepreneurial skills

Should Industry representatives be included in the governing bodies of

Universities/ colleges

How can industry help in framing industry relevant courses for enhancing

student employability?

How can Region and sector specific distinct skill profiles and Institutional Profiles

be created and matched? How can we ensure that Agriculture and traditional

arts and crafts industry/sector are not ignored?

51

XIX: Promoting Research and Innovation

The progress of the nation depends on its sustained growth of education and

research in science and technology. To meet the objective, our research should bear

international comparison in terms of standards of attainment. This will happen, when

we determine our priorities and programmes in education and research on the basis of

`indigenous' thinking and needs, and not follow the fashion set by other countries.

The development of science must derive its nourishment' from our cultural heritage

and internal resource base. The process of scientific attitude and creative thinking

should begin from the earliest stage of school education. The science teaching at the

school level suffers from lack of academic rigor and infrastructure constraints.

Furthermore, a major weakness of Indian education and research is the relatively

very small part played by the universities in the sum total of Indian research. Indian

universities are more teaching centered. There is need for teachers and students to

perform more and more research work and of better quality. The proliferation of

private universities has further deepened the teaching function of the universities.

Many of them do have neither facilities nor orientation to undertake and carry out

research.

The UGC scheme of assisting teachers, research workers, and laboratory

technicians is inadequate and needs to be up-scaled and re-strategized. The

universities should prioritize pure (basic) research, leaving applied research and

development in all branches of science to other institutions. The private agencies

should also devote more funds for research in the university system and share the cost

of R&D with public sector.

The government can take several steps to encourage research and innovations in

the universities. Promotion of research in liberal arts and social sciences, including

inter-disciplinary research is significant too. The government support is needed to

creative conducive conditions to carry out research. The government needs to increase

52

its allocations for Rand D activities. At the institutional level, there is a need to link

teaching with research. The government needs to invest in faculty development and

provide incentives for research, promote collaborative efforts between institutions in

research.


• In what ways, aptitude for research and innovation should be developed in

students and faculty members?

• What measures are needed to develop research capabilities of teachers and

students?

• In what ways, research agenda should be prioritized at the higher education

level?

• How private agencies can be encouraged and motivated to invest funds in

university research and innovation activities?

• Which of the following Strategies need to pursued for promoting research &

innovation

Outcome based research financing.

Liberal research grants for both social sciences and basic sciences.

Setting up Incubation Centers with Seed Money to do innovative research

Research leading to creation of intellectual property.

Setting up Research Parks in central educational institutions.

Joint appointments of faculty – enabling researchers to teach and

teachers to engage in research.

Inter-disciplinary research – Institutions must come together for creating

new knowledge at the intersections of existing disciplines.

How can we make India become a favoured destination for R&D projects. How

can we explore getting grants from abroad for R&D?

Do we need to reconsider setting up Innovation Universities?

53

XX. New Knowledge

A knowledge economy is ability to create and disseminate knowledge and use it

for economic growth and improved standard of living. It is important is to understand

the characteristics and the dynamics of knowledge economy and chart out a path of

economic development of India in which knowledge management assumes a key role.

Knowledge economies have become quite vulnerable and exposed to external forces

and need internal mechanisms to be created to exploit opportunities and mitigate

threats.

In knowledge economy, therefore, human resource endowed with education and

skill is considered important as knowledge can only be produced by human resources

who can then transform knowledge into tangible products- technology and goods and

services – for the market. A country, therefore, rich in educated and skilled workforce

has great potentials to produce, disseminate, adapt knowledge to enhance growth. It is

for this reason that educated youth in the age group 18-24 years is an important index

of knowledge economy for reaping the benefits of knowledge. Changing demographic

composition worldwide has altered the paradigm of development in terms of centre and

periphery debate in favour of developing countries, notably India and China, with high

number (if not proportion) of highly educated youth in total population.

Highly endowed human resource of a country, however, is no guarantee of the

economic development of a nation. The reason is that educated and skilled human

resource, so far not so mobile, has become too mobile and hence the use of the human

resources may not be specific to the country of origin. The knowledge may be produced

and used by countries which can attract talent. Emerging global labour market has

enabled easier access to expertise and skills and knowledge embedded in professionals,

on the one hand and produced threats of growing brain drain and loss of advanced

human capital. Many developing countries, including India, suffer from this dichotomy

of factor endowment and its use in knowledge economy.

54

The ICT revolution added an important dimension to the knowledge economy.

With ICT revolution has the mobility of professionals become irrelevant or even more

important – diminishing or increasing the asymmetry? A country which is digitalizing

and putting IT for various uses and is developing enhanced networking has greater

potentials by attracting talents to transform information to knowledge and further

increase the usefulness of knowledge by converting it into exchangeable product. Thus

wherever information networking is strong and professionals have this important tool,

they are much better placed to use networking in knowledge production. The threat of

knowledge divide in this regard emanates from digital divide. Hence ICT adds an

important dimension to the management of knowledge economy by enhancing the

potentials of economy to produce and use knowledge by educated and skilled human

resources particularly the professionals.

Knowledge economy has an important dimension of commercialization and

marketing. It is argued that protection of knowledge will provide an incentive for the

producers of knowledge to produce. The ‘knowledge’ or ‘innovation’ translated into a

tangible good or ‘product’ that is protected also carries a price which can be charged

from the user of knowledge. Innovation is thus considered a critical pillar of knowledge

economy. It means that countries will have to make effort to transform its implicit

knowledge i.e., knowledge embodied in brains into an explicit knowledge i.e., in forms

in which it can be traded.

Knowledge economies have given rise to interdependence. It is difficult to live in

isolation. Hence a country that understands its dynamics should be able to manage

knowledge economy in its favour through appropriate strategies. The

internationalization of higher education – with mobility of teachers, scientists, students,

programmes, educational institutions and collaboration and networking needs to be

strategically promoted with top class quality institutions in a country to retain and

attract talents.

55

We are living in a dynamic knowledge based society. Newer technologies and

challenges are seeing the birth of new areas of study. Our higher education institutions

must identify the new domains of knowledge in the global scenario and build up their

capacities to meet this need.


How can we retain our soft power in the global comity of nations?

How the higher education institutions position themselves to produce new

knowledge and use it to the best advantage of the country?

How do we map continuous/ upcoming new knowledge across the world in all

spheres of education and at what stage and how should they be integrated to

our syllabus?

1

अनबध-IV

स‍कल श‍कषा क‍कस ‍बबध‍ न‍निगत त‍ामक क‍कस ‍कल शप‍रकरकमऔ‍ म‍रकर‍‍न

2

I. रकरकमकिक‍कषा क‍ न‍अधध ‍ारमऔक ‍बगनश‍ित‍कमनक‍

परारभिक भिकषा म सलिता और स कल म र र र म सधार ो र कर ावजद

अधधकाि च चो कर अधधपम णार ाम अिी िी पिीर धचता का यवह अध अय ो सर णता चला कक च चर, स कलश भिकषा कर दारा अण ा न ादश कािल श सीख र र अध णाचवी ककषा कर कई च चर सरल णा ो को िी श ण स सकतर और पत त कर सरल सवालो को िी ल श कर सकतरध च चो कर णरशकषा णार ाम अच र श अध सिी च चर परारभिक भिकषा कर आ वहष कर दारा सजञा ात मक कािल का कम सर कम कक सर परा‍ त कर, सन शचचत कर र कर भलक ोस कदम उ ा र की आवच कता ध

राज , अधधपम णार ामो को णारिायहत कर र और माण र कर साथ-साथ परारभिक

ककषा म ण , लरख , ोधपम ता और पत त काषरमम जसर सधारो को कााषशविवत कर र र अध क सीईआर श र ककषा-III, V और VII/VIII कर भलक राष‍ट रश स तर णर उणलशधध सवकष कर ती चरम णरर कर भलक अध राज स तर णर उणलशधध सवकष आोशजत कर र कर भलक राज ो को न धधा परदा की पई अ और राज , राज स तरश अधधपम उणलशधध सवकष आोशजत कर र र अ जो राज स तर णर उणलशधध सवकष कर कक अथवा अधधक चरमो कर आोज कर यवभिवि चर ो म अध

तथायण, परारभिक स तर णर भिकष -अधधपम को रतर ा र कर भलक इ सधारो कर

साथ-साथ यवभिवि उणाो का णता लपा र की िी आवच कता ध परारभिक भिकषा म अधधपम उणलशधध कर न म स तरो का कार समन र, सतत और व ाणक म‍ ाक पर ालश को आक र और स कलश च चो कर अधधपम णार ामो को रतर ा र कर तरशकर और णदधनता सना र की आवच कता , शजसकर णार ामस वरपण परारभिक भिकषा की प वत ता म वदधध ोपीध प वत ता सधी मददो और उसकर न धाषरक तत वो जसर कक परभििकषत अय ाणको की उणलध धता, अच ी णायचचाष और च चो कर अधधपम णार ामो णर परिाव नाल र वाला वी भिकषा-िास र सन शचचत कर र सधी मामलो को पराथभमकता कर आधार णर न ण ा र की आवच कता ध

आणकर यवचार सर स कलो म आणकर च चो कर खरा न ष‍ट णाद कर ‍ ा कार अ? म कसर सन शचचत कर कक स कलो म च चर न ादश िाहा और अक ोध कािल

सीख?

3

म कसर सन शचचत कर कक स कलो म ो‍ और ण षकाभलक अय ाणक उणलध ध अ?

म कसर सन शचचत कर कक वास तव म भिकषक उणलध ध करा र कर भलक ‍ ा परादोधपकी उणलध ध ?

‍ ा ककषा और 2 कर भलक समधथषत भिकषक ो र चाहक? स कलो कर ीव स तर णर भिकष -अधधपम परकरमा म सधार कर भलक भिकषक

परभिकष म ‍ ा आरि ककक जा र की आवच कता ? ‍ ा पराइमरश स कलो म रपी ीचर, र‍ स ‍ लर-वर तखला र, चा ष, तस वीर आहद

जसर यविरह उणा ककक जाक ताकक ारो, अभििावको, भिकषको को आकयहषत कका जा सकर ध

‍ ा आण सोचतर अ कक पराइमरश स तर णर श खरल, कला कव यवच वास न माष उणा आरि ककक जाक?

ार म‍ ाक पर ालश ‍ ा ो ी चाहक? आरशमिक स तर णर च चो को सीख र कर भलक ककत ी िाहाक उणलध ध ो ी

चाहक? म अण र दरि म पराइमरश-णवष/‍ लर स कल उदोप म का णातर अ, जो लपता ,

लल रा ? राज उ‍ लरख करर कक वर कक कषररो म अतराषष‍ट रश िापीदाारा चातर अध

4

II. कध‍यक क‍ म‍ररम‍‍ ‍ कध‍यक क‍कषा क‍की‍ाहि‍कक‍वरस‍तकम‍कमनक

सावषिाभमक परारभिक भिकषा (ईई) की वास तयवकता कर साथ अपला तकष सपत कदम

माय भमक भिकषा को सवषसलि ा ा ध इसकर अनतार‍ त, प वत ताणरक माय भमक भिकषा को सवषसलि ा ा, ककषा-VIII और ककषा-X कर उ सिी ो‍ ारो को समाोशजत कर र कर भलक जो माय भमक और वारष‍ट माय भमक भिकषा परा‍ त कर र कर इच क अ, सस था की अवशसथनत और परध की अणरकषा ककक ब ा णारिायहत मा दण न कर माय भमक भिकषा परावधा सशजत कर र की ओर सकर त करता ध अणरिकषत कक स कलश भिकषा का आ वहष का भिकषा का अधधकार (आर शई) जसी णल कर वल परारभिक भिकषा म िापीदारश कर स तर को साकपी श‍क असल म आपामी वहो म परारभिक भिकषा की आतारक कषमता को रतर ाकपी और माय भमक भिकषा म जा र कर उच च स तर सन शचचत करपीध साथ श यविरहतार णर अधधक लािवधचत समो म ार ि और राजीि दरो म सधार कर चलतर, माय भमक स कलो णर अधधक च चो को दातखला दर र का दाव स रा ध

यवभिवि माय भमक स कल सस थाओ और न काो दवारा व ाणक कर वि र-पराोशजत

ोज ाक चलाई जा रश अ ताकक प वत ता वदधध कर भलक अधधक सर अधधक िापोभलक कवररज, सामाशजक और जनर समावरि तथा सच ा और सचार परादोधपकी का परोप सन शचचत कका जा सकर ध आरकमकसक को अ ककल व ाणक ोज ा कर रपण म दरखा जाता जो माय भमक भिकषा म कवररज और प वत ता कर मामलो का समगर रपण सर समाधा करती ध

4- 8 वहष की आ सम की लिकषत आादश को म र ककस सीमा तक

प वत ताणरक भिकषा ककाती तरशकर सर उणलध ध और सलि कराई ध ऐसा श कर र सर समाज और अथषव वस था णर ‍ ा कारात मक परिाव ?

णरर दरि म परारभिक भिकषा कर ाद की भिकषा तक णच को कसर साा जाक ताकक सन शचचत कका जा सकर कक कोई िी च चा उसकी स कलश भिकषा णरश कर र कर अवसर सर वधचत र रध

माय भमक भिकषा म िापोभलक और सामाशजक यवहमताओ को म कसर दर कर सकतर अ?

ारो की यवजञा और पत त यवहो म िापीदारश म सधार कर भलक ‍ ा कर र की आवच कता ?

5

यवजञा और पत त म ो‍ तापरा‍ त भिकषको की कमी सर न ण र कर भलक ‍ ा कका जा सकता ध पराइमरश/माय भमक भिकषा दो ो म यवजञा कव पत त भिकषको की जरपरतो का समाधा कर र कर भलक नीकस श सर कसर सम णकष ा सकतर अ?

भिकष -अधधपम परकरमा सा र कर भलक माय भमक/वारष‍ट माय भमक स कलो म ककत ी सीमा तक आईसी श का उणोप कका जा सकता ?

च चो म समस ा समाधा तथा परभिकष सन शचचत कर र कर भलक माय भमक स तर णर ककस परकार कर भिष‍ट म‍ ाक णदधनता वा ी ?

‍ ा माय भमक/वारष‍ट माय भमक णायचणस तको म सधार की आवच कता ? भिकषक काष-न ष‍ट णाद म सधार कर भलक ‍ ा आवच क ? माय भमक/वारष‍ट माय भमक स तर णर ककत ी िाहाक ण साई जा ी चाहक? स कल व वस था यवस तार कर भलक ‍ ा णीणीणी मलनल व वाष ? आईसी श आधाारत स तकषरण ककस परकार सर भिकषा, कषरर दारो आहद को सा सकतर

अ?

6

III. व‍यकरबकगयक‍कषा क‍कक‍बढीकरकमऔ‍

दरि कर यवकास कर भलक सयवजञ और किल काभमषको को अत धधक मत वण ष मा व णजी कर रपण म दरखा जाता ध व ावसानक भिकषा और कािल यवकास दो ो को व श‍तो की उत णादकता म वदधध, न ो‍ ताओ की लािपरदता और राष‍ट रश यवकास कर भलक जा ा जाता ध व ावसानक भिकषा का उददरच , यवयवध णायचरममो कर जारक किल काभमषक तार कर ा ताकक मख रपण सर, असपह त कषरर की आवच कताओ को णरा कका जा सकर और कक ी ी सख ा म यवयवध णायचरममो कर जारक च चो कर म म स व-रोजपार कािल की ात ाई जा सकर ध दरखतर क कक कर वल 7 सर 0 परनतित ज सख ा अथषव वस था कर औणचाारक कषरर म लपी ई अ, व ावसानक भिकषा कर यवकास सर औणचाारक कषरर म किल रम-िश‍त (काभमषक) उणलध ध ोपी, शजससर उत णादकता म और वदधध ोपीध कई सभमनतो र िी व ावसानक भिकषा की णच और सानरदारश म सधार ला र की आवच कता णर ल हदा और मख -धारा भिकषा णदधनत कर िीतर व ावसानक भिकषा कर लचीलरण की भसफाारि की ध

िारत म, सामावि भिकषा और व ावसानक भिकषा दो अलप-अलप ऊय वाषधर रपणो म काष कर रश अ, जा इ दो ो कर ीच णारस णारक सध त कम ध इसकर णार ामस वरपण यवदाधथष ो को व ावसानक णायचरममो का च कर र म हचककचा ोती थी ‍ ोकक आम आिका ोती कक कोई व श‍त इ कर साथ उच च िनधगरो अथवा अ षता को जारश श रख सकताध माय भमक भिकषा ोज ा का व ावसाीकर भसतर, 20 4 म सिोधधत कका पा था ताकक न ोज और न ष‍ट णाद म उदोप कर साथ कमजोर सकरमा, ऊय वाषकार और कषनतज पनतिीलता का अिाव, अ ावच क णायचरममो और णायचचाषओ कव परभििकषत व ावसानक िकषत क अय ाणको की कमी, कर मददर का समाधा कका जा सकर ध राष‍ट रश कािल अ षता फरर मवकष (क कस‍ क) को व ावसानक भिकषा काषरमम स थायणत कर र कर भलक हदसम र, 20 3 म अधधसधचत कका पा ध भिकषा म कािलो को ककीकत कर र और माय भमक भिकषा म व ावसानक भिकषा णर वीकत य ा दर र णर ल हदा पा ध

इसम मारश भिकषा णदधनत म सधार कर र की िी अणरकषा की पई ताकक कािल

यवकास को सिी स तरो णर णायचचाष का अभिवि अप ाा जा सकर ध

‍ ा कािल आधाारत भिकषा ारो को रोजपार दर र म साता कररपी? स कलो म व ावसानक भिकषा को करमाशविवत कर र म का सी कह ाइा आती अ?

7

व ावसानक भिकषको की उणलध धता और परभिकष सर सधधत मददर का सर अ? क राज , मख धारा भिकषा म व ावसानक भिकषा को परिावी रपण सर ककीकत कर र र अध अवि सिी राज ो म इवि कसर अण ाा जा सकता अथवा रपणातारत कका जा सकता ?

‍ ा व ावसानक भिकषा यवह, ककषा 2 अथवा 0 कर ररष‍ट णाच ा यवह अक ो र चाहक?

व ावसानक भिकषा को ारो म लोकयपर ा र कर भलक ‍ ा कर र की आवच कता ?

न माष आधाारत णायचरममो कर स था णर स कल सरवा-कषरर णायचरममो को स कलो म आरि कका जाकध

स कल आधाारत व ावसानक णायचरमम, शज का उणोप स कलश ारो को यवजञा , पत त, लरखा, कम ‍ र, इनतास, िपोल सीख र म ोता , का वीई कर भलक यवकास कका जाक ताकक ारो की रोजपार णरकता तथा जञा आधार म साता परा‍ त ोध

‍ ा स कल स तर णर कक णरामिष स तर कारक ो ा चाहक जो च चर को भि‍ ण/उदोप/सरवा की णचा म साता करर कक च चा ‍ ा चाता और उसकर भलक कािल स यवकभसत करकर स कल म परत रक च चर कर भलक कािल रोनमण ा सकतर अ? हद ा, तो ककस स तर णर?

8

IV: स‍कल श‍ामकरषा क‍रकरऔककल शयम‍ न‍बधकम‍कमनक समस ा ल कर र, यववरच ात मक सोच और तकष कािलो णर यविरह य ा दर र वालर

णरशकषा सधी सधार परारभिक और माय भमक स तर णर प वत ता रतर ा र भलक मत वण ष अध ऐसर सधार भिकष -अधधपम परकरमाओ म दलाव लाकपर और अधधपम णार ामो को रतर ाकपरध ाल कर वहो म, सीीकसई र उससर सदध स कलो म व ाणक णरशकषा सधार आरि ककक अ, जसर कक, ककषा-X की ोनष णरशकषा को वकश‍णक ा हदा पा , अको कर स था णर गररि गनप पर ालश आरि की पई ध

सतत और व ाणक म‍ ाक (सीसीई) स स कका पा ताकक ारो को उ कर समगर यवकास कर भलक न रतर आधार णर आका जा सकर ध सीसीई कर कााषवि व कर भलक ककषा-ककष म कई काषकलाणो की अणरकषा की जाती जसर कक च चर का परोाइल और सची ारकलनष तार कर ा, सजञा ात मक और स-सजञा ात मक स तरो का म‍ ाक कर र कर भलक यवभिवि काषकलाण, च चो का म‍ ाक कर र कर भलक यवभिवि यवधधो का परोप जसर णषवरकष , ककषा-ककष म परच ण ा, च चो कर भलक परकरमा म न भमषत भिकष अधधपम/उणचारात मक इवि ण म सधार कर र रत ककर की पई सच ा का उणोप कर ाध सीसीई म णरररवि - शचर मीह प कर जारक अभििावको को च चो की भिकषा सधी परपनत कर ारर म सधचत कर ा िी िाभमल ध

राज ोनो र, णायचचाष को अदत कर र त था णरशकषा पर ालश ा र कर भलक परास िी ककक अध माजदा पर ाभलो की िलश-िानत जाच ककक जा र की आवच कता ध

सीसीई को कााषशविवत कर र कर सध म सरकारश स कलो कर ‍ ा अ िव अ? ‍ ा सीसीई सर ारो कर ििकषक न ष‍ट णाद म मदद भमलश ? ो िन ि णलभलसी और सीसीई कर सध म ारो, अय ाणको और अभििावको

की सामावि ीनक ‍ ा ? ‍ ा दसवी ककषा की ोनष की समाश‍त सर मारर ारो म अधधपम का स तर कम

आ ? ारो कर रतर म‍ ाक कर भलक अवि कक सधारो का सनाव हदा जा सकता

? ‍ ा मारश णरशकषा पर ालश कर वल अधधपम का म‍ ाक करती ? ‍ ा णरशकषा पर ालश को उ परच ो की तर दला जा सकता जो ारो कर

समस ा समाधा ो‍ ताओ और पम िीर मथ कर भलक उ की अवधार ा को लाप कर र का म‍ ाक ोता ो?

म‍ ाक पर ालश को अधधक परिाविालश कसर ाा जा सकता ताकक च चो को सोच र और वाचार रत णरस कत कका जाकध

9

V.‍ औरत‍तकय‍‍त‍कषा कम‍कस ‍कल शप‍कषा क-कषा क‍को‍नयक‍रा‍दसनक

दरि म भिकषको की प वत ता िारश धचता का यवह रा तथा प वत ता सधार र कर भलक कक न ादश णवाषणरकषा ध भिकषको की सकषमता और उवि पररारत कर ा प वत ता म सधार ला र कर भलक मत वण ष ध भिकषक कभमो का समाधा कर र, पत त, यवजञा और िाहाओ म माय भमक स कल भिकषको की कमी, सरवाणवष भिकषको की प वत ता म सधार कर र और सरवाकालश भिकषको का व ावसानक यवकास कर र, व वसा कर रपण म भिकष शसथनत को सा र, भिकष णार ामो को सन शचचत कर र कर भलक भिकषक पररर ा और उ कर उत तरदानत व म सधार कर र तथा भिकषक-भिकषा सस थाओ की प वत ता और भिकषको म िी सधार कर र कर भलक कई णल की जा रश अध कर वि र और राज सरकारो दवारा कई परासो कर ावजद परारभिक और माय भमक स तरो दो ो म ी ी सख ा म ारश‍तो कर मामलर, अपरभििकषत भिकषको की समस ाक, भिकषक परभिकष सस थाओ म व ावसानकता की कमी, परभिकष और वास तयवक ककषा-ककष व वार का रमरल ो ा, भिकषक अ णशसथनत और भिकषक उत तरदानत व तथा भिकषको का पर-भिकष काषकलाणो म लपा ा, इ सिी का समाधा कर र की आवच कता ध प वत ता‍ त भिकषको की िती कर उददरच सर सीीकसई र कर वि रश भिकषक णारता णरशकषा (सी र ) का आरि कका ध राज सरकारो र शई श आरि कका ध परारभिक स कलो म भिकषक की यवदमा ारश‍तो को िर र कर भलक ‍ ा यवभिष‍ट

कदम उ ा र की आवच कता ? भिकष अधधपम प वत ता म सधार ला र कर भलक माजदा भिकषक परभिकष

काषरमम ‍ ो यवल क अ? स कल कषरर म भिकषक-भिकषा कर मामलो की समस ा का समाधा कर र कर भलक

‍ ा व ावाारक ल ? ‍ ा भिकषको म उत तरदानत व सस कनत का न माष कर र कर भलक भिकषक न ष‍ट णाद

म‍ ाक ो की आवच कता ? ‍ ा भिकषको की णदोवि नत उ कर न ष‍ट णाद कर अ सार ो ी चाहक? ‍ ा सिी भिकष /स था ातर णदो कर भलक कक स वत कम ‍ रशकत पर ालश

अन वाष ाई जाक ताकक श‍तसपत ी र र? सिी भिकषको कर भलक वायहषक सरवाकालश परभिकष अन वाष ा र कर भलक ‍ ा

तरशकर ाक जा सकतर अ?

10

VI. रकरौी‍कषा क‍ म‍मक‍‍रकरय‍ ‍‍त‍वरयकल शय‍रकरऔककल शयम‍कस ‍ कध‍य ‍बस‍ िहल शक,‍अ.जक.,‍अ.ज.जक.‍ म‍अल‍ाब‍‍यकम‍ाम‍वरस ‍जोम‍दसतस‍हप‍क िऔ‍बकषा मतक‍को‍तसज‍कमनक ‍

साकषरता ििकषक यवकास का अभिवि और आवच क तत व ध ज सख ा वदधध, ाल मत दर और परशी म कमी ला र और भलप समा ता परा‍ त कर र, धचरकाभलक और समगर वदधध को सकर ा र कर भलक साकषरता मापष परदभिषत कर सकती ध इससर लोपो म परजाताबरक म‍ ो और िाशवित णारणोयहत कर र की व वस था ध साकषरता ज सख ा कर उ वपो कर भलक और िी अधधक आवच क जो ऐनताभसक शष‍ट सर उणरिकषत ककक पक अध सावषिाभमक परा स साकषरता परा‍ त कर ा परा स और अ वरत भिकषा काषरममो का माभलक उददरच शजसकी कक सम-सम णर क‍ ण ा की पई ध

20 की ज प ा सर णता चला कक साकषरता म 9.2 परनतित बवि दओ की परिाविालश दिकी वदधध कर ावजद राष‍ट रश साकषरता स तर 74 परनतित सर अधधक श सर अ (200 म 64.8 परनतित सर)ध 20 की ज प ा म दिाषा पा कक महला साकषरता म णरपह साकषरता सर कश अधधक वदधध ई ध जकक णरपह साकषरता दर 200 म 75.26 परनतित सर 82. 4 तक 6.86 परनतित बवि द वदधध ई महला साकषरता म इसी अवधध कर दारा 53.67 सर 65.46 परनतित की .79 परनतित बवि द वदधध दजष की पई ध भलप अतराल जो 200 म 2 .6 परनतित बवि द था क कर 6.7 र पा ध कर िी भलप अतराल लिकषत 0 परनतित बवि द सर अिी िी काी ऊचा ध इसभलक आज िी ोज ा लकष ो को परा‍ त श कका पा समगर साकषरता दर णाच परनतित बवि द तक कम , भलप अतराल को अिी 6.7 परनतित बवि द तक कम कर ा और सामाशजक और कषररी असमा ताक अिी िी रकरार अध

परा स भिकषा अन वाष ‍ ोकक औणचाारक भिकषा कर माय म सर साकषरता स तरो म वदधध कर र और उवि ाक रख र कर परासो की अ णरक ध ‘साकषर िारत’ को राष‍ट रश साकषरता भमि कर क रपण म तार कका पा ध ोज ा, परा स भिकषा, यविरह कर कर महलाओ की भिकषा को, उ परा सो को ििकषक अवसरो का यवस तार कर र दवारा शजवि औणचाारक भिकषा की सलिता की कमी रश ो और शजवि ो र ऐसी भिकषा परा‍ त कर र की मा क आ णार कर लश ो, अ जो भिकष की जरपरत का अ िव करतर ो शजसम साकषरता, न ादश भिकषा (औणचाारक भिकषा कर समत‍ ), व ावसानक भिकषा (कािल यवकास), िारशारक और िाव ात मक यवकास, वावाारक कला, पराोधपक यवजञा , खरलकद और म ोरज म वदधध कर ा और सि‍ त ा ा चाा पा ध ोज ा को राष‍ट रश स तर णर 20 2 तक परा स महला साकषरता णर जोर दरतर क णरपह और महला कर ीच साकषरता म

11

0 परनतित बवि द सर अधधक साकषरता परा‍ त कर 80% साकषरता परा‍ त कर र कर उददरच सर तार कका पा ध दयण साकषरता दरो म मत वण ष वदधध ई , साकषरता स तरो म जअनर, सामाशजक और कषररी, काी असमा ताक यवदमा अध साकषरता स तरो म वदधध का कार परा स भिकषा काषरममो की सलता और पराथभमक स कलो म सधार ध तथायण, सामाशजक रपण सर ाभिक णर पक समो और गरामी कषररो म र र वालो कर साकषरता स तरो को परा स भिकषा काषरममो और म‍ त स कल पर ालश कर स तकषरणो कर माय म सर आपर और सा र की आवच कता ध

गरामी , ध ललक और शजला स तरो णर साकषरता काषरममो कर कााषवि व म ‍ ा ाधाक अ?

िरश शसतो जसर न‍ पी-नोणि गनो म परा स भिकषा काषरममो को कााषशविवत कर ा ‍ ा अधधक कह ?

‍ ा कार कक साकषरता काषरमम सामाशजक रपण सर वधचत वपो तक वान त स तर तक श णच सकर अ?

साकषरता स तरो म यवदमा असमा ताओ को कम कर र म तरजी सर परपनत कर र कर भलक अवि ‍ ा काष ीनता अण ाई जा सकती अ?

‍ ा परा स न रकषरता कर भलक म‍ त स कल पर ालश अण ाी जा ी चाहक? ‍ ा स कलश ारो को साकषरता काषरमम कर परचार म लपाा जा सकता ? आण परा स भिकषा काषरमम कर साथ राष‍ट रश जीयवका काषरममो को जोी कर उ म कक

यवभिष‍ट कािल क क को कसर समरककत कर सकतर अ?

12

VII. स‍कल श‍ म‍रकरौी‍कषा क‍ न‍बिनक‍ म‍बिकम‍रकरौयोध की‍ाधगतयम‍कक‍बरधकन

आईसी श भिकषा की प वत ता सधार म मत वण ष अतर ला र की कषमता रखती ध अधधकाि माय भमक स कलो म सीभमत कम ‍ र सयवधाक अध कमी ारो को जञा कषरर म आईसी श-सधधत कािल अशजषत कर र सर रोकती और अय ाणको की ो‍ ता को अण ी यवह-वस त की जा कारश को उवि त कर र और ारो की आवच क अधधपम सामगरी कर परनत णच की ो‍ ता को सीभमत करती ध

स कल भिकषा म आईसी श की राष‍ट रश ीनत की अवधार ा और व वस था स कल णदधनत म आईसी श साता की कक सम ण ष अवसरच ा का यवकास कर ा ध स कल भिकषा णर भमि मलन परोजर‍ (कमकमणी) स कल भिकषा कषरर म व ाणक परादोधपकी समधथषत स कल भिकषा दर र म सकषम ोपाध इसम स कलो कर सिी परमखो, अय ाणको, पर-भिकष स ा और ारो कर भलक आईसी श कािल कर यवकास; सिी यवहो यविरहकर यवजञा और पत त कर अगररजी, हवि दश और कषररी िाहाओ म प वत ता-न शचचत िनशज ल यवह-वस त िनार का न माष , परभिकष कव अय ाणको को ई-क तार कर र और उसकर उणोप कर भलक परोत साहत कर ा, ककषा-ककषो म आईसी श का परावधा ा व ी सयवधाक और ारचाजष की जा र ो‍ रश कर साथ कक परोजर‍ र, और आईसी श-ककीकत भिकषा लाप कर ा, और भिकषा णो ष‍ स की स थाण ा सहत सस थान क और णदधनत स तर णर आईसी श-ककीकत णरशकषा और ई-पव स कर परावधा को सकषम ा ा समायवष‍ट ोपाध जसाकक आईसी श स कलो म यवभिवि तरशको सर लाप की जा रश , म सिी परासो म प वत ता और कषमता पराश‍ त कर भलक इस परादोधपकी का अधधकतम परोप और लाि उ ा ा ोपाध

स कलो दवारा आईसी श-ककीकर कााषवि व कर दारा साम ा की जा र वालश आम समस ाक का सी अ?

‍ ा आम मददो कर न ण ा कर भलक व वाष समाधा अ? इस सध म राज ो कर अलप-अलप अ िव ‍ ा अ? वर का -का सर तरशक अ शज सर परादोधपकी का स कल और परा स भिकषा दो ो म लाि

उ ाा जा सकता और सवोत तम परकरमा, हद कोई ो, को साना कका जा सकता ध

म कसर ण‍ का णता लपाक कक स कलो म आईसी श कााषत मक , यविरहकर च ानतो वालर राज अथाषत अवसरच ा यविरहकर बजलशध

13

VIII. स‍कल श‍कषा क‍ न‍तकरो म‍कस ‍अधध ‍ारमऔक म‍ न‍बधकम‍ल शकनस‍कस ‍ कल शप‍ वरञकन,‍ णऔत‍ म‍रकरौयोध की‍कस ‍कषा औ‍हसत‍नरिन‍ञकन,‍कषा औ-कस‍रो ‍ म‍ढश‍णकोऔ

माय भमक भिकषा म प वत ता सधार कर भलक ससर मत वण ष उणाो म कक उणा

कक अनतार‍ त भिकषको की न श‍तो कर माय म सर ार-भिकषक अ णातो को साा जाक शजससर ककषा-ककष कर णारस णारक काषव वार और वातावर म सधार ो सकर ध इसकर अलावा, यवजञा , पत त और अगररजी कर भिकष णर यविरह य ा हदा जाता ध यवजञा कव पत त (और अगररजी) की कह ा भिकषा 0वी ोनष णरशकषा म अ त ती ष ो र वालर कल ारो कर 80 परनतित कर भलक शजम मरवार ध उच चतर माय भमक स तर णर यवजञा यवह म कम ामाक और अणाष‍ त-प वत ता वालश भिकषा, दरि म वजञान क मा व-िश‍त कर यवकास म अवरोध ध यवजञा और पत त की भिकषा म यविरह रपण सर य ा दर र की आवच कता ोपीध यवचाराधी क णलो म न म भलतखत िाभमल अ

वाचार ारवयिो कर माय म सर स कलो म वाचाारो की परनतिा की णचा करकर वाचार कर सवधष को पररारत कर ाध

ारो और उ कर माता-यणता णर लिकषत क कक व द यवजञा आउ ारच काषरमम परारि कर ा, चल- परोपिालाओ का परारि और यवजञा -कर वि दो की स थाण ाध भिकषा म प वत ता मलरपण सर णायचचाष और अधधपम उददरच ो, अधधपम सामगरी,

भिकषा िास र परकरमाओ, ककषा-ककष म‍ ाक सरच ा, अय -ककष म भिकषक साता और स कल रतत व कव परध यवकास णर न िषर ध समाज म णदा ो र वालर म दो और उ का समाधा ककस परकार सर कका जा सकता , इस ात का सजञा लर र कर भलक कक न भमत अवि तराल णर णायचरमम कर कक क साचर की आवच कता ध राज और शजला स तर णर यवभिवि अधधपम णकर जो को यवकभसत कर र की जरपरत शजसम, भिकषक की साता कर र और सर क यवक‍ ण परदा कर र कर भलक ‍ लस र और स कल-स तर णर सिोध ो कर णाष‍ त परावधा ोध ारवी ोज ा म सवष भिकषा अभिा कर अवि तपषत अधधपम वदधध काषरमम (कलईणी) जारश ध परत रक वहष म राज ो को उ िकषत क लकष ो, शज को लिकषत कका जा रा और उ काष- ीनतो (तरशको,सामगरी,मलनल और णारमाणो) को स णष‍ट कर ा ोता जो इ लकष ो की पराश‍ त कर भलक परोप म लाई जाती अध परारभिक स कलो कर सस थापत म‍ ाक /परत ा की णारक‍ ण ा की पई ध

रतर णार ाम कर भलक भिकष -अधधपम परकरमा की प वत ता को स स कर र रत

व वाष काष ीनता का सी अ?

14

भिकषा कर स तर म सधार कर र कर भलक णायचचाष कर वीकर , वी भिकषा-िास र और परादोधपकी कर उणोप कर सध म यवभिवि शष‍ट को का अध

15

IX: स‍कल श‍ कनक,‍स‍कल श‍ ल‍यककन‍ म‍स‍कल श‍रकरबधन‍रकरऔकल शकर स कल काष कर सिी णलओ को िाभमल कर र कर भलक स कल प वत ता म‍ ाक और परत ा पर ालश को रखर जा र की आवच कता शजसम ििकषक और स- भिकषा कषरर, वास तयवक अवसचर ा, सका परध , स कल रतत व, अधधपम णार ाम और ारो तथा उ कर माता-यणता/अभििावको का सतष‍ट ो ा िाभमल ध स कलो म रतर िासी ाचा, अधधदरि कर र और राजी कर र कर मय परिाविालश सतल , रतर परध व वारो रत परधा अय ाणक कर साथ शजला और ध ललक स तर कर भिकषा अधधकाारो का परभिकष , रतर अ वीकष कर भलक ना ा का परोप कर ा और स कल न ष‍ट णाद का समथष कर ा और सामदानक रोतोतो और परासो को ककर करकर स कल न ष‍ट णाद म सधार कर भलक परास कर ाध स था ी समदा और णचात परा स कल परध म सकरम रपण सर िाभमल श ोतर अध ालाकक गरामी भिकषा सभमनता/स कल परध सभमनता अधधकाि पावो म ाई जाती अ, इ म सर अधधकाि परिावी रपण सर काष श करती अध सामावि तार णर मा ा जाता कक गरामी स कल परिावी रपण सर कर वल तिी काष करपर ज स था ी समदा सकरम और स कलो कर काषकर म िाप लरता ध स कल परध म समदा िापीदारश म सधार कर र कर का सर तरशकर अ? स कलो कर परध म णचात की ‍ ा िभमका ो ी चाहक? म कसर स कलो म न धाषर और परत ा पर ालश का कााषवि व कर सकतर अ? गररिनप स कलो कर भलक न ष‍ट णाद सकर तक ‍ ा अ? वतषमा अ िव ‍ ा अ और ककस परकार सर वास तयवक णार ाम परा‍ त कर र कर भलक

उवि रतर ाा जा सकता ध ‍ ा शजलो, ध ललको आहद म भिकषा अधधकाारो की िभमका म वीकर का कोई

मामला , शजससर व स कल यवकास कर परिारश और स कलो म सधार ो?

16

X: ब करसि‍ कषा क‍ कस ‍ योग‍य‍ बनकनक-बककल शकक,‍ अनबधित‍ जकगतयम,‍ अनबधित‍ जनजकगतयम,‍अल‍ाब‍‍यकम‍ सम‍वरस ‍आर‍‍यकतक‍रकल शस‍ब‍‍िम‍की‍कषा क

सामाशजक णच और समा ता कर मददर त अधधक जह ल अध ालाकक लािवधचत सम जसर अ सधचत जानत, अ सधचत ज जानत, मशस लम, ाभलकाक और यविरह आवच कता वालर च चो और सामावि ज सख ा कर ीच औसत ामाक म अतरालो म कमी ई , कर िी ऐनताभसक रपण सर लाि वधचत और आधथषक रपण सर कमजोर वपष वालर शज कर णास काी कम अधधपम णार ाम अ, कर अधधपम स तरो म ी ा अतराल ध यविाल और स र र अधधपम अतराल, ामाक णर परा‍ त ककक समा ता लाि कर भलक खतरा ‍ ोकक न म स तर कर अधधपम वालर अधधकाि च चो कर स कलो म ण साई ीच म ोी दर र की सिाव ा ोती ध ाभलकाओ और अवि यविरह वपष वालर च चो की सिाधपता को सा र कर भलक यविरह स तकषरणो को ाा जा रा ध महला णरपह और सामाशजक अतरालो म सरत ा र और परिावी समावरि रत कर शवि रत काष ीनतो की णचा कर र म वतषमा स तकषरणो की जाच कर र की आवच कता ध भिकषा कर अधधकार को अण ा र और पर ालश का व ाणक यवस तार कर र कर साथ, स कल भिकषा को सलि ा ा लपिप सावषिाभमक पा ध तथायण ज सख ा कर क वपो सर च चर अ रक यविरह तरशकर ो र कर ावजद भिकषा पर ालश सर ण षता लाि उ ा र म असमथष रतर अध अधधकाि ाभलकाक स कल िरजी श जाती अ और जो ाभलकाक पराथभमक स तर को णरा कर लरती अ, उवि माय भमक स तर और कललरजो म अण र अय को आपर सा र कर भलक िरजा श जाता ध म कसर स कलो म ाभि र वालर सम यविरहता अ सधचत जानत, अ सधचत

ज जानत और अ‍ णसख क समो सर सधधत च चो कर भलक ण ष िापीदारश सन शच चत कर सकतर अ?

यविरह आवच कता वालर यवकलाप च चो की िापीदारश को ससाय ा र रत मारर ििकषक सस था ो को सश अथो म समावरिी ा र कर भलक का सर तरशकर अण ा र चाहक?

आणकर यवचार म यविरह तार णर स कलो म लाि वधचत णारवारो कर च चो की िापीदारश को सन शच चत कर र कर भलक भिकषा का अधधकार ‍ ा साता कर सकता ?

17

माता-यणता ‍ ो अण ी ाभलकाओ को स कल श िरजतर अ? स कलो म ाभलकाओ को ला र कर भलक सरकार दवारा का सर तरशकर अण ा र चाहक? ककस परकार सर म सिी ाभलकाओ को स कल म ला र कर भलक सामदानक साता

का ज ाव कर सकतर अ? ‍ ा कोई णरम णरापत कािल स अ शजवि ज जाती कषररो म परोत साहत ककक जा र

की आवच कता ? ‍ ा यविरह कािल स तथा यवत ती और यवधध साकषरता क क ाभलका/महला भिकषा

म िाभमल ककक जा सकतर अ? िाहाी च ानता कसर णचा ी जाक और उ कर ‍ ा ल सिव अ?

18

XI:‍िक क‍कक‍रकरोनययन‍

रकक -िाही समाज िाहाओ म भिकषा कर मतव की णचा करता ध दयण ा िाहाओ भिकषको की न श‍त और िासरी िाहाओ कर परोवि रत क सतकषरण अ, ा कोई वाणक ोज ा ा िाहा ीनत श और म इस आाम णर इ ण की आवचकता ध िारत, भसदधात कर रपण म, बरिाहा सर का अ सर करता ध सकलो कर परारभिक सतर म कम सर कम मात िाहा कर मायम सर अधधपम णर ल हदा जाता ध ा कक सामावि अवधार ा िी कक चचर यवचव काष म परवरि करतर क अवि िाहाओ की अणरकषा अगररजी मायम सर अधधपम का लाि उ ातर अध िाही भिकषा का वतषमा सतर सकर त दरता कक ववशसथत रपण सर ोज ादध काषरममो को आधरपरदरि और ओिनिा कर राजो दवारा, शज म 8- 0 ज जाती िाहाक िाभमल अ, कााषशविवत कका जा रा ध असम, िीसप स, बार और नारखन म सामगरी जसर िधदकोि; प िाहा सर भिकषा कर मायम म चचो कर भलक सरत ा र रत रशिनप कारडषस का यवकास कर भला ध राज धीरर-धीरर िाभमल सकलो की सखा का यवसतार कर र र अ, ई िाहा को जोी र र अ और दहदिाही ा िाही ककषा-ककषो म णारवनतषत ो र र अध मातिाहा आधाारत भिकषा कर परिाव र ज जाती ारो की उणशसथनत और चचो को सकल म ाक रख र की सखा म वदधध की , चचर भिकष और अधधपम परकरमा म अधधक जी र क अ, ज जाती ससकनत सर धचरो और कलाकनतो णर णारसणारक परिाव नाल र, सजीव वसतओ का परोप करतर अध क सीईआर श म‍ाक अय र णाा कक मातिाहा आधाारत भिकषा र िाहा और पत त म ारो की उणलशधध म सकारातमक परिाव नाला थाध पर स तकषरण वालर सकलो की तल ा म इ सकलो कर चचो दवारा िाहा और पत त म मातखक, भलतखत णरशकषाओ म मतवण ष उणलशधध परा‍त की ध

वर का सी िाहाक अ जो आण सकलो म अण र चचो को भसखा ा णसद करपर? सकल भिकषा म अगररजी, हविदश और सथा ी िाहाओ का ‍ा सथा ो ा चाहक? सकलो म भिकषा का मायम ा र कर भलक आण का सी िाहा को पराथभमकता दपर? ‍ा म सकलो म मातिाहा और िाही भिकषा को परोतसा दर ा चाहक? इसर

कााषशविवत कर र म का सी मशचकलर अ? *(‍ ा बरिाहाी ामषलर णर यवचार कका जाक?) *(अनत परनतोपी यवच व म ककस स तर णर और कसर यवदरिी िाहाओ को कक अनतार‍ त

साध कर रपण म परस तत कका जाक?)

19

XII:‍वयकाक‍कषा क-‍निगत‍कसरो ,‍कमकररमक‍कषा क,‍कल शक‍पर‍कल‍ा,‍जिरन‍कौल श

भिकषा का सध चचर का सवाापी यवकास कर ा (जञा ातमक कर साथ िारशारक, सामाशजक-िाव ातमक), कर वल अकादभमक उणलशधध की जा सिी णलओ का म‍ाक ककक जा र की आवचकता ध 2 वी ोज ा णलो कर िाप कर रपण म, अ ा अवि पर-ििकषक कषररो म और अधधपम णार ाम को सधार कर चचो कर समगर यवकास णर पर ालश-वाणक या हदा पा ध मारर ारो को समगर यवकास की आवचकता शजसर कर वल सच ा और भिकषा कर मायम सर परा‍त श कका जा सकताध िारशारक भिकषा, खरल-कद और सणो षस को चचो कर समगर यवकास कर भलक सकलो म दन कचाष और णा चाष का अभिवि अप ा ा चाहकध

भिकषा का अधधकार अधधन म की अ सची अधधदरि दरती कक सिी सकलो को

खरल सामगरी, खरल-कद और सणो षस उणकर परदा कर र ोपरध चकक त सर िरश सकलो कर णास सव अण र भलक सणो षस की अणाष‍त सयवधाक अ, णशधलक और पराइवर कषररो म ऐसी सयवधाओ कर साथ अवि णी ोसी सकलो और पर न पम कर णाको को िी और सावषजन क खरल कषररो को ाममार रखरखाव लापत णर सकल सम कर दारा ऐसर सकलो कर चचो कर भलक खोल र चाहकध वाचार शष‍ट को ो का न माष णलर श आरम ि ो पा , भिकषको को प विा सा र कर भलक परभििकषत िी ो ा चाहक और अण ी सरवा णवष और सरवाकालश परभिकष दो ो कर िाप कर रपण म समावरिी िारशारक भिकषा सर का रतत व कर ा चाहकध

च और कला परदिष सकल भिकषा कर अभिवि िाप अ और यवभिवि ो‍ताओ कर

साथ चचो कर भलक मच िी परदा करतर अध कला भिकष अधधपम परकरमा म िश‍त परा‍ त उणकर ध चचो म सवतर रपण सर यवचारो, िाव ाओ को परक कर र और सोच र, समन र और शष‍ट को का न माष कर र कर ो‍ ाता ध चचर अधधपम की परकरमा म खिी, सवतरता को मसस करतर अ ज उवि िाप लर र और यवचार परक कर र कर भलक अण ी इशविरो कर मायम सर खोज र, क‍ण ा कर र, सोच र और अवलोक कर र का अवसर भमलता ध रपधच को साता ‍ोकक चचर अण र दन क जीव कर साथ सिी यवहो सहत कलाओ को जोनतर अध कला म जञा ातमक क क म सोच र, धचत कर र, णारक‍ण ा कर र, मसस कर र, समन र और सशजत कर र ो‍ ाता ध यवखात कला ससथाक और कर विरश अकादभमा, सकल णायचचाष और इसकर कााषविव म कलाओ को िाभमल कर र रत मतवण ष ोपदा कर सकती अध

20

म‍ो, ीनत यवहक, कलाओ का म‍ाक कर र, िारशारक भिकषा, खरलकद और जीव कािलो कर भलक जञा कर सगराशकर की आविकता ध

खरलकद, िारशारक भिकषा, कला और भि‍ण, सकल णायचचाष म म‍ भिकषा और जीयवका कर भलक कााषतमक कािल कर ककीकर रत उणसकरो कव ोस पर ाभलो कर भलक ‍ा सनाव अध

अिी तक ‍ा अ िव र र अ और म उवि रच ातमक तरशकर सर कसर तार कर सकतर अध

म आपर कसर इस सिाव ा का णता लपाक शजससर ीनतपत भिकषा अन वाष र? क सीसी की व ाणक भिकषा को परोत सा दर र म ‍ ा िभमका ?

21

XIII:‍बकल श‍सरकसय‍ाम‍बल श

ाल सवास सरवाओ की णच को सधार र की आवचकता ध सवास मराल उण‍त अवितःकषरणो कर मायम सर ाल सवास को परोवि त कर र णर या दर रा ध इस सम, सकल भिकषा और साकषरता यविाप, मा व ससाध यवकास मराल 6- 4 आ वपष कर सकल जा र वालर चचो की णाहत क आवचकताओ को णरा करता शजस णर मया िोज (कमनीकम) ोज ा दवारा या हदा जा रा ध ामाक , परनतधार और उणशसथनत सा र कर साथ-साथ पराथभमक सकल कर चचो कर ीच णाहत क सतरो को सधार र कर भलक अपसत 995 म पराथभमक भिकषा रत राष‍टरश णाहत क साता काषरमम िरप कका पा थाध वहष 2008-09 कर दारा , उचच पराथभमक ककषाओ कर चचो को िाभमल कर र कर साथ इस ोज ा का यवसतार कका पा और ोज ा को ‘सकलो म राष‍टरश मया िोज ा काषरमम’ कर ाम सर ण ः ाभमत कका पा थाध इस काषरमम कर उददरच (I) I सर VIII की ककषाओ को चचो की णाहत क शसथनत को सधार ा, (II) ककषा ककषो कर काषकलाणो णर या दर र म साता कर ा कव न भमत रपण सर सकल म उणशसथत ो र कर भलक लािवधचत वपो कर न धष चचो को परोतसाहत कर ा, और (III) गरीष‍टम अवकाि कर दारा सखा परिावी कषररो म परारभिक भिकषा सतर णर चचो को णाहत क साता परदा कर ा ध सकलो म राष‍टरश मया िोज काषरमम अ सरकारश, सरकारश साता परा‍त और सथा ी न का कर सकलो कर I-VIII तक ककषाओ म ण स र वालर सिी चचो को िाभमल कर रा ध कर िी कणोह , िख और खरा सवास मतवण ष समसाक ी ई जो ककषाओ म उणशसथनत और न ष‍टणाद णर वाणक परिाव नालती ध ईसीजीई कर भलक परमख सावषजन क णल, महला कव ाल यवकास मराल की समरककत ाल यवकास सरवाक (आईजीनीकस) शजसका उददरच कक तर णवष सकल भिकषा परदा कर र की च ानतो का परततर और दसरश तर कणोह , यवकनत कर अ नतक चरम को खतम कर ा, अय कषमता और मतदर को कम कर ा ध आईसीनीकस म 0-5+ वहष तक की आवपष कर चचो कर णोहातमक और सवास सतर को सधार र की ववसथा , चचर का उण‍त म ोवजञान क, िारशारक और सामाशजक यवकास का आधार रखता , मतदर, यवकनत, कणोह और ण साई ीच म ोी कर जा र वालर चचो की सखा को कम करता ; ाल यवकास को परोवि त कर र कर भलक यवभिवि यविापो कर मय कााषविव और ीनत कर परिावी समविव को परा‍त करती अ; उण‍त णोह और सवास भिकषा कर जारक चचर कर सामावि सवास और णाहत क आवचकताओ की दरखररख कर र कर भलक मा की कषमताओ को सा र की ववसथा करती ध तथायण, िारत सरकार कर समदध मरालो दवारा कषररी सतकषरणो को सकरमातमक कर र की आवचकता ध

22

सवास, महला ाल यवकास मराल कव सकल भिकषा तथा साकषरता यविाप दवारा

ाल सवास कर उददरच की ोज ाओ कर णार ाम ‍ा अ? ‍ा यवदमा ोज ाक इष‍ट तम और समगर णार ामो कर भलक यवभिवि उधचत

समविव और सकरमा कर तत ? हद श, तो इ का समाधा कसर कका जा सकता ध

ाल सवास णर अधधक या दर र कर भलक ‍ा अवि कदम उ ाक जा सकतर अ? ककसी राज कर ऐसर अ िव शजवि राष‍टरश सतर णर परनतवभलत और उवि कका जा सकर ध

स कल भिकषा पर ालश म अलप-अलप ाल स वास को कसर जा ा जा सकता और राज तथा कर वि र को सश सम णर सच ा उणलध ध ो?

1

उच‍च‍िकषा ‍ ‍ बब ‍ ‍ीतिगतग‍राषा कश ‍ ‍िए ‍रका ‍रा‍रक‍‍ी

2

उच‍च‍िकषा ‍ ‍ब ब ‍ ‍ीतिगतग‍राषा कश ‍ ‍िए ‍रका ‍रा‍रक‍‍ी‍

I. क लिए अलिशासन म सधार II. गणवत ता सस थान की रककग और परत यायन III. ववननयमन की गणवत ता हरतर हनाना IV. कन‍द रीय सस थान की गनत ननधाकरक ििलमका V. राज य सावकजननक ववश वववयािय क हरतर हनाना VI. उच च लशा म कशशि ववकास क शालमि करना VII. मक त तथा िरस थ लशा और ननिानन ाायरमम का सवधकन VIII. परशय गगकी समगथकत लशा क अवसर IX. तरीय ववषमताओ क िर करना X. जन‍द डर और सामािजक अतराि क ाानना XI. उच च लशा क समाज स ज डना XII. सवोत तम अ‍ यााक तयार करना XIII. छातर सरय ग परणालिय क हनाए रखना XIV. िाषा क मा‍ यम स सास कनतक एकीकरण क हाावा ना XV. ननजी तर क साथ साथकक िागीारी XVI. उच च लशा का ववत ता षण XVII. उच च लशा का अन‍द तराक‍ रीयकरण XVIII. लशा क ननय जनीयता स ज डन क लिए उय गजगत स साकक स थावात करना XIX. अनसधान और नवाचार क हाावा ना XX. नया जञान

3

I. त वत‍गषा ‍ ‍िए ‍अििकषा ी‍ ‍ षा ा

उच च लशा म गणवत ता सहधी श वासन क ज नीनतगत कायकसिची म सवोच च पराथलमकता ी गई र। मा‍ यलमक लशा क हा की लशा म सस स नातक तयार करन की वश यकता र, ज नए कशशि स यक त र , िजनका जञान धार व यााक र और िजन‍द र कई परकार की ता रालसि र ताकक व और अगधक जटनि तथा ारस ार-गित ननया म अान कम जमा सक । गणवत ता एक हर-यामी अवधारणा र और व यिकतगत तथा सस थागत स तर ार गणवत ता सहधी श वासन और परहधन क लिए अनक ततर की वश यकता र। गणवत ता हनाए रखन तथा नस हरतर हनान की परकरमया क लिए मजहित ननयामक ततर वािी जवाहरी और परत यायन परणालिया अत यावश यक र। उच च लशण सस थान और अनसधान एव वजञाननक तथा तकनीकी सस थान म मानक का समन‍द वय और ननधाकरण करना कन‍द र सरकार का सवधाननक ानयत व र। गणवत ता स सहगधत तकरक परकरमयाओ क सस थागत प ा न क लिए सिी टरतधारक क शालमि करना वश यक र क य कक कवि उत क‍ नता री, हड ामान ार उच च लशा की वश यकता क ािरा नरी कर सकती। गणवत ता सिी सस थान क लिए गचता का ववषय र ना चाटरए और अच छी गणवत ता वाि सस थान तथा उायक त परशासन अवसरचनाओ स री उत क‍ नता का परवार र गा। िारत म उच च लशा म तरीय ववववधता क साथ अिितािवक ववस तार र र। नस तर क अननय िजत ववस तार न गणवत ता हरतर हनान और नस हनाए रखन क लिए चनशनतया खडी कर ी र।

श न हाहय गणवत ता सननिशचत करन क लिए 1990 क शक म हाहय गणवत ता श वासन सस थाओ की स थााना की र। सामान‍द य उच च लशण ववश वववयािय और सस थान क मान‍द यता न क लिए यिजीसी न 1994 म रा‍ रीय मिा याकन और परत यायन ाकरष नएनएएसीक का ग न ककया था और कायकरमम तथा सस थान क मान‍द यता न क लिए अिखि िारतीय तकनीकी लशा ाकरष नएईसीनीईक न 1994 म रा‍ रीय परत यायन ह डक नएनहीएक की स थााना की थी। एनएएसी सस थान क मान‍द यता परान करती र और सात मानड क धार ार सस थान की शषिकक गणवत ता क लिए परमािणत करती र। ववननयामक अवसरचना स िकर सस थागत स तर तक उच च लशा क सािणक तर म सधार करन की स‍ त जप रत र। सधार कायकसिची क कछ सिव परस ताव नन‍ नलििखत र िजन ार ववचार ककया जा सकता र उच च लशण सस थान म गणवत ता की कमी स ननानन क लिए स वततर गणवतता श वासन रममवकक

हनाना। तकरक गणवत ता श वासन परक ‍ नईक यिएसीक की स थााना करना ससा री एक ततर र िजसस सस थागत रममवकक क तरत गणवत ता सननिशचत की जा सकती र और नस गणवत ता श वासन एजलसय वारा ननधाककरत मानण ड स ज डा जा सकता र।

मशजिा ननयामक ननकाय का ानगक न और उनकी हरतायत ार यिकतसगत तरीक स किर स ववचार करना।

सस थान की स वायत तता ननयामक काम-काज क किर स नस तरर सय िजत करना कक सस थाओ की स वायत तता क हाावा लमि। यर दि‍नक ण शाकता र कक रमन ववननयमन की हजाय सरिीकरण क हिाव क अानाया र; अन ान और िगतान क लिए एकि बह अनमनत; विशवक गणवत ता वािी

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सस थाओ क पर त सारन। सस थान की स वायत तता, कॉिज क डडगरी न का अगधकार और स वायत त जाक परान करक िी पराप त कर िी जाएगी।

छातर की रॉरीज न‍द नि और वटनककि म बहलिनी सननिशचत करन क लिए रम यर सननिशचत करना र गा कक एक रममवकक क जकरए ाायरमम और ाायचयाक म एकप ाता र; सिी सस थान न ववका ा धाकरत रमडडन परणािी नसीहीसीएसक अानाई र।

परवश और ाातरता ारीाओ की हरिता क म ार किर स ववचार करन की वश यकता र और एकि रा‍ रीय ारीण की सिावना तिाशी जाए। क या नस परय जनाथक रमार ाास नशनि निसनग सववकस र सकती र, िजस ारामशो और वा-वववा क जकरए ववकलसत ककया जा सक?

सरय ग हााकर लशा क उगचत ववननयमन और अन‍द तराक‍ रीयकरण क लिए िारत म ववशी लशा पराताओ क अनमनत ना।

उच च लशा का, वस तववक माग धाकरत ननरीण शालसत ववत ता षण क हजाय मानक धाकरत ववत ता षण। यिजीसी ववत ता षण रत कन‍द रीय तथा राज य ववश वववयािय और कॉिज तक ननगधया ारचान का म‍ य साधन र। अन ान क सववतरण की कायक मता क हरतर हनान क लिए मानक धाकरत ववत ता षण स सहगधत दि‍नक ण अानाए जान ार ववचार ककया जा सकता र।

राज य ववश वववयािय और उनस सहध कॉिज, िजनम 90 परनतशत स अगधक छातर नामाककत र, ननगधय की कमी और खराह गणवत ता क ाकरणामस वप ा खराह अलिशासन सहधी गिीर समस याओ स जिझ रर र।

क रीय लशण सस थान क लिए और अगधक स वायत तता। उच च लशा क तर स सहगधत सिी वववा ार त वकरत न‍द याय क लिए शषिकक न‍द यायागधकरण हनान

की वश यकता। काचार का ननषध और र कथाम ताकक यर सननिशचत ककया जा सक कक ािखिा परकरमया म कवि

य ग यता की री अरम ििलमका र । कवानशन िीस और भरामक ववजञाान ार स‍ त कारकवाई की जाए।

ववचषा ा-वव कश ‍ ‍िए ‍रक‍‍ी o नन‍ नलििखत म स कशन-स सधार राज य ववश वववयािय क हरतर अलिशासन अवसरचना परान

करग सहध करन की परणािी म सधार हर-टरतधारक शासी ननकाय सननिशचत करना ववलिन‍द न शासी ननकाय की ििलमका स ा‍ न प ा स ननधाककरत करना ाारलशकता क जकरए अगधक स अगधक जवाहरी अगधक स अगधक श िणक, परशासननक और ववत तीय स वायत तता सग न की, उन छातर स उगचत शा क वरन करन की मता ज िगतान करन म समथक र

और साथ री जप रतम हच च की जप रत ािरी करन क लिए एक अपरत य व यवस था।

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o नन‍ नलििखत म स कशन-स सधार कन‍द रीय प ा स ववत ता वषत सस थाओ क हरतर अलिशासन अवसरचना परान करग

शासी ननकाय क सघनन म ाकरवतकन जस कक स थानीय परनतननगध, उय ग, एिलमनी और नागकरक समाज नत याट क शालमि करना।

ननयामक काम-काज क किर स सय िजत हनाना ताकक सस थाओ की स वायत तता क िज‍ म ारी तय करत रए हाावा टया जा सक

एकि सवक-ननटरत ननयामक परागधकरण

o क या सावकजननक ववत ता वषत उच च लशण सस थान का मानक और ाकरणाम क धार ार ववत ता षण वाछनीय र? यट नरी, त क य और यट रा, त क य ?

o तकरक मिा याकन और परत यायन कायक क लिए ईक यिएसी क सशक त हनान क लिए क या ककया जा सकता र?

o ववशष प ा स य ग य सकाय क कवषकत करन, िती करन और हनाए रखन तथा साथ री समानता क ‍ यान म रखन क लिए क या सस थागत उााय करन की वश यकता र?

o उन अ‍ यााक का क या ककया जाना चाटरए ज ााात नरी र? रनाया जाए ........ स थानातरण........... काउसलिग........... यट उन‍द र रनाया जाए त क या ा नसका समथकन करग?

o क या कॉिज क परधानाचायक और शासी ननकाय क व यय की िज‍ म ारी ी जानी चाटरए और उन‍द र नसक लिए जहावर हनाया जाना चाटरए?

o क या ववश वववयािय अगधननयम म ाकरवतकन ककया जाना चाटरए? o क या किानत की ननयिकत ख ज एव चयन सलमनत ार धाकरत र नी चाटरए? o क या सकाय ननयिकत सलमनत म मिा याकक क प ा म तीसर ा की उािसथनत र नी चाटरए ज

कवि कायकवारी क खगा और करा नक परस तत करगा। o क या िीस हााकर 00 र. परनतमार कर ी जानी चाटरए जह व यय 2000 र. परनतव यिकत स अगधक

र । यर जप रतम छातर क लिए छि न क साथ करना चाटरए। o क या शासी ननकाय क एकबतरत िीस क सहध म व यय ार ननणकय िन क लिए अगधकार टए जान

चाटरए? o क या कॉिज क परशासननक एव ववत तीय प ा स स वायत त र ना चाटरए? o क या कॉिज क अान ाायरमम कायक तयार करन की अनमनत ी जानी चाटरए नपरत यानयतक। o क या अ‍ यााक की ााच वषक की ारीववा की अवगध र नी चाटरए?

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II: बस‍थषा ओ ब‍र‍ाकि ब त‍रा‍रकत‍ षा ी ववश वववयािय की ववश व रककग, अनसधान और लशण म सस थागत नन‍ ाान क किन, सकाय सस य की ‍ यानत, ननय क ताओ क हीच ‍ यानत, ससाधन उािब धता, अतराक‍ रीय ववयागथकय की और करमयाकिाा म सरिागगता ट ार धाकरत र ती र। अगधकाश शीषक रककग वािी सस थाए, सयक त राज य अमकरका और यिक म अविसथत र। ववश वववयािय की ववश व रककग क शीषक 200 ा जीशन म िारतीय ववश वववयािय का नाम नरी र। यरा तक कक, िारत म शीषक रककग पराप त सस थाए िी, विशवक रककग म ननचि स थान ार र। नाई‍ स उच चतर लशा रककग 2012-13 क अनसार उच च रक वािी िारतीय सस थाए, िारतीय परशय गगकी सस थान, खडकार न234क, िारतीय परशय गगकी सस थान, म‍ हई न2 8क और िारतीय परशय गगकी सस थान, रडकी न267क र। क या नसका अथक यर र कक िारत म कवि नन‍ न गणवत ता वािी उच चतर सस थाए री र? िारत म परत यायन एजलसय की स थााना नस उश य स की गई थी कक उच चतर लशा क स तर और गणवत ता म सधार र । िारत न, गणवत ता श वासन क एक उााय क प ा म, 1994 म परत यायन एजलसय की स थााना की। उच चतर लशा सस थाओ स यर अाा की गई थी कक व अानी सस था या कायकरमम क परत यानयत करान क लिए परत यायन एजलसय स साकक करगी। परत यायन स विचछक था और नसक ाकरणामस वप ा कवि कछ सस थाओ न री साकक ककया और परत यानयत र । कवि 140 ववश वववयािय नयिजीसी वारा मान‍द यता पराप त 164 म सक न अान क रा‍ रीय मिा याकन और परत यायन ाकरष नएनएएसीक वारा परत यानयत कराया र और उनम स कवि 32 परनतशत क गरड अथवा नसस अगधक क ज म रखा गया र। एनएएसी वारा, 4,870 कॉिज म स कि 2,780 कॉिज क परत यानयत ककया गया र और ननम स कवि 9 परनतशत क ए अथवा नसस अगधक ज म रखा गया र। परत यानयत सस थाओ म स, 68 परनतशत ववश वववयािय और 91 परनतशत कॉिज क , एनएएसी वारा ववननट क‍ न गणवत ता मानड क स िक म औसत या औसत स कम ज म रखा गया र। िारतीय उच चतर लशा ाधनत म ववस तार र र तथा नसम ग और ववस तार र गा। यर उच चतर लशा क लिए हाती रई सामािजक माग क कारण र र। िककन, नस ववस तार म ज याातर शयर ननजी सस थाओ का र। नन सस थाओ म सववधाओ और लशण अगधगम परकरमया की गणवतता हर असत षजनक र। ववशष प ा स ननजी उच चतर लशा सस थाओ म तजी स व गध र न क ाकरपरष य म सस थाओ का किन और परत यायन मरत वािणक र ताकक उच चतर लशा म गणवत ता सननिशचत की जा सक।

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एनएएसी एक ननधाककरत समय-सीमा म किन और परत यायन शीघरता स ािरा कर सक नसक लिए परिावी तरीक और कायकनीनतया वश यक र। यिजीसी स ननगधयन सरायता पराप त करन क लिए उच चतर लशा सस थाओ क लिए परत यायन क अह, अननवायक हना टया गया र। ययवा यर एक सकारात मक कम र, अा ा-अवगध म हरत हडी स‍ या म सस थाओ क परत यानयत करन का म ा, परत यायन एजलसय क लिए चनशती र। कछ राज य सरकार , ववशषत राज य उच चतर लशा ाकरष न स वय अानी परत यायन यिननन स थावात की र। परत यायन की परकरमया क ववकन‍द रीकत करन की टशा म यर एक मरत वािणक कम र। उच चतर लशा सस थाओ न तकरक गणवत ता श वासन परक ‍ िी स थावात ककए र। उनकी कायक-ाधनत और सस थाओ क समगर गणवत ता सधार ार नसक परिाव का अिी किन ककया जाना र। रककग और परत यायन स सहगधत म न ववचार-ववमशक क लिए कई परश न उ ाए र। ववचषा ा-वव कश ‍ ‍िए ‍रक‍‍ी‍‍

ववश व रककग म श क स थान म सधार िान क लिए क या िारत क अान ससाधन श ध ववश वववयािय , लिहरि रटकस और सामािजक ववजञान ार किन‍दरत करन चाटरए?

क या िारत क , िारतीय ाकरिसथनत क और अगधक अनकि ि सकतक क धार ार स वय अानी रककग ाधनत तयार करनी चाटरए चिकक अन‍द य रककग परणालिय म ाकरका ानावववषयगत कारक क लिए कािी मरत व टया जाता र िजसम िारतीय ववश वववयािय रानन उ ात र।

क या सिी सस थाओ नचार सस था सावकजननक प ा स ववत त-ा वषत र या नरीक क लिए परत यायन क अननवायक हनाया जाना चाटरए? क या यर दि‍नक ण सरी र अथवा नरी।

रम परत यायन की परकरमया क ककस परकार सकर हना सकत र ताकक परकरमया क वस तारक प ा स और अगधक व यावराकरक तथा ाारशी हनाया जा सक?

क या रम, कायकरमम परत यायन या सस थागत परत यायन या न ार ‍ यान क टरत करना चाटरए।

8

III:‍वविी ी‍र‍त वत‍गषा ‍ ‍ षा ा‍एषा ीषा उच चतर लशा म ववननयमन का म‍ य उश य, हाररवी ाचवषीय य जना म यथा उिाििखत समता, ववस तार और उत क‍ नता क तीन उश य क ािरा करना र। िारत म ववननयामक की हरतायत र और उच चतर लशा, तकनीकी लशा और व यावसानयक लशा क लिए ाथक ववननयामक र। तथावा,यर मरसिस ककया गया र कक एक एकि ववननयामक सस था ज याा कारगर र गी, क य कक ववननयम की हजाय ज पराय ववननयम क कायाकन‍द वयन ज याा समस या ा ा करता र। अलिशासन की गणवत ता का म ा, सस थाओ वारा उाय ग की जा ररी स वायत ता क म स घनन‍ प ा स सहगधत र। उच चतर लशा सहधी परथम य ग न1948 म राधाक‍ णन य गक क समय री ववश वववयािय क और अगधक स वायत तता परान करन और ननक अलिशासन और परहधन म सरकारी रस ता क कम करन क लिए स तकक टय जात रर र। उच चतर लशा सहधी य ग न ववश वववयािय क ववधायी रममवकक और एक सशक त शासी ननकाय, िजसम हाररी सस य क शालमि ककया जाए, ार ज र टया था और करा था कक ववश वववयािय क “खि स मक त” रखा जाए। ववश वववयािय स अा ा की गई थी कक व एक स व-ववननयामक सस थाओ की तरर ररगी और यिजीसी वारा ननधाककरत मानक का स विचछक प ा स अनाािन करगी। सरकार की, अगधकार और ननयतरण की ििलमका क हित रए नस किन कताक और सचािन की ििलमका म हि कर सस थागत स वायत तता क सरज हनान की वश यकता र। नस ाकरदश य म, उच चतर लशा परणािी की मता म व गध करन की वश यकता र ताकक समिन‍द वत ववननयामक सधार क मा‍ यम स यर स वय-अलिशासन कर सक। तथावा, उच चतर लशा क कछ तर जस परवश की अनमनत ना, ववयागथकय की स‍ या और ाायरमम क शप करन क सहध म सचािन ननणकय िन क अनमनत, अलिशासन और परहधन तथा ववयाथी अगधगम क स तर स सहगधत म की समगर नन‍ ाान की मॉनीनकरग म ववननयमन की वश यकता र ती र। साथ री सावकजननक और ननजी सस थाओ म और अगधक ाारलशकता अाषिकत र। िजसम उनस यर अाषिकत र कक व ािखि , शा क , सकाय, कायकरमम , ननय जन , अलिशासन, ववत त, व यवसाय सहध और स वालमत व स सहगधत मरत वािणक मानकीकत सिचनाए नरी छााएग। जस-जस रम एक ववलश‍ न ााच स एक जन-साधारण ााच की ओर अगरसर र त र, रम ननजी उच चतर लशा सस थाओ म तीर व गध ाात र। ननम स कछ ववश वववयािय और कॉिज म समगचत अवसरचना और सकाय स‍ या का अिाव र और श िणक स तर खराह र और य ववयागथकय स अत यगधक शा क ित र। तथावा, यर सननिशचत करन क लिए कक ननजी सस थाए, गणवत ता, समता और ाारलशकता क लिए परनतहध रर, ववननयामक क मा‍ यम स कम उ ान की वश यकता र ती र। वतकमान ववननयामक रममवकक क ान तयार करन की वश यकता र ताकक नiक उच च-गणवत ताारक लशा रत नव-ाकरवतकन िान और उािब ध करान क लिए ार ाकार क नरा स ननजी ननवश क पर त सारन

9

टया जा सक। नiiक जनता क ननजी सस थाओ क सहध म सिचना की हरतर उािब धता क हाावा टया जा सक; नiiiक यर सननिशचत ककया जा सक कक उन सस थाओ ार तरन‍द त कारकवाई की जाए ज अनगचत कायो म लिप त र। परत यायन की ाधनत सस सधार क लिए मरत वािणक र गी और नस समयहध प ा स ाारशी और कायकशीि हनाए जान की वश यकता र। छत तीसगा म 200 का ननणकय, िजसम 117 ननजी ववश वववयािय क ह करन का श टया गया था, क य कक व यिजीसी वारा 2003 म ननधाककरत ककए गए ववननयामक का अनाािन नरी कर रर थ, जस मामि िी रए र। राि री म व यिकतगत प ा स ननरीण क हा 41 समवत ववश वववयािय का समवत जाक वाास ि लिया गया था क य कक उनम उन अवसरचना सववधाओ की कमी थी ज गणवत ताारक लशा उािब ध करान क लिए अाषिकत र ती र। सहध करन की परणािी म िी सधार िान की वश यकता र क य कक अगधकाश अ‍ याान, सहध कॉिज म र ता र। सस थागत सधार की वश यकता र िजसक वारा सहध ववश वववयािय स अाषिकत र गा र कक व ान अानी कॉिज ववकास ाकरष तयार कर और अान कॉिज क सिी श िणक, परशासननक और ववत तीय मामि म और अगधक स वायत तता परान कर। ववचषा ा-वव कश ‍ ‍िए ‍रक‍‍ी‍ क या ववननयमन की मशजिा परणािी न रमारी सस थाओ क ववकास का मागक अवरध कर टया र?

क या यर हरतर र गा कक ववननयामक सस थाओ की स‍ या म कमी की जाए औरवअथवा उन‍द र किर स गट त ककया जाए ताकक व परिावी प ा स कायक कर सक। काया ववस तारािवकक जाच कर।

रम उच चतर लशा की सस थाओ क स वायत तता परान करत रए ककस परकार जहावरी क उााय सननिशचत करग?

क या मशजि ा ववननयम ायाकप त र और ववननयम क ककस परकार िागि ककया जा सकता र? ववननयामक सस थाओ क ककतनी स वायत तता लमिनी चाटरए? क या परत यायन परात ताओ वारा ननरीण कायो क ह कर ना चाटरए? क या परत यायन क लिए ततर क ननिानन रखा जाना चाटरए और य र ननधाककरत करन क लिए

ननयलमत प ा स वीडडय गरािी साष य रख जान चाटरए कक ककस सस था क क या रककग ी गई र? ननजी तर वारा लशा तर क क या ववर धािासवचनशनतया ी गई र ज लशा क छातर तथा

लशावव क मिा य ार एक िाि कमान वाि उयम क प ा म ाकरवनत कत कर रर र।

10

IV:‍ दरी ‍बस‍थषा ओ ब‍र‍तिग‍िी षा श ा‍ििि षा ब

क रीय सस थाओवक रीय ववश वववयािय क सामािजक ाकरवतकन और ववकास की परकरमयाओ म एक परमख सस था क प ा म जाना जाता र। सहस अगधक स ा‍ न ििलमका ज उन‍द र ननिानी र ती र वर अनसधान और उच च कशशि पराप त कालमकक क तयार करन की र ताकक उत ाान तर की वश यकताओ क ािरा ककया जा सक। नस मरत विाणक ििलमका क कारण उन‍द र नागकरक समाज की नई सस थाओ का ननमाकण करन, नए सास कनतक मिा य क पर त साटरत करन और सरज हनान तथा नव-सामािजक सभरात क परलशण और समाजीकरण म उनकी ििलमका स िर नरी रखा जाना चाटरए।

क रीय ववश वववयािय स थायी और सतत सस थाए र त र। नन‍द र ह गधमताािवकक डडजायन, अलिशालसत और ववत त-ा वषत ककया जाना अाषिकत र ता र ताकक रमारी विशवक छवव और परनतस ाधाकत मकता क हनाए रखा जा सक। नन सस थाओ का उत तरानयत व र ता र कक व हशगधक सि‍मिण क अनसरण म, ारारागत ववषयक हाधाओ स ग ननकि और शषिकक उारमम उयम और जञान उयमशीिता की सस कनत का ननमाकण कर। उन‍द र नस तरीक स तयार ककया जाना चाटरएकक व छातर सस तरीक और स तर की उच च लशा परानकर ज नन ववश वववयािय क एक ववशष जाक परानकर और यर जाक उनकी गामी नई का की अनन‍द यता अथवा गणवत ता की हजाय उनकी उाििबध क परनतिि तथा परिाव की व यााकता ार धाकरत र ।

क रीय ववश वववयािय क शषिकक ा षक की ििलमका ननिानी चाटरए, ज उस िणी क यवा उीयमान लशा-शािसतरय और वजञाननक का ववकास और ननमाकण करग, िजनकी अत यगधक माग र। क रीय ववश वववयािय अान गम तर म तीन ववलिन‍द न स तर नकक कनन‍ शषिकक ननक यहरनसक नखक वकर‍ श िणक ननक यहरनसक और नगक उच चतर श िणक ननक यहरनसक ख ि। कनन‍ , वकर‍ और उच च श िणक ननक यहरनसक, रममश ारिी स वी का नवी स हाररवी का, स तर और यिजीवाीजी क ववयागथकय क हीच जञान और श ध अलिमखी परववतत क ि‍ तर हनान क लिए उत तरायी र ग।

श क क रीय ववश वववयािय क ववलश‍ न िष य टए जा सकत र िजन‍द र श ध और लशण की रा‍ रीय पराथलमकताओ क रममवकक क िीतर पराप त ककया जाना र गा ताकक श म तरीय ववकास क सकर हनान क लिए ववशषजञ तयार ककए जा सक । नसी परकार, क रीय ववश वववयािय क पर िसर क जिननयर और ननरमीडडएन स तर ार सप तारवाखवाड म एक हार ववयागथकय क लशा परान करन का कायक टया जाना चाटरए, ताकक ववयागथकय क मरत वािणक श िणक कायक क लिए पर त साटरत ककया जा सक। ववचषा ा-वव कश ‍ ग‍रक‍‍ी‍

कन‍द रीय ववश वववयािय ककस परकार ननधाकरक ििलमका ननिा ााएग? नन सस थाओ क उत क‍ नता कन‍द र म ाकरवनत कत करन रत क या कम उ ान वश यक र?

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तरीय स तर क ववकास परयास क समथकन रत ककस परकार स वायत त और सस थागत स तरीय ारि क पर त साटरत ककया जाए?

सीएिई अान स थानीय तर म और उनक स-ाास शषिकक सस थाओ क सरय ग क लिए ककस परकार एकजन कर सकत र?

अकालमक उत क‍ नता क पर त सारन और परचार रत सीएिई ककस परकार सरायता कर सकत र, नसक लिए सझाव ।

सीएिई अान तर म उच च लशा क लिए ककस परकार सरायता कर सकत र, नसक लिए सझाव ।

क या क रीय सस थाओ क उनक जीवन की गणवत ता म सधार करन क लिए नजीक क सम ाय और स कि ि क साथ ज डा जाना चाटरए।

क या उनक कायक तथा लशण एव श ध की गणवत ता क सम ाय क साथ ज डा जाना चाटरए? ववत तीय सत यनन‍ ा एव परशासननक एव शषिकक उत क‍ नता सननिशचत करन क लिए रम

सीएिई क लिए नन‍ ाान मानक क स ननधाककरत करग? रम क रीय ववश वववयािय म जीईर म 2% क वतकमान स तर स 10% तक की व गध क स

करग?

12

V:‍षा वश जिी‍ाषा ज‍ ‍वव‍‍ववव षा ए ‍ ‍ षा ा‍ाीषा श म राज य सावकजननक उच चतर लशा परणािी ार ववचार-ववमशक र त रर र और उनम हिाव,

ान सरचना और सधार की स‍ त जप रत क स वीकार ककया गया र। नन म म राज य सावकजननक ववश वववयािय म उा किानतय की ननयिक त स िकर, नन‍द र स‍ हध करन की परणािी और अलिशासन तक शालमि र। ववश वववयािय म नशकरशारी का ह िहािा र। लशक की हर कमी र और नन‍द र तथक प ा स ननयक त ककया जाता र। सस लशक उन‍द र ककए जान वाि तच छ िगतान स लशण और अनसधान करन म असमथक र। य ववश वववयािय ननणकय िन म स वततर नरी र राज य सावकजननक ववश वववयािय ार थ ा गए ववननयम और सिी अकालमक सधार एजण डा या त उन ार िार-स वप ा र अथवा ननकी उगचत मानीनकरग नरी की जाती र। गणवत ता म सधार क लिए ववश वववयािय और कािज क परत यायन की परणािी र, नसक हावजि सावकजननक उच चतर लशा ार नसका क ई खास परिव नजर नरी ता।

राज य सावकजननक वविश वयािय म सावकजननक ससाधन की कमी र और नसक कारण स व-ववत ता वषत ाायरमम का परसार र र। ननस र सावकजननक ववश वववयािय परणािी क कछ कािज उच च अकालमक मानक रखत र, तह िी गरामीण और अकध-शररी तर म अह िी कछ कािज सस र ज वाछड रर र। कािज की कशिता और कायक परणािी म सधार रत क ई व यवस थागत स च नरी र। राजनीनतकरण हरत अगधक र और कारा रन म कायक करन की नच छा रखन वाि क लिए यर अनाकषकक गतव य हन गया र। सावकजननक ववश वववयािय म श ध स तर अत यत नन‍ न र। नन ववश वववयािय वारा टए जान वाि डाक न रन हर नन‍ न गणवत ता क र। लशक क िी अनसधान क पर त साटरत करन क अवसर नरी लमित।

राि री क वषो म राज य म ननजी ववश वववयािय का परसार िी र र और ननजी ववश वववयािय म मानक क अनरण रत क ई मजहित ततर नरी र। नसलिए राज य सावकजननक ववश वववयािय और कािज म व यवस थागत सधार ार ववचार करन की वश यकता र। िजन म ार ववचार ककया जाना र व र नकक ववश वववयािय म उा किानतय की ननयिक त; नखक कछ राज य ववश वववयािय स सहध कािज की स‍ या; नगक राज य सावकजननक ववश वववयािय और कािज का ववत ता षण; नघक लशण और अनसधान क मानक क पर त सारन; नड.क लशक की िती की परकरमया।

ववचषा ा-वव कश ‍ ग‍रक‍‍ी‍

अवसरचना, अकालमक सरय ग और अरकता-पराप त लशक क परावधान क सहध म राज य वविश वयािय क ककसी परकार सदा ककया जा सकता र?

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राज य ववश वववयािय म ााान वाि सकाय सस य म अनसधान क ककस परकार पर त साटरत ककया जा सकता र?

क या सहध कािज की स‍ या क धार ार ववश वववयािय क सहध म ननणकय िना एक अच छा ववचार र गा?

क या ाारशी और परनतस ाधी ननयिकत परकरमया राज य ववश वववयािय की सरायता करगी? क या कॉिज क स वायतता परान करना हरतर र गा? क या यर वाछनीय र कक मालसक िीस जप रतम छातर क लिए छि न परान करत रए हाा ी

जाए? क या शासी ननकाय क एकबतरत िीस क सहध म व यय और उस कारास ननगध म अतकरत करन

क सहध म ननणकय िन रत सशक त ननकाय हनाया जाना चाटरए? क या कॉिज क परशासननक एव ववततीय स वायतता ी जानी चाटरए? क या कॉिज क ाायरमम का सजन करन क लिए शषिकक स वायतता ी जानी चाटरए? क या िीस क हााया जाना चाटरए और कॉिज क अवसरचना म सधार करन क लिए नस रखन

की अनमनत ी जानी चाटरए? क या अनहध अ‍ यााक क स थायी अ‍ यााक वारा परनतस थावात ककया जाना चाटरए? क या जह अ‍ यााक कायक नरी करत र त उन‍द र रना टया जाना चाटरए?

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VI: उच‍चगा‍िकषा ‍ ‍शकए‍ववषा ‍ ‍ज नीषा

लशषिकत म हाती रई हर जगारी स मा‍ यलमक और उच चतर लशा म र जगार-य ग य कशशि ार

‍ यान न की वश यकता र। ककसी िी श क ववकास रत कशि जनशिक त क हर मरत वािणक माना जाता र। यर सवक ववटत र कक व यावसानयक लशा और कशशि स व यिक तय की उत ााककता, ननय क ताओ की िाि अजककता और रा‍ रीय ववकास म व गध र ती र। असगट त तरकी वश यकता क ािराकरन और हच च म स व-र जगार कशशि उत ान‍द न करन क लिए ववलिन‍द न ाायरमम क मा‍ यम स कशि जनशिक त क ववकलसत करना री व यावसानयक लशा का िष य र। यर खत रए कक अथकव यवस था क औाचाकरक तर म जनस‍ या का कवि 7 स 10 परनतशत री कायकरत र अत व यावसानयक लशा क ववकास स अनशाचाकरक तर म कशि जनशिक त क िगाया जा सकगा िजसस उत ााकता म व गध र गी। कन‍द रीय लशा सिारकार ह डक नकहक और रा‍ रीय जञान य ग नएनकसीक न िी व यावसानयक लशा तक ारच म सधार और िागीारी की वश यकता ार हि टया र और म‍ य धारा की लशा परणािी क अतगकत व यावसानयक लशा क िचीिान की लसिाकरश की र कशशि ववकास और गथकक ववकास क हीच साकक हनान रत ननजी-सावकजननक िागीारी नाीाीाीक क सदा करन तथा नवाचारी डडिीवरी मॉडि ार ‍ यान न की वश यकता र। िम हाजार ार परशय गगकी और वश वीकरण क परिाव स कायक मारशि और ज याा जटनि र गया र, कायककरण की िगातार हिती ननया स ाार ाान क लिए नए-नए कशशि की वश यकता र। ारत यर लशा परणािी िम हाजार की माग क ािरा करन म सम नरी र। कायक शिक त की र जगार मता म व गध करन और अगधक र जगार अवसर ा ा करन क लिए नस परणािी की परिाव मता क हरतर हनाना एक परमख म ा र। नसक अिावा, कशि काम गए तयार करन स िम हाजार की कायक मता और िचीिाान हाता र। िारत न वषक 2022 तक 00 लमलियन व यिक तय क कशशियक त हनान का िष य रखा र। नीनतगत पराथलमकताओ और यवाओ की मता क उाय ग क मनजर, शषिकक ननय जन और परहधन क तर म कशशि ववकास का मरत व और ज याा हा जाता र। लशा और कशशि ववकास क ज डन क लिए कई कम उ ाए जा सकत र। कशशि ाायरमम क सय जन और ववकास की सिावनाए र – एनएसक यिएि; ाालिनक नीक म साम ानयक कािज की स थााना; श म वटनककिवराकरजान‍द नि म िब िनी की सववधा रत अवर-स नातक स तर ार व यावसानयक अ‍ ययन कायकरमम और कशशि रमडडन रासिर रि कर सकता र, रम कशशि-डडप ि मा-डडगरी अतराि क ाानना रि कर सकत र और तर ववलश‍ न कशशि क पर त साटरत कर सकत र। नसी परकार, ाॉलिनक नीक लशा र जगार य ग य कशशि ार ‍ यान टया जा सकता र। ववचषा ा-वव कश ‍ ग‍रक‍‍ी

लशा क ककस स तर ार कशशि क रि ककया जाना चाटरए? क या कशशि क उच च लशा म रि नरी ककया जाना चाटरए?

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वश यकता धाकरत र जगार य ग य कशशि ाायरमम क रि करन क लिए क या परयास ककए जान चाटरए?

लशषिकत की र जगार मता म व गध रत सामान‍द य व यावसानयक ाायरमम क म‍ य अतराि क ाानन क क या तरीक र सकत र?

अनशाचाकरक तर म ारि स री मशजि कशशि क परमाणीकरण रत परावधान करन क लिए कशन सा सस थागत ततर स थावात ककया जाना चाटरए?

कशशि धाकरत लशा क पर त साटरत करन रत लशा और उय ग क म‍ य सहध ककन तरीक स स थावात ककया जाना चाटरए?

कशशि-धाकरत ाायरमम क चनन क लिए िावी यवाओ क ककस परकार का मागक-शकन और ारामशक परान ककया जाना चाटरए?

क या सस लसएन डडगरी क सम ाय कॉिज म रि नरी ककया जाना चाटरए? जसा कक अमरीका म ककया जाना चाटरए?

क या उच च लशा म ककसी िी स तर ार परवश तथा ककसी िी समस नर क अत म अस थायी एिकजन की अनमनत नरी ी जानी चाटरए?

क या ननयलमत ाायरमम कशशि क मॉययिि क ाातर हनात र ज ननय जनीयता म व गध करत र?

‍

16

VII:‍ क‍ग‍ वब‍िास‍थ‍िकषा ‍रा‍नीएषा नी‍रषा च षा श बव श ी

अकिी ाार‍ ाकरक लशा उच चतर लशा की वश यकताओ और मरत वाकााओ क ािरा नरी कर सकती। िरस थ लशा उच चतर लशा की हाती माग क ािरा करन क लिए एक मरत वािणक साधन क प ा म उिर ररी र। मक त एव िरस थ लशा नओडीएिक की हाी रए ारच की परािपत, कशशि ववकास, मता ननमाकण, परलशण, ननय जनीयता, जीवनायकन‍द त लशा एव सतत लशा क लिए एक मरत वािणक ाधनत क प ा म ारचान की गई र और उस स वीकार ककया गया र। मक त एव िरस थ लशा न िारत की लशा सरचना क ववकास म मरत वािणक य गान टया र। यर उन छातर क , ज अाना र जगार नरी छ ड सकत या ककन‍द री कारण स ननयलमत काओ म उािसथत नरी र सकत, क लिए मच उािब ध कराती र। रमारी िरस थ लशा ाधनत म एक रा‍ रीय मक त ववश वववयािय नामत नटरा गाधी मक त ववश वववयािय ननग निक और 14 राज य ववश वववयािय र। नसक अिावा, अनक कन‍द रीयवराज य ववश वववयािय िी िरस थ ाधनत स ाायरमम परान करत र। मक त और िरस थ लशा सस थाओ म 10 परनतशत नामाकन सननिशचत करन क लिए ओडीएि का ववस तार परस ताववत र। तथावा, िरस थ लशा म गणवत ता सहधी म र ज ओडीएि ाधनत म सधार की ओर ‍ यान कवषकत करत र। माधव मनन सलमनत न श म ओडीएि क कायाकन‍द वयन म कनताय ाकरवतकन का सझाव टया र।

राि री म व यााक मक त ननिानन ाायरमम नएमओओसीक न हडी ताा म ि ग का ‍ यान कवषकत ककया र। एमओओसी धननक ाायरमम क परनत स वततर ारच हनाता र ज ववश वववयािय स तरीय लशा की िागत क कम कर सकता र और उच चतर लशा क मशजि ा मॉडि क मरत वािणक ाग स हि सकता र। नसन ववलिन‍द न उच चतर लशा सस थान वववश वववयािय क मक त लशा प िनिामक की स थााना क मा‍ यम स अान ाायरमम क ननिानन उािब ध करान क लिए पर त साटरत ककया र।

िारतीय ववश वववयािय क मानववकी, सामािजक ववजञान, ववजञान और परशय गगककय म एमओओसी कायकरमम हनान की जप रत र। यर कायकरमम मक त लशा, ननिानन लशा क व यााक स िक म र ना चाटरए और नस करन की जप रत र। लशा शास तरीय दि‍न स ववश वववयािय क अ‍ ययन कायकरमम , लशण-अगधगम सामगरी, वीडडय ट, ननिानन ाायरमम की शप त करन क लिए िजनकी जप रत र सकती र,की ववषय-वस त तयार करन की वश यकता र। ाायरमम क स वप ा और ववषय-वस त ार ननिकर करत रए अन‍द य सस थाओ स सरय ग हााना अानी ारच हाान की टशा म मरत वािणक र।

एमओओसी म परनतिागगता क लिए परलशओ क परकरत करना अनक उच चतर लशा सस थाओ क

स नकर ा डर की अलिप गच का मरत वािणक तर र। श धकताकओ वारा ययिक यिननवलसकनी म ककए गए सवण क ाकरणाम शाकत र कक परतीकात मक प ा स चार ििणया, कक ववषय-वस त की समझ; खक खि, मन रजन, सामािजक अनिव और हशगधक पर त सारन; गक साधन, मतशर ार ाार‍ ाकरक लशा ववका ा

17

म न वािी हाधाओ क साथ सय जन और घक ननिानन लशा क अनिव या उस सीखना छातर-पररणा क अतगकत ती र।

जञान परसारण ाधनत अानान क लिए एमओओसी की ि चना की गई र; वस तत नन‍द र परशय गगकी-समगथकत ाार‍ ाकरक लशक-किन‍दरत लशा माना जाता र। यर ाधनत व यिकतगत अनिव परान करती र िजसम यर छातर क ननिानन सामगरी क मा‍ यम स ववका ा अानान का अवसर और स वचालित िीडहक िी ती र। तथावा, य र ाधनत सामािजक अगधगम अनिव या छातर की व यिकतगत प ा स ननगरानी नरी करती।

उच चतर लशा सस थाओ क लिए एमओओसी की गणवत ता सननिशचतता का म ा एक हरत हडा सर कार ररा र। कई मामि म अन‍द य ननिानन ाायरमम की तिना म एमओओसी-सरचना की कमी र और नसम शाय री अन शक या लशक की कन‍द रीय ििलमका ररती र । एमओओसी की मक त परवनत उन ि ग का समिर हनाती र िजन‍द र न नस लशण दि‍नक ण स जडन और नसक परनत श वस त ररन का चनाव ककया र। एमओओसी परनतिागगय स डडिजनि सारता क ननधाककरत स तर की माग करता र िजसन ारच म समावलशता और समानता क सर कार उत ान‍द न रए र। वव कश ‍ ‍रक‍‍ी

क या मक त ाायरमम और एमओओसी कॉिज तथा ववश वववयािय म लशण क अनािकरतवसािकरत ककया जाना चाटरए?

क या ाक राज य म िसथत कॉिज और ववश वववयािय म एनकएन या एनएमईईसीनी क मा‍ यम स कनिकनववनी उािब ध र?

क या ा एमओओसी या ववशष ननिानन ाायरमम क हाावा न का सझाव त र? यट रा, त क या ा हता सकत र कक ाक राज य म ककस ववषय स सहगधत ननिानन ाायरमम िािायक र ग?

ननिानन ाायरमम क कायाकन‍द वयन म कशन-कशन सी हाधाए र और उन‍द र िर कस ककया जा सकता र?

एमओओसी ककस सीमा तक मन-सामन की लशण-अगधगम परणािी धाकरत ाार‍ ाकरक सस थाओ क लिए ववका ा र सकता र?

गरामीण तर म एमओओसी तक ारचन म कशन-कशन सी हाधाए र? एमओओसी अगधगम अवसर क ववस तार या मशजिा ाायरमम की गणवत ता सधारन म कस

म कर सकता र? क या छातर क ककसी िी समय लशण क लिए डीनीएच की सववधा ी जानी चाटरए? क या ननिानन ारीा गरडडग क 20% तक र नी चाटरए?

18

VIII:‍रकश गतर‍ गथश ग‍िक ‍ ‍िए ‍अवा

ज परशय गगकी रर जगर व याप त र और नसका परिाव रमार ननक जीवन क सिी तर क परिाववत करता र। सिचना और सचार परशय गगकी म रए ववकास न श िणक सवा क परान करन क तरीक हि टए र। परशय गगकी सस थागत अन श , ननधाककरत अ‍ ययन कायकरमम और लशक किन‍दरत लशण-अगधगम परकरमया क ायर स हारर ननकाि कर लशा और अगधगम म समथक हनाती र। ईसीनी स कि ि और ववश वववयािय क ायर स हारर लशा परािपत म म करती र। लशा सवाए परान करन की अन‍द य ाधनतय क हा न-िननिग की सहस अगधक माग र। वा डक सि‍मन नन नन‍द ि मशन स सायनी नडब ा यिएसईएसक और 2000 क परारि म अन‍द तराक‍ रीय स‍ मिन की िखिा न-िननिग की पराथलमकता क परमख तर क प ा म हि ती र। ज डडिजनि सारता और न-कशशि न य, य और वगक की हाधाओ क िर कर टया र। िारत सरकार उच चतर लशा एव श ध क ज डन और लशा एव परशासन क सिी स तर ार ॉडहड कनिकनववनी उािब ध करान की य जना हना ररी र। परशय गगकी म डडलिवरी परयास म तजी िान, डडलिवरी की गणवत ता का स तर स थावात करन और उाि क ताओ क गणवत तायक त सवाओ की डडलिवरी करन की मता र हशत, उाि क ता, पराता और डडलिवरी तन‍द तर सिी समान प ा स परशय गगकी क सिष म ि क परनत जागप क र । श और तर क हीच परशय गगककय और साधन की व यााक ककस म व याप त र। एक समय वर था जह व श ज लशा क लिए रडडय और डीवीडी ार ननिकर र त थ, ज म हानि ि न, एमाी 3 प ियर, डडिजनि कमरा या वीडडय गम उास कर ट ववगधय का परय ग कर रर र। परशय गगकी क सिी िाि क मनजर सिचना और स‍ परषण परशय गगकी क मा‍ यम स रा‍ रीय लशा लमशन नएनएमईईसीनीक क सिी उच चतर लशा सस थाओ म ‘किी िी करी िी’ ाधनत स सिी परलशओ क िािाथक लशण और अगधगम परकरमया म ईसीनी की स‍ िाव यता क शिकत परान करन क लिए वषक 2009 म अनम टत ककया गया था। नसक म‍ य घनक र -

एक सस डडवानस क परावधान क साथ सस थाओ और परलशओ क कनिकनववनी परान करना; कनन ननमाकण।

िगिग 404 ववश वववयािय क 1 जीहीाीएस नगगा हानरटस परनत सकडक की कनिकनववनी परान की गई र या य जना क तरत उन‍द र उसी क समप ा हना टया गया र और 19,8 1 कॉिज क िी वीाीएन कनिकनववनी उािब ध करा ी गई र। 2 0 स िी अगधक ाायरमम क ािरा कर लिया गया र, उन‍द र रा‍ रीय परशय गगकी समगथकत लशण नएनाीनीईएिक िज-I म उािब ध करा टया गया र और एनाीनीईएि क िज-II म ईईनी, मरास वारा नजीननयकरग और ववजञान क ववलिन‍द न ववषय म अन‍द य 996 ाायरमम क तयार ककया जा ररा र। कम िागत वािी एक सस-कम-क‍ प यिटनग डडवानस

19

काश-2 क 11 नव‍ हर, 2012 क शप ककया गया था। ईईनी ह‍ हई वारा एनएमईईसीनी क तरत तयार ककए गए ए-व यि सॉटवनवयर का परय ग करत रए लशक क सशिकतकरण क लिए एक समय म 10000 अ‍ यााक क हच रत अनक कायकरमम तयार ककए गए र। नस स िक म िारत ससी परशय गगककय और डडवानस ार तिी ननिकर रर सकता र जह नन परशय गगककय क अानान क लिए यर अवसरचना गरामीण और िरस थ तर म उािब ध करवा ी जाएगी। उच चतर लशा क तर म ववश व स तर ार जञान परवार क अलिगररण रत रम ाधनत क उन‍द नयन करन की जप रत र। ववश व स तर ार र रर ाकरवतकन क मनजर स थानीय वश यकताओ क ‍ यान म रखत रए उच चतर लशा स सहध परत यक कॉिजवववश वववयािय क धननक परशय गगकी की दि‍न स सववधाओ क उन‍द नयन की जप रत र ज परलशओ क व यााक प ा स समथक हना सक। ननिशचत प ा स लशण-अगधगम स थि ार वाई-िाई और क‍ प यिनर सववधाए वश यक र। ारन‍द त, किर परश न यरी उ ता र कक सरकारी सरायता स चि रर कॉिजवववश वववयािय म हडी स‍ या म नामाककत छातर ककस र तक वाई-िाई और ास तकािय म क‍ प यिनर, ई-िानरी, ई-हक स, डडिजनि िानरी जसी मरगी सववधाओ का परय ग कर ाात र।

वव कश ‍ ‍रक‍‍ी

क या छातर और सकाय नीईएि की वश यकता और मता क समझत र, यट रा, त व अगधकतम परय ग क लिए नस ककस परकार स ज डना चारत र।

क या परशय गगकी क मा‍ यम स लशा ािरी करन क लिए वश यक अवसरचना उािब ध र। क या सस थाओ वारा एनाीनीईएि, एनएमईईसीनी क ई-कनन या अन‍द य ककसी निक रॉननक

कनन का परय ग ककया गया र, यट रा, त नसक क या-क या िाि और रानन र? काया ववशषप ा स नस हात का उा िख कर कक नीईएि कॉिज और ववश वववयािय की

श िणक लशण और अनसधान म ककस परकार स सरायता कर सकता र? यट क ई सवोत तम परकरमया र त साझा कर। क या कशशि ववकास ाायरमम क परशय गगक समगथकत र ना चाटरए? क या अ‍ यााक परलशण क लशक प ा स नन िानन ककया जाना चाटरए। कशशि ववकास कायकरमम की शप त क लिए समय-सीमा क या र नी चाटरए - उाररणतया

नमाना कक राज य म 00 कािज रक क या रम 0 कािज क 201 क शषिकक सतर, 100 क 2016 क, 300 क 2017 क और 00 क 2018 क शषिकक सतर तक शप कर सकत र।

20

IX:‍ तरत ‍अ षा ीगषा ओ ब‍षा ‍ षा षा ी

िारत म लशा का परसार तर और समिर क हीच असमानताओ स िी जडा र र। उच चतर लशा की सििता सननिशचत करना अगधक िागीारी गनतशीिता िान क लिए मरत वािणक र िजसस सकि नामाकन अनाात म व गध र । वस तत िारत म उच चतर लशा क परसार की परकरमया म तरीय असमानताओ म व गध रई र। राज य म उच चतर लशा क ववकास म ववयमान असमानताए जीईर नसकि नामाकन अनाातक म लिन‍द नताओ का अच छा सिचक र। रा‍ रीय स तर ार जीईर 2002-2003 म 8.97 परनतशत स हाकर 2011-12 म 20.4 परनतशत र गया र।

कछ वषो स नामाकन नजीईरक म अत राज यीय असमानताए हाी र। वषक 2002-03 म ज‍ मि और कश मीर म जीईर की लिन‍द नता -0 परनतशत और चडीगा म 28.7 परनतशत ररी। वषक 2011-12 म जीईर लिन‍द नता झारखड म 8.4 परनतशत और चडीगा म 3 परनतशत क हीच ररी। यर शाकता र कक वषक 2002-03 म जीईर लिन‍द नता म 23.7 परनतशत बह स िकर वषक 2011-12 म 44.6 परनतशत बह तक व गध रई। जीईर म हाती र असमानताए ववलिन‍द न राज य और सघ राज य तर वारा अनिित व गध की र म लिन‍द नता क कारण र। राज य स तरीय कड की गरन जाच स सकत लमिगा कक जीईर म अगधक व गध म‍ यता उन राज य म रई जरा कि सस थाओ और नामाकन म ननजी सस थाओ की टरस स ारी अगधक थी। नसका अावा छ न राज य और सघ राज य तर जस टा िी, चडीगा र। यरा धर परश और कनाकनक की तरर षिकण राज य की उच चतर लशा सस थाओ क अत यगधक कन‍द रीकरण का मामिा िी र। चिकक हरत स राज य म जरा ववशष प ा स गर-सरायता पराप त ननजी तर जीईर की व गध म मरत वािणक ििलमका ननिाता र नसलिए उसम सामरथ यक और गणवत ता क मामि परमख गचता क ववषय रर र। नवीनतम साष य स िी ान ाि‍न रई र कक उच चतर लशा म सरिागगता तर और राज य तथा सामािजक समिर और जन‍द डर म असमान ववतरण क कारण र र। जहकक, धर परश म कॉिज की अगधकतम स‍ या अथाकत परनत 100,000 की जनस‍ या ार 48 र, यर बहरार, झारखड और ािशचम हगाि म परनत 100,000 की हाी ार 6,7 और 8 र। नसी परकार चडीगा का 3 परनतशत उच चतम जीईर नसिी समिरक र। िककन अनसिगचत जानत का जीईर 19.2 हना र र। जहकक गजरात म जीईर रा‍ रीय औसत स कम र, राज य का कि और अनसिगचत जानत का टरस सा रममश 17.6 परनतशत और 18 परनतशत र। कई ािवोत तर और ािवी राज य म जीईर रा‍ रीय औसत स नीच र। गरामीण और शररी मटरिाओ म जीईर 8.3 परनतशत और 30. परनतशत र और अनसिगचत जनजानत 7.7 परनतशत तथा नसाई हाी म िगिग 4 परनतशत र।

21

यरा मरत वािणक म उ त र कक राज य और तरीय स तर तथा ववलिन‍द न सामािजक समिर और मटरिाओ क नामाकन म असमानता िगातार हनी रई र, खक ववयमान सस थाओ म नन‍ न गणवत ता और ायाकप त सववधाओ की कमी र। असमानताओ क िर करन क लिए एक िषिकत दि‍नक ण की य जना की वश यकता र। वव कश ‍ ‍रक‍‍ी

रम उच चतर लशा की ववषम सििता क मामि का समाधान कस कर सकत र ज मशजिा तरीय असमानताओ क िर कर और ववयमान य जनाए नन अतराि क ाानन म वविि कस ररी र?

गरामीण तर क िािवगचत समिर और गथकक दि‍न स कमज र घर क िषिकत कस ककया जाए?

क या वगचत तर क िािवगचत समिर क छातर क कवषकत करन क लिए पर त सारन परणािी सिि र गी?

क या कम नामाकन वाि राज य क िषिकत करना और धनरागध वनन क मानड म ाकरवतकन करना मगार र गा?

ा लशा म तरीय वाछडान क कस िर कर सकत र? नन‍ नलििखत म ककसी एक क चननए?

o और अगधक कॉिज ख ि जाए o मशजिा कॉिज क सदा ककया जाए। o और अगधक ाॉलिनिककि ख ि जाए। o मशजिा ाॉलिनिककि क सदा ककया जाए।

क या प सा तरीय ववषमताओ क म क समाधान क लिए ायाकप त र? जनजातीय तर , ाराडी तर और ािवोत तर ार ववशष ‍ यान न क लिए क या-क या कम उ ाए

जा सकत र? तनीय तर क लिए क या लशा क क ई नए अवसर ?

22

X:‍उच‍चगा‍िकषा ‍ ‍स‍तरत-ररष‍रा‍षा षा जज‍अबगाषा ए‍ ‍ाीषा

उच चतर लशा म सरिागगता क अनसार सामािजक समिर म व यााक असमानताए ववयमान र। 12वी य जना म करा गया र कक नसानय म जीईर 44.9 परनतशत र जहकक अनसिगचत जनजानत म यर कवि 7.7 परनतशत, मिसिम म 9.6 परनतशत और अनसिगचत जानत म 11.6 परनतशत र। नन सिी द‍ नात म मटरिाओ का जीईर ाप ष स ाीछ र। िारत नसकी िरााई करन क मा‍ यलमक स उच चतर लशा स तर तक हाान क परयास कर ररा र। तथावा अक सर ाााई जारी रखना गरीह ाकरवार क छातर क लिए कािी मरगा र जाता र क य कक व वतन क लिए काम करन क हजाय अ‍ ययन करत र। अ‍ ययन शाकत र कक रालशए ार ररन वाि सम ाय क यवा उच चतर लशा जारी न रखकर जीववक ााजकन क पराथलमकता त र। िारत न िािवगचत ाकरवश स न वाि छातर क लिए छातरववततय सटरत कई पर त सारन य जनाए र‍ ि की र। य उााय िािवगचत समिर क छातर क कॉिज और ववश वववयािय म न और नसस िी मरत वािणक उनम हन ररन क लिए छातर क कवषकत करत ायाकप त परतीत नरी र त।

समावशी उच चतर लशा क लिए स तरी-ाप ष असमानता शररी-गरामीण, अत तरीय और अत

सामािजक समिर असमानताओ क साथकक प ा म समाप त करन क परयास ककए जान चाटरए। नसम अह तक समाज क रालशए ार रर वगो क लिए कन‍द र और राज य सरकार एव ननजी तर की उच चतर लशा म ससा‍ य और पर त सारक की ििलमका की वश यकता र। नसलिए नस नीनत का परमख ज र समावलशता पर त सारन ार र ना चाटरए ताकक रालशए क वगो क और अगधक छातर क उच चतर लशा की ाकरगध म समाय िजत ककया जा सक।

कछ राज य म उच चतर लशा की सििता क हीच अतराि समाप त कर टया गया र और शररी

तर म नस कम ककया गया र। िाषा नीनत का उश य नस अतराि क कम स कम समगर स तर तक ािणकतया समाप त करना र गा। उच चतर लशा क परावधान और कायकरमम , ज सामािजक प ा स वगचत समिर वारा उच चतर लशा क अवर ध क कम करन म सरायता कर सक , म ववववधता िाए। नन शक त छातर की ारच क सधारना िजसक लिए हननयाी अवसरचना सववधाओ म सधार की वश यकता र गी ताकक उच चतर लशा की सिी सस थाओ म नन शक त छातर की ारच र और सस छातर क लिए सरायता सववधाओ का ववस तार और उनकी शषिकक जप रत क ािरा करन क लिए लशक तयारी क हााया जाए। वव कश ‍ ‍रक‍‍ी

जनसाि‍यकी िािाश िन क लिए मा‍ यलमक, उच चतर और तकनीकी लशा क हा अनसिगचत जानत, अनसिगचत जनजानत और अा ास‍ यक समिर की िागीारी हाान क लिए ग क या कम उ ाए जान चाटरए?

23

सास थाननक ाकरसर क िीतर और हारर सरषिकत और ननराा वातावरण मरया करत रए उच चतर लशा म मटरिाओ की सरिागगता और नन‍ ाान कस पर त साटरत ककया जाए?

उच चतर लशा म ार‍ ारागत कायो की औाचाकरकता क स‍ िाववत तरीक क या र? क य कक, ार‍ ारागत कायो म अगधकतर अा ास‍ यक शालमि र त र।

सकारात मक कारकवाई रस ता क ानजीववत कस ककया जाना चाटरए िजसस उन‍द र और परिावी हनाया जाए?

यर कस सननिश चत ककया जाए कक वगचत वगो क व हच च स कि िी ाााई ािरी करन क हा कॉिज म परवश ित र और ाााई करत र?

कस सननिशचत ककया जाए कक िडककया ककसी कॉिज या ाॉलिनिककि म परवश िती र? िडककय की िागीारी ककसस सधर सकती र?

छातरावास छातरवनत सरा श वासन क या ाााई क साथ-साथ कमाई की शप त िड ककय क कॉिज न क अवसर म सधार कर

सकती र? ा मटरिा-ाप ष अतराि क कस ािरा कर सकत र – पराथलमकता क धार ार नन‍द र घनत रमम

म रिखए। ारिी पराथलमकता क लिए 1 लिख 1. िडककय छातरवास उािब ध करवानए स कि ि म रख। 2. उन‍द र वास जान क लिए छातरववतत । 3. उन‍द र लशण स तर सहधी समस या स उिरन क लिए क‍ प यिटनग डडवानस और कनिकनववनी

उािब ध कराए। 4. उन‍द र कशशि परलशण ताकक ाााई क साथ कमाई कर सक । 5. परवश- ननगकम ननरी एड एिकजनक परकरमया क िचीिा हनाए।

24

XI:‍उच‍चगा‍िकषा ‍ ‍ षा ज‍ ‍ज नीषा

जाी स री ववश वववयािय , कािज , लशक और छातर की स‍ या म हरववध व गध रई र। कािी र तक यर व गध अननय िजत िगती र और ननय जन और हाररी ननया क साथ लशगथि सहध क शाकती र। ववलिन‍द न करा नो म शाकया गया र कक रािाकक, नशककरया व यावसानयक ववषय म र िककन डडगगरया सामान‍द य लशा म म‍ यतया किा और मानववकी म हाती जा ररी र। एक ओर श की िसथनत ववड‍ हना की र गई र। ववकासात मक कायक क लिए ायाकप त जनशिकत नरी र त िसरी ओर लशषिकत यवा हडी स‍ या म हर जगार र। शषिकक व गध का ववस तार और ववववगधता नशककरय की तरीय व गध क िगिग परनतकि ि र।

सामािजक ववकास म उच चतर लशा सस थाओ की ििलमका मरत वािणक ाग स हाी र। राि री क वषो म उच चतर लशा समाज स अिग-थिग र गई र और उच चतर लशा क समाज क साथ सहध क ान स थावात करन और सशक त हनान की वश यकता र। ववश वववयािय क सामािजक उत तरानयत व ननिान और साम ानयक ववस तार कायकरमम म सिग न ररन की जप रत र।

मशजिा और उत ान‍द न र ररी चनशनतय का मकाहिा करन क लिए उच चतर लशा का ववकास ‘उन‍द नत िारत’ क िष य क पराप त करन और ि ग की मताओ का ववकास करन क लिए मरत वािणक र। जञान क अिितािवक परस िनन न यर लसध कर टया र कक उच चतर लशा क नतना ाकरवतकनशीि र ना चाटरए िजतनी वर ारि किी नरी थी और यर िगातार अजञात अपरानघकत तर म परवव‍ न र ररी र। सरकार वारा उच चतर लशा म ककए गए ननरतर परयास क हावजि श क अवसरचना और ायाकप त एव अच छी गणवत ता वाि सकाय की िती म और अगधक ननवश क मा‍ यम स उच च क टन की लशा श िणक सधार क सवकधन, अलिशासन सधार और गणवत ता व िाि वगचत सम ाय क समावश क उश य स सस थागत ानसिरचना क लिए सििता क हड अवसर की चनशनतय का सामना करना ाड ररा र। उच चतर लशा क श की ववकासात मक कायकसिची ार अानी अ प नी शिकत और ससाधन स चिना चाटरए। सििता और सा‍ यता म सधार क साथ-साथ नस उच चतर लशा सस थाओ म लशण और अगधगम की गणवत ता सधारनी चाटरए।


िारत क ववश वववयािय वारा स थानीय ववननय जन हाान क लिए उच चतर लशा की कायकसिची क पराथलमकता नी चाटरए?

उच चतर लशा म अनसधान और ववकास कायककिाा क सवकधन क लिए क या परयास ककए जान चाटरए ज तरीय ववननमाकण तर म सरायता करत र?

तरीय और स थानीय िम की हजाय कशशि वश यकताओ क रि क लिए मरत वािणक ििलमका ननिान रत समान शषिकक सस थाओ क ककस तरर ानजीववकत करना चाटरए?

काया उच च तर अगधगम सस थाओ वारा साम ानयक ववननय जन क कछ कायककारी द‍ नात का साझा कर।

25

छातर ाााई करत समय अान सम ाय क कस य गान सकत र? छातर नस हार म कसा मरसिस करत र कक व ाााई करत समय क या य गान सकत र? र जगार परािप त क हा व कस य गान सकत र नउनक ववचारक ककसक वारा अ‍ यााक का मिा याकन ककया जाना चाटरए-

सम ाय छातर अलििावक उायकक त सिी उनक लिए सधारात मक कारकवाई कशन सी र?

1. ा स रनाना 2. ा ार हनाए रखना 3. उनकी ाकरवीएक अवगध ािरी न की जाए। 4. ा न‍द ननत न की जाए . 1,2, और 3, 6. 2,3 और 4 7. 1,2,3,4 क या सम ाय का याण ववशषकर गरामीण तर म उच चतर लशा का एक मरत वािणक िाग नरी र?

26

XII:‍उत‍ग ‍िक ‍षा ‍िी षा श ‍वववषा

ाााई की गणवत ता लशक क गण ार ननिकर र ती र। उनका य ग यता स तर और श िणक अनिव लशण अगधगम परकरमया और अगधगम ाकरणाम क परिाववत करता र। ककसी सस थान म अगधगम ाकरणाम क लशक की शषिकक तयारी की अवगध, ववषय-वस त की समझ का स तर और ग‍ िीरता लशक क अ‍ याान कशशि की सीमा ननधाककरत करती र। िाकग य र, रमार अगधकतर लशक क ाास, ववशषप ा स कॉिज म डॉक न रि डडगरी नरी र।

एक म‍ य हाधा अच छ छातर क लशक क प ा म कवषकत करना र। ननरावा प ा स जह

क ई स नातक र जगार की तिाश करता र, पराथलमकता सिची म शषिकण व यवसाय पार नरी र ता र। लशक क य वतन स तर और सववधाए, िजनकी राि म व गध की गई र, अन‍द य तर की तिना म कम कषकक र। मधावी छातर क ािि का सजन नस दि‍न स मरत वािणक र कक व अन‍द तत लशण-अगधगम परकरमया म सधार करग। यिजीसी लशण व यवसाय म ह गधमान, उत क‍ न और मधावी छातर क कवषकत करन और हनाए रखन क लिए हरत स कायकरमम जस ारस कार , छातरववततय का परावधान और स‍ मिन म िाग िन की सववधा ट क ववत ता वषत कर ररा र।

लशण व यवसाय म उनक जडन क हा उन‍द र परिावी प ा स शालमि करन और श ध और लशण

की ओर परकरत करन की वश यकता र। ाकरसर क हारर स अ‍ यााक क शालमि करन की परकरमया क हजाय यर एक अच छी घरिि परकरमया र गी यट यवा एव नए अ‍ यााक और अगधक जञानात मक और अ‍ याान ववकास क लिए परलशता क शरान अनिवी और ि‍ अ‍ यााक क अ‍ याान कशशि का अवि कन कर सक । उनक ववषय, अ‍ याान और तकनीकी जञान ववशषप ा स ईसीनी क जञान की व गध करन सहधी परकरमया वश यक र तथा नस लशक क मता ववकास क अलिन‍द न अग क प ा म हनाए रखन की वश यकता र। जह छातर लशक स अगधक तकनीकी जानकारी रखत र त ईसीनी और नडडय ववजअि का व यााक परय ग समय की माग हन गया र।

श ध समान मरत वािणक तर र िजस ार हि न की वश यकता र क य कक श ध स लशक क

लशण स तर और शषिकक ववश वसनीयता म सधार र ता र। यर कवि र एड डी नअनसधान और ववकासक गनतववगधया री र िजनक मा‍ यम स लशक अान जञान क अयतन कर सकता र, अान ववचार क अगधक स ा‍ न हना सकता र, लशण क उच च स तर ार ारच सकता र तथा सकरमय श ध क मा‍ यम स परकन कर सकता र। एक अवगध क लिए लशण रत ि‍ ववश वववयािय स सकाय मबतरत करन की विशवक ारि एक अच छा ववचार र िककन वास तववक कट नानय क अनखा नरी ककया जा सकता। ज वववान ववश म ााा रर र व िारत की वास तववकता स कागचत ाकरगचत नरी र। तथावा, वास तववक वश यकताओ क समझ बहना लशा क ववशी तरीक का कबतरम र ाण अनाय गी र गा।

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ववश वववयािय तर स लशण व यवसाय म परनतिाओ क कवषकत करन क लिए क या कायक य जना र सकती र?

श ध और शषिकक ववकास क लिए सरायक परणािी ककस परकार परान की जाए? उच चतर लशण सस थान क लशक म श ध क पर त साटरत करन क लिए क या पर त सारन टया

जा सकता र? क या रा‍ रीय अ‍ यााक एव परलशण लमशन य जना परिपत र या किर कछ अनतकरक त ववशषताओ

क साथ नस हााया जाए और व कशन-कशन स र? शषिकक नतत व परलशण की ककतनी परनतशतता नन िानन र नी चाटरए। लशण शास तर की ककतनी परनतशतता नन िानन र नी चाटरए। ाशवर ाायरमम परलशण की ककतनी परनतशतता नन िानन र नी चाटरए। उय ग ववशषजञ की अ‍ यााक क प ा म क या ििलमका र सकती र? क या सिी किानतय और परधानाचायो क लिए शषिकक नतत व ाायरमम जप री नरी र? अ‍ यााक क उनक तर म विशवक स तर ार ववकलसत र रर नए जञान क परनत यथासमय या

िगातार अवसर कस टए जा सकत र? क या काउसलिग अ‍ यााक की िी वश यक ििलमका नरी र?

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XIII:‍उच‍चगा‍िकषा ‍ ‍ाषा तर-षा गषा ‍रक षा एी‍ ‍ीषा ‍ाखीषा

िारत, ससार क सहस कम य वािी जनस‍ या का घर र – िजसम 600 लमलियन नवयवक 2 वषक स कम य क र। यट सरकार का उच चतर लशा म ारच नएक ससक का ववस तार करन सहधी नीनत-ननधाकरण और नामाकन-व गध ववकलसत ववश व क स तर ार नसी परकार जारी ररत र त रमार श म ववश व की अगधकतम छातर-स‍ या र गी। चिकक, रम उच चतर लशा क जनसमिर क परावधान वाि यग की ओर अगरसर र और लशण पराप त करन वाि नवयवक की अगधकाश स‍ या ारिी ाीाी क प ा म तयार र न वािी र नसलिए नस चनशती क ामान और व यााकता की सावधानीािवकक ववचार करन की वश यकता र। छातर-सरायता परणािी ार ववचार करत रए नीनतगत-नवाचार क एक मरत वािणक घनक हनाए जान की वश यकता र। रािाकक, 11वी य जना तक कन‍द नीन, कॉमन-प म, ायजि और ारामशक कन‍द र ट जस असवसरचना क वास तववक परावधान ार ि कस ररा र; XIIवी य जना म छातर क ऋण का उा िख ककया गया र। छातर ऋण उत तर त तर ि कवपरय र त जा रर र, ारन‍द त, हड ामान ार नन‍द र िी उच चतर लशा क लिए ववत तीय सरायता परान करन वाि ववश वसनीय तरीक क प ा म नरी खा जा सकता। छातर-ऋण का छातर की मन ववतत ार ाडन वािा परनतकि ि परिाव और उच चतर लशा क परनत दि‍नक ण और व मिा य ज य ऋण छातर क मिसत‍ क म उत ान‍द न करत र, नसक अनतकरक त, उच चतर लशा क व यावसायीकरण म य ऋण ज परहि ििलमका ननिात र उसकी ऋण कायकरमम क ववस तार क ािवक जाच-ाडताि वश यक र। नसक अिावा, छातर क सस थागत कायो की परचलित सस कनत ववश वववयािय क िीतर ‘‘अगध‍ ाता छातर का याण’’ – कायाकिय वारा सचालित की जाती र िजस स वय छातर की वश यकताओ क ववव‍ य और ाकरवतकन ार सगराह र न की वश यकता र। जहकक, का याण, सरायता और वास तववक अवसरचना ार ज र न की वश यकता क हावजि नीनतगत ववचार क घनक क प ा म छातर क अगधकार क समककत करन की य जना क पचनीच क दि‍नक ण म तत काि ाकरवतकन की वश यकता र। छातर क कवि नीनतगत अन‍द तरण क कमकपरधान पराप तकताक क प ा म री नरी, हिाक, उन‍द र अान अगधकार सटरत टरतधारक क प ा म ववचार करन की वश यकता र। छातर, उच चतर लशा परणािी क कन‍द र म र और व सरायता परणािी स ार र नसलिए उन‍द र ननणकय की सिी परकरमयाओ म मरत वािणक टरतधारक क प ा म समझा जाना चाटरए। एक ववश वववयािय म छातर-सरायता परणािी क लिए अच छी अवसरचना जस – कॉमन-प म, मन रजन सववधाए, ारामशक-कन‍द र, छातर-लशकायत ननवारण सववधाए, गथकक सरायता स सहगधत छातर-सरायता – परवश क समय ऋण, अा ाकालिक ऋण, नवाचार ननगधवारस कार और ननरतर समावशी सरायता-िजनम वगचत सामािजक ाि‍ ििलम क छातर क ववलिन‍द न श िणक वश यकताओ क ािरा करन क लिए सरायता परान की जाती र।

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कन‍द र और राज य स तर ार छातर की गथकक सरायता स सहगधत अनक य जनाए िागि की जा ररी र। ारन‍द त, परश न यर र कक क या नन य जनाओ स िषिकत उश य की ािनत क रई र। मशजिा य जनाओ ार कछ मरत वािणक ववचार मबतरत ककए जात र और व कशन स ाकरवतकन वश यक र िजनस रमार छातर की गथकक सरायता परणालिय की गणवत ता म सधार र गा ताकक, लशण का का ी परत यक छातर उच चतर लशा म परवश कर सक। वव कश ‍ ‍रक‍‍ी

क या मशजि ा छातर-गथकक सरायता रत य की ववलिन‍द न ििणया नस िब सक र नी चाटरए? स वीकायक छातरववतत क अिावा एक वश यक धकरत छातरववतत क ककतन प ाय तक की य वाि

ाकरवार क लिए शप ककया जाए।

एक िाख और कम एक िाख स 1. िाख तक 1. िाख स 2 िाख तक 2 िाख स 2. िाख तक

क या उच चतर लशा की ारच म ब याज ऋण सरायता परणािी न गरीह स गरीह छातर की सरायता की र? यट नरी, त कशन स ाकरवतकन ककए जान की वश यकता र?

मक त ववश वववयािय म स थानीय स तर ार छातर सरायता सवाए उािब ध र, स थानीय ननकाय और ससी री अन‍द य एजलसया नन कन‍द र ार परान की जान वािी सवाओ क हरतर हनान म ककस परकार स सरायक र सकती र।

छातर म ारस ार तािमि हाान और उन‍द र अगधक समावशी समिर क प ा तयार करन क लिए ककस परकार की अवसरचनात मक सववधाए परान करन की वश यकता र?

छातर , ववशष प ा स वगचत समिर क छातर , क लिए ककस परकार की सरायता लशण-अवसर की व गध करगी?

क या सरायता क कशशि लशा क साथ ज डा जा सकता र? जसाकक सवकसिि छातरववतत सिव नरी र जह क या सवकसिि सॉटवन ऋण य जना स छातर की

सरायता र गी? क या परनतशत की ब याज सब सीडी ायाकप त र? क या ा सरमत र कक सिी क छातरववतत ना सिव नरी र, तथावा मधावी छातर क उच चतर

लशा क लिए र का नरी जाना चाटरए। ककतनी न‍द यिनतम परनतशतता रखी जाए स नातक

o 60 परनतशत स कम o न‍द यिनतम 60 परनतशत o न‍द यिनतम 6 परनतशत o न‍द यिनतम 70 परनतशत o न‍द यिनतम 7 परनतशत

स नातक त तर

o न‍द यिनतम 0 परनतशत

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o न‍द यिनतम परनतशत o न‍द यिनतम 60 परनतशत o न‍द यिनतम 6 परनतशत

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XIV: िषा षषा ‍ ‍ षा ध‍ ‍ ‍षा बस‍ िग‍ गषा ‍ ‍ाषा वषा ‍ ीषा सास कनतक एकीकरण, सास कनतक ान-परान का एक प ा र िजसम एक समिर स वय अानी सस कनत की ववशषताओ का त याग ककए बहना अन‍द य समिर की मान‍द यताओ, परथाओ और रीनत-करवाज क मानता र। जहकक सास कनतक समन‍द वयता एक नकारात मक अथक रखती र, सास कनतक एकीकरण क सामान‍द य तशर ार सकारात मक प ा म खा जाता र क य कक कछ िी ख या नरी र। नस दि‍ नक ण स, सास कनतक एकीकरण अटवतीय सस कनतय की मान‍द यताओ और रीनत-करवाज का गणकारी अतलमकिण र। व कारक ज सास कनतक एकीकरण की परकरमया क परिाववत करत र उनम िावी जनसचार परशय गगककया, सरकार की कारकवाईया, विश वक अथकव यवस था, विश वक जन-सचार ननवको और रास नशनि कारा रशन की कारकवाईय की व गध शालमि र। नन सह म िाषा की ििलमका का पराथलमक मरत व र। यट िाषा, एक ओर, रमारी स चन की परकरमया की सरचना करती र, त िसरी ओर, यर रम मक त करती र तथा जञान और का ाना क अजञान तर म रम ग हााती र। रम एक हरिाषी ाकरपरष य स म िाषा क लशा कायकरमम का ाता िगान की वश यकता र। हरिाषावा एक पराकनतक परकरमया र ज जञानात मक िचीिाान और शषिकक उाििब ध क लिए सकारात मक प ा स सहगधत र। मरत वािणक यर र कक ाायचयाक ननमाकताओ, ाायास तक िखक , लशक और माता-वाता हरिाषावा क मरत व की परशसा करना शप करत र, ज छातर क अान चार ओर सास कनतक और िाषायी ववववधता क लिए सगरारी हनाता र और उन‍द र अानी परगनत और समगर ववकास रत ो त क प ा म उाय ग करन क लिए पर त साटरत करता र। लशण और अगधगम रत लशाशास तर क तयार करत समय, िाषाओ क ववलश‍ न िण और स िक ज ‘अन‍द य’ ननश क तरत त र, छातर क लिए ‍ यान म रख जात र। रम िघ, अा ास‍ यक, जनजातीय और वविप त िाषाओ क सामािजक, सास कनतक और सनतरालसक स िो क परनत ‍ यान ना चाटरए। य िाषाए सम ध सास कनतक ाराराओ और जञान परणालिय क िण डार-गर र और रर सिव परयास उन‍द र साथ-साथ रखन और जीवन‍द त हनान क लिए ककए जान की जप रत र। यर उनक लिए उच चतर लशा कायकााचा म कवि परावधान क हनाकर री ककया जा सकता र। अा ा, अा ास‍ यक और जनजातीय िाषाओ क िािवगचत वक ता पराय गिीर प ा स िाषायी अिावगरस त र त र। रमार लिए नस हात क स वीकार करना मरत वािणक र कक नस श की अगधकाश िाषाए, अगरजी सटरत, अा ािाषाओ की कीमत ार नरी हिा क कवि उनकी सगनत म री ा वषत र सकती र। शकवा िस थनत यर र कक एक िाषा का ववकास अन‍द य िाषाओ क ववकास म िी सरायता करता र, यर नस हात की उ‍ मी क हाावा ता र कक िाषाई ववववध जनजातीय तर क मामि म, कछ िाषाओ का ववकास शष िाषाओ क उा िखनीय पर त सारन परान कर सकता र और नस टशा म जानहिझ कर परयासरत र न क लिए िाषण सम ाय क पर त सारन सकता र। नई सवाशीि ििलमकाओ

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और कायो क वनन वारा, ववशष तशर ार सिी स तर और जनसचार म लशा क तर म नन अा ा, अा ास‍ यक और जनजातीय िाषाओ क स तर क परयास क और ग हाावा ना चाटरए िजसक वारा यर अगधक सरायक य जना क और अगधक हाावा गा। अगधकाश िाषाए वविप त र ररी र और कछ िाषाए हरिाषावा और अनरण क रमार अान ाव क हावजि िारतीय िाषाई दश य स वास तव म िप त र चकी र। रर समय जह रम एक िाषा क ख त र, समिचा साटरित यक और सास कनतक ारारा लमन जान की सिावना र ती र। हरिाषावा, िारतीय ारचान का सार र। यरा तक कक एक िरस थ गाव म िजस तथाकगथत एकिाषी करा जाता र वर पराय एक मशिखक परशकनी की सिची रखता र ज हडी स‍ या म लमिनसार अलिव यिक त ार ायाकप त कायक क लिए नस ससिज जत रखता र। वास तव म, िारतीय वाज की हरिता, िारतीय िाषाई और सामािजक िाषाई मटरक स म एक िसर क साथ सिचना का ान-परान करती र ज िाषाई और सामािजक िाषाई ववशषताओ की साझा ववववधता ार हनाई जाती र। ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी क या ववश वववयािय क सास कनतक एकीकरण ार िाउडशन ाायरमम शालमि करन चाटरए? उच चतर लशा सस थाओ म लशा, सस कनत और िाषा क हीच अतरस‍ ाकक कस िाया जा सकता

र? रम छातर क हीच सास कनतक ान-परान क पर त सारन कस सकत र, ववशष तशर ार उन

ाकरिस थनतय म िजनम व ववलिन‍द न िाषा समिर और तर स सहगधत र? क या ा स चत र कक तरीय और रा‍ रीय िारतीय ववया कन‍द र का ववकास, ववलिन‍द न तर म

िाषाओ क ववशाि िडारगर क सरण म सरायता करत र? क या िारतीय ववया अ‍ ययन ाायचयाक का टरस सा र ना चाटरए? िाषा क मा‍ यम स सास कनतक एकीकरण कस र सकता र? क या सिी ववश वववयािय म मतपराय या िप तपराय िाषाओ ार ववशषप ा स किन‍द र त अननवायक

िाषा वविाग र न चाटरए?

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XV:‍िीजत‍ तर‍ ‍षा थ‍िषा ततषा ाी‍षा ‍अथश ववस तार, समावश और सावकजननक खचक हाान, ननजी सरिागगता क पर त सारन न और ि‍ ह समय स अाषिकत सधार क शप करन क प ा म गणवत ताारक ािणकतया उच चतर और तकनीकी लशा परणािी म तजी स सधार उच चतर लशा रत ववलिन‍द न ारि क मिि क हनात र। उच चतर लशा कवि सावकजननक ननगधयन क मा‍ यम स ा वषत नरी की जा सकती। एक हड ामान ार वश यकता क खत रए, सावकजननक ो त, गणवत ताारक उच चतर लशा रत हाती माग क ािरा करन क लिए ायाकप त नरी र सकत और रमारी नीनत और ववननयलमत कायकााच क उच चतर और तकनीकी लशा तर म ननजी ननवश और सावकजननक ननजी िागीारी नाीाीाीक क कवषकत करन क लिए वश यक समथकन कायकााचा परान करना चाटरए। नसक अनतकरक त ाीाीाी, वहत ो त अतराि क ािरा करन क अिावा, ो त-उाय ग ता, सवा डडिीवरी म सधार और उत क‍ नता क पर न‍द नयन रत एक उाकरण क प ा म िी उाय ग म िाई जा सकती र। गणवत ताारक सावकजननक सवाओ क परावधान रत सावकजननक ननवश म व गध करन और सावकजननक क ष ार ननिकरता कम करन क अिावा, ाीाीाी नन‍ नलििखत ता िाि क िी ािरा करती र

ज िखम साझा करन और उच च उत ााकता तथा न‍ नतम ज िखम वनन क लिए अगरणी ससाधन क कशि उाय ग क मा‍ यम स िागत-परिावशीिता क हाावा ना;

हरतर ाकरय जना डडजानन, कायाकन‍द वयन, सचािन और परहधन क लिए अगरणी धननक परशय गगकी की ारच क हाावा ना;

गरारक ार हि न क मा‍ यम स जवाहरी क हाावा ना, ज , हि म, गणत ताारक सावकजननक सवा क त वकरत और हरतर डडिीवरी म ाकरणाम ता र।

सावकजननक ननगधय ार ननिकरता कम करक और ननणकय करन म हाहय रस ता क मरत वािणक प ा स कम करन की परकरमया म सस थागत स वायत ता क हाावा ना, क य कक यर ववत तीय प ा स त मननिकर और स वततर हना करक सावकजननक सस थाओ क सशक त हनाता र।

ननजी तर िागीारी क रण और सकारात मक कारकवाई क सहध म सरकारी नीनतय का अनाािन सननिश चत करना चाटरए। मरत वािणक प ा स ाीाीाी परणािी क तरत स थावात सस थाए बहा कि ािखिा परकरमया का अनसरण करगी िजसक वारा यर सननिश चत करना र कक लशा की कीमत क जनान की असमथकता क कारण ककसी क िी ािखि म मना नरी ककया जाए। उार छातरवित त परावधान, छातर ऋण और ब याज सिब सडी य जना क उच चतर लशा म ननजी िागीारी हनान क लिए गजानश क प ा म स चा जा सकता र। यर न न करना वश यक र कक ननजी तर क साथ िागीारी का अथक लशा का ननजीकरण, व यावसानयकरण और अध गनत नरी र हिा क यर मकरन अच छी र न क कारण लशा क समगर कायक ााच क िीतर ननणकय करन म ननजी ननवश और िागीारी करन की सिावनाओ की ख ज करता र, जहकक सरकार सिी क लिए गणवत ताारक उच चतर और तकनीकी लशा सननिश चत करन क लिए सतत प ा स िज‍ मवार र। नस परकार, ाीाीाी ाधनत क तरत, उत क‍ नता, सामािजक न‍द याय, समावश क साथ मटरिा ाप ष, तरीय और सामािजक समिर की असमानताओ क िर करना क ा वषत

34

रा‍ रीय िष य, लसधान‍द त का मागक शकन करन क लिए सतत ररगी। नसका अथक यर र कक सरकार की नीनत उाकरण क ननगधयन और सम, ससा‍ य, ववत तीय और ववननयलमत क कारण ववस तत ििलमका मानत रए ननयतरण करन की वतकमान ििलमका म सश गधत ककया जाना अाषिकत र। यर नसी ा‍ ििलम क अनसार र कक उच चतर लशा सस थाओ क ननजी तर िागीारी की नीनत म नस प ा म लशटवन करन की वश यकता र कक ववस तार क व यााक िष य , समावश और गणवत ता का अनरण ककया जाए। जहकक उच चतर लशा म सावकजननक ननजी िागीारी का एक कायकनीनत क प ा म चिाई गई र किर िी अगधकाश सिि ाकरणाम शाकए नरी गए। अत ाीाीाी मॉडि ार हारा तयार ककए जान की वश यकता र ताकक अगधक अथकािणक सरय ग क अनमनत ी जा सक। उच चतर लशा म ाीाीाी का एक वववगचत ववशिषण, ववयमान कानिनी परावधान और सिव व यवरायक मॉडि क ग जान की वश यकता र। ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी

लशा तर म क य ाीाीाी मॉडि अगधक परिावी नरी ररा र। क या सरायक सवाओ क परान करन क अनतकरक त ननजी तर क लिए क ई और ििलमका र

सकती र। क या ा हरतर ाीाीाी व यवस थाओ क लिए सरा उााय क साथ “िाि क लिए नरी” नीनत म

ाकरवतकन का सझाव ग। क या ाीाीाी सामान‍द य लशा क लिए नरी हिा क कवि तकनीकीवव यावसानयक लशा क लिए

सगत र। क या उच चतर लशा म ाीाीाी क हरतर कायक मॉडि र िजन‍द र किर स रराया जा सकता र। ननजी तर क साथ िागीारी म क या ककया जाना चाटरए?

1. िवन का ननमाकण 2. िवन का रख-रखाव 3. कॉिज का रख-रखाव 4. परय गशािाओ का रख-रखाव 5. 1 और 2 न 6. 1 और 3 न 7. 2 8. 1 और 4 न

नन‍ नलििखत म कशन-कशन स ाकरवतकन स वीकायक र? ना एक स अगधक ार सरी का ननशान िगा सकत रक

सववधाओ का परहधन कॉिज क सीएसर क तरत रस न व कॉाोरन िामो वारा अान ननयतरण म िना कॉाोरन वारा िाि ननरा ननॉन-पर किनक कॉिज व ववश वववयािय ख िना ननजी तर वारा अान शासी ननकाय म ि‍ पर िसर वसरायक पर िसर क रखना।

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XVI: उच‍चगा‍िकषा ‍षा ‍ववत‍गर ष ‍

ववववध और ववशाि रा‍ र म सावकजननक ननगधयन की स वय की अानी सीमाए और हाधाए र िजसस कक ससाधन छ न-छ न प ा म बहखर जात र यट नामाकन म हड ामान ार ववस तार क िष य क ािरा ककया जाना र। सावकजननक ननगधयन उच चतर लशा की शीघरता स हाती रई िागत क साथ गनत नरी कर सकता। छातर की स‍ या म ववस तार परमख चनशती क परस तत करता र िजसम समावलशता का िष य शालमि करत रए सिी वगो क ारच परान करन का उश य र और िजसक वारा उच च प ा स सरायता पराप त ततीय लशा क सचालित करना र। ववत तीय शतो क अनसार यर अिसथर मॉडि हन गया र। ार‍ ारागत प ा म लशा क सावकजननक हरतर, लशषिकत नागकरक क मा‍ यम स समाज क य गान न, मानव ािजी क सधारन और गथकक सधार का सवधकन करन क प ा म खा गया र। व यिकतगत ििाई क प ा म उच चतर लशा क खन का हाव हाता जा ररा र िजसम व यिकतय क अगधक स अगधक िाि र सक िजसका ननटरताथक यर र कक अकालमक सस थाए और उनक छातर क उच चतर लशा की िागत क एक मरत वािणक टरस स का िगतान करना चाटरए। ‘‘अगधक स‍ या म ननगधयन र न’’ क कारण गधयन कलमय का शय यर िी र कक उच चतर लशा परणािी और सस थाए स वय अान राजस व क हड परनतशत क उत ान‍द न करन क लिए हडी मातरा म िज‍ मार ररी र। ववत तीय लशा का िवव‍ य कवि वतकमान का ववस तार नरी र सकता हिाक जनसाि‍यकी िािाश क पर न‍द नयन क लिए नामाकन म हड ामान ार व गध का अनमान, िागत-शयकरग म नई परणालिया ज छातर क िार क कम करती र जसी नई वास तववकताओ वारा कार टए जान की वश यकता र और ीक नसी समय ार पराता क प ा म सरकार, ननजी और सावकजननक लशा पराता क ववलिन‍द न परकार क ननगकमन और व गध, लशा का डडिीवरी की ाधनतय म नवाचार नत याट ार एकमातर िर सा नरी रखती। लशा म ववत तीय म का सामना करन क नन वास तववकताओ, नए और िचीि तरीक क ननरतर जारी रखन की वश यकता र। 12वी य जना का दि‍नक ण ातर यर उा िख करता र कक सिी सरकारी लशा का िगिग 18% खचक र ररा र या ज जीडीाी का िगिग 1.12% उच चतर लशा ार खचक ककया जाता र। यर रममश 2 % और 1. % तक हाना चाटरए। जीडीाी क 0.38% की हा तरी का अथक कन‍द र और राज य न क शालमि करक उच चतर लशा क िगिग 2 000 कर ड प ाए का अनतकरक त हनन र। नस हार-हार रराया गया र कक रम जीडीाी का कम-स-कम 6% लशा ार खचक कर। सघनकन‍द रक और राज य सरकार क हीच िारत म उच चतर लशा क ननगधयन म िज‍ मवाकरय की उगचत साझारी र नी चाटरए। जहकक कन‍द र सरकार परत य या अपरत य प ा स यिजीसी ननगधय क मा‍ यम स कन‍द रीय ववश वववयािय क स‍ ािणक ननगध ती र, कवि राज य ववश वववयािय और कॉिज का व यय ववकास सघ सरकार वारा ववत त ा वषत ककया जाता र।

36

चिकक उच चतर लशा ािर समाज क लिए सामािजक िाि का ववस तत सन परस तत करती र, छातर शा क ार मरत वािणक प ा स ननिकर ररना उच चतर लशा सस थाओ स उ‍ मी करन का क ई औगचत य नरी र। ािवक सलमनतय न सझाव टया र कक व छातर शा क और अन‍द य ो त क मा‍ यम स हजन वश यकताओ का िगिग 20% उत ान‍द न करन क लिए नन सस थाओ क अनमनत । सीएहीई सलमनत न200 क न सझाव टया र कक यर 20% उच च सीमा क प ा म खा जा सकता र ताकक उच चतर लशा क ववचाराधीन समता यता का कार हार न ककया जाए। मजहित उच च लशा परणालिया ववशषप ा स ािवक छातर सटरत कॉरा रन सक नर और व यिकतय स चा और अय ननगध क मा‍ यम स हड ामान ार समाज वारा उार ननगधयन और समता य उार ननगधयन क साथ ववश व क उन‍द नत तर म ववकलसत की जाती र। शा क क प ा म छातर य गान अााकत ननगधय क एक अा ा ो त का ननमाकण करता र। िारत म एक कायकााचा ववकलसत करना वश यक र ज ननगधय –गर-राज य और गर-छातर तर क नस अनािब ध ो त क ववकलसत करता र। नसक अिावा कॉरा रन सामािजक उत तरानयत व अगधननयम क कछ परावधान क ज डत रए ववशषप ा स उच च लशा तर म, उच च लशा क व यिकतगत और कॉरा रन च और अय ननगध क हाावा न क नवाचारी तरीक की ख ज ककए जान की वश यकता र। उच च लशा सस थान क समता य अन ान की एक उगचत परणािी तयार करन की वश यकता र। ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी

उच चतर लशा क ववत त ा षण क नवाचारी तरीक क या र? जह राज य ववत त ा षण लशा क अान टरस स क हाान म सम नरी र त तह कस िसथनत म

सधार ककया जा सकता र? कस कॉरा रन तर की िागीारी क उच च लशा क ववत त ा षण की समस याओ क कम करन म

म कर सकत र? क या छातर शा क सरचना का ाकरवतकनशीि र ना वाछनीय र? क ई अन‍द य सझाव र ज उच चतर लशा क ववत त ा षण क म क रि कर सकत र? क या सिी श िणक ऋण ार परनतशत की ब याज सरानयकी नसिबसडीक और 01 वषक की ऋण

स थगन अवगध ी जानी चाटरए? यट अनतकरक त ाााई की जाती र तह क या रमलमक ऋण स थगन और अनतकरक त ऋण उािब ध

करवाया जाना चाटरए।? क या परत यक सस थान क ककसी िी छातरववतत वारा ना कवर ककए गए 1 परनतशत मधावी और 1

परनतशत जप रतम छातर क िितािवक छातर क य गान, ननगध जनाकर कवर ककया जाना चाटरए? क या परत यक सस था क िितािवक छातर स धन रालश जनान और स थानीय य गान िना चाटरए।

37

XVII:‍उच‍चगा‍िकषा ‍षा ‍वश‍वता

वशवीकरण का ाकरणाम र हाडकर ाार उचचतर लशा तक अगधक ारच। तथावा, एक अचछी नीनत की वशयकता र ज सरय ग , छातर सकाय गनतशीिता नतयाट क पर तसाटरत करती र। अन‍दतराक‍रीयकरण क सवप ा रः एक ार‍ारागत और िसरा धननक। ार‍ारागत सवप ा क र शषिकक मिाय ार हि ता र जहकक धननक करमयातमक िाग क प ा म ननयाकत/यात और गथकक िाि सटरत अन‍दतराक‍रीय वयवसाय क कायकााच म लशा ार म‍यतया ‍यान न की ओर अगरसर र ता र। ार‍ारागत सवप ा छातर गनतशीिता ार अगधक हि ता र कछ सीमा तक नीनत क प ा म सकाय गनतशीिता ार हि ता र जहकक धननक सवप ा क अन‍दतगकत वयवसाय मॉडि तयार ककए जात र ज न कवि छातर और सकाय गनतशीिता अवात गथकक िाि कमान क लिए सिी पराथलमक ववचार सटरत ससथागत गनतशीिता और कायकरमम गनतशीिता क शालमि करता र। यर अननवायक र कक ववशवववयािय म लशण, अनसधान और हशगधक ायाकवरण म गणवतता क हाान क उशय स ारि क मॉडि ार म‍यतया हि िजसक ाकरणाम स अचछा जञान, उताान एव परचार-परसार र । िारतीय छातर और सकाय क साथ लशण एव अनसधान क शयर क लिए ववश क चननन‍दा ससथाओ की कछ उचच गणवतता ननधाकरण रत चयनातमक सशशय ारच क अानाना और उन‍दर िारत न क लिए मबतरत करना र। साथ री नन ससथाओ क लिए एकि या ररी डडगरी कायकरमम परान करन एव ाकरसर सथावात करन रत नन ससथाओ क लिए सचिनातमक वातावरण परान करन की वशयकता र। जहकक उचचतर लशा की सिी िारतीय ससथाओ क पर तसाटरत ककया जाए िककन यर अचछा र गा कक सस कायकरमम म चननन‍दा ववशी ससथाओ क सरय ग स श म कछ उततम ससथाओ का ननधाकरण ककया जाए। अन‍दय हात क साथ-साथ छातर और सकाय ान-परान क सरि हनान क लिए नस सहध म िारतीय ससथाओ क अनतकरकत अाषिकत सरायता परान की जाए। नसी परकार सिी नरी िककन सिाववत उचच गणवतता वािी कछ ससथाओ क ववश म ाकरसर सथावात करन और सस कायकरमम िजनम िारत का तिनातमक िाि र कायकरमम परान करन क लिए पर तसाटरत ककया जाए। रमार ववशवववयािय ाकरसर म ववश स उततम मधावी छातर क कवषकत करन क लिए कम उ ाए जान र। नस सहध म मकरन म‍य मरतव र ना चाटरए। यट वशयक र त सस मधावी छातर क छातरववतत परान की जानी चाटरए। ववलिन‍दनातमक शाक नीनतया (ववशी छातर क लिए) ‍यानािवकक तयार की जानी चाटरए। यरा तक कक ववशी छातर स िी उनकी लशा क िागत क 100/- स अगधक वसिि करन का क ई औगचतय नरी र। यर खना अननवायक र कक ववशी छातर क राजसव पराात करन क सतर त क प ा म न खा जाए अवात अ‍ययन वातावरण हाान क सतर त क प ा म खा जाए। ववशी छातर की ायाकपत स‍या रखन वाि िारतीय ववशवववयािय क िी ववशी छातर क लिए उततम वासीय सववधाए रखन क लिए अनतकरकत ो त की सरायता करन की जप रत र।

38

अन‍दतराक‍रीयकरण क ािवक तर म नन हात ार ‍यान ना चाटरएः

नकक शषिकक मरतव, वािणिजयक टरत वारा परनतसथावात नरी ककए जाए। नखक घरिि माग और ववशी छातर की माग क समान रखा जाए। नगक परतयायन एव गणवतता शवासन क मजहित ततर क सननिशचत करना। नघक ववशी ववशवववयािय की िवषत और अनगचत परनतसाकधा स उचचतर लशा की िारतीय

ससथाओ क हचाना। नड.क ववशी शषिकक उारमम की ाायचयाक और एस लसएन मिाय एव कायो क सिव घसा स

िारतीय मिाय की सरा करना, पर न‍दनत करना एव पर तसाटरत करना।

ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी

सीमा ाार उचचतर लशा क लिए काया नीनतय का सझाव । रम ववशी लशा पराताओ क कस पर तसाटरत कर सकत र? ववशवववयािय ाकरसर म छातर सववधा कन‍दर, अन‍दतराक‍रीय छातर-छातरावास, अगधक ववशी छातर

क कवषकत करन म सरायता करन क लिए सकाय अनतगथ घर जसी अवसरचना सववधाओ का सधार ककया जा सकता र।

छातर सकाय ान-परान कायकरमम और ससथागत/अनसधान सरय ग म ाकरवतकन क सझाव ।

उन तरीक का सझाव िजनस श िणक सवाओ का ननयाकत ककया जा सकता र? कशन स राज य का ववश वववयािय 10 परनतशत अन‍द तराक‍ रीय छातर क परवश सकता र? क या उनक ाास ायाकप त रककग और ववलिन‍द नताए ट र? ककन ववश वववयािय क वषक की अवगधम अन‍द तराक‍ रीय छातर ाान क परयास करन चाटरए? क या नन ववश वववयािय क ग ि हि नननलशएटनव नन एकडलमक ननवकक नजीईएएनक

वववानवअ‍ यााक पराप त र न चाटरए?

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XVIII: िी जीत गषा ‍ ‍िकषा ‍ ‍ज नी ‍ ‍िए ‍उ त‍ ‍षा थ‍वविी जी

िारत जरा एक ओर उचचतर लशा सनातक की अगधक ािनत क क ववलश‍न मामि परस तत करता र वरी िसरी ओर उताान तर म िावी कमकचाकरय की अनािबधता समझता र। सस हमि का मिि धार िम हाजार म परत त कशशि और अाषिकत कशशि क हीच का अतर र। ववशवववयािय और उचचतर लशा ससथाए ारस ार अत करमयाओ और ववननय जन क लिए हरत थ ड परय जन स सवततर प ा स ाकरचालित र। वाछि शक म ‘अगधगम’ का ‘ननय जनीय कशशि’ तक ववस तार एक उाििबध थी। रमार छातर की ननय जनीयता गचता का ववषय र। उय ग सरी तरर क ननय जनीय कशशि की अाा म रमारी लशा स रर सनातक स ननराश र। ययवा िारत की लशा परणािी ववशव की सहस हडी लशा परणालिय म स एक र िककन, सनातक की ननय जनीयता ज श म सामना की जा ररी हडी चनशनतय म स एक क प ा म अक सर उधत की जाती र। लशषिकत और ननय जनीय मानव ससाधन की ािनत क का िारी अतर एव श क िम हाजार म नसकी माग अवश य री परारि‍िक चतावनी का सकत र। एनएएसएससीओएम की करा नक क अनसार िारत क एक चशथाई नजीननयरी सनातक और नसक कवि 10% की अन‍द य स नातक र। ााकि िीा वारा ककया गया राि री का अ‍ययन हताता र कक ननय जन य ग य नजीननयरी कॉिज क II, III और IV ािकत एक नतराई नजीननयर म‍यसथ परलशण क हा िी ननय जन य ग य नरी र; II, III और IV िणी क कॉिज क ननय जन य ग य सनातक िणी नजीननयरी कॉिज क कि मधावी ािि की स‍या क हराहर र ज (ईईनी और ईईएस) श क नजीननयरी सनातक क सयकत य गान क 1% स कम र। 10 स रमम म I और II िणी क शरर क हीच तकनीकी सनातक क ननय जन क हीच का अतराि गचता की हात र। श म अगधकाश उचच व गध क तकनीकी तर क लिए यर अतराि िगिग 50% र। अन‍दय ववषय क सनातक क मामि म यर िसथनत और खराह र। िारत िम करा नक क अनसार िारत म कवि 46 परनतशत सनातक और कामगार री ननयलमत प ा स ननय िजत र। वणकरमम क िसरी ओर श ध म वयााक ननवश की वशयकता र। उय ग शषिकक जगत सय जना हाती रई ननय जनीयता की उाििबध क साथ-साथ वशयकता क न तरीक क ािरा करन क लिए अननवायक र। जहकक नस टशा म रमार ववलिन‍दन परयास र। ननका वस ननवषकतकरण नरी ककया गया जसी शा की गई र। रम यर ाता िगान की जप रत र कक अगधक िागीारी क लिए कस और कया वश यक र?

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ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी कया उचचतर लशा ससथाओ क उय ग वारा अाषिकत कशशि परान करन क अनकि ि र ना चाटरए? अ‍ययन कायकरमम क हिन एव नसक सनातक की ननय जनीयता क सधारन क लिए उय ग क साथ उचचतर लशा क कस ज डा जा सकता र? शप त करन एव उयमशीिता क लिए उय ग शषिकक जगत कस सरायता कर सकता र? उयमशीिता कशशिता ववकलसत करन क लिए उय ग छातर क कस परकरत कर सकता र? कया उय ग क परनतननगधय क ववशवववयािय /कॉिज क शासी ननकाय म शालमि ककया जाना चाटरए? छातर की ननय जनीयता हाान क लिए उय ग स सहगधत ाायरमम क तयार करन म उय ग कस सरायता कर सकता र? तर और सक नर ववलश‍न लिन‍दन कशशि पर िानि और ससथागत पर िानि का सजन एव मि कस ककया जा सकता र? तर और सक नर ववलश‍ न लिन‍द न कशशि पर िानि और सस थागत पर िानि का सजन एव मि कस ककया जा सकता र? रम यर कस सननिश चत कर कक कवष और ाार‍ ाकरक किा और लशा ा उय गव तर की अनखी नरी की गई र?

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XIX: अी ब षा ी‍ वब‍ीवषा चषा ा‍ ‍रक नीग‍ाीषा

रा‍र की परगनत ववजञान एव परशय गगकी म लशा एव अनसधान की सथायी हा तरी ार ननिकर करती र। नस उशय क ािरा करन क लिए रमार अनसधान क उाििबध परािपत क मानक की शतो ार अन‍दतराक‍रीय सा‍यता सवीकार करनी चाटरए। यर तिी र गा जह रम शज ववचार और वशयकता क धार ार लशा एव अनसधान म रमारी पराथलमकताओ एव कायकरमम क ननधाककरत कर और अन‍दय श वारा ननधाककरत परथाओ का अनगमन कर। ववजञान का ववकास रमारी सासकनतक ार‍ारा और तकरक ससाधन क धार अाना ा षण कर। वजञाननक िाव और सजनातमक ववचार की परकरमया सकि ि लशा क परारलिक सतर ार शप की जानी चाटरए। शषिकक सग न और अवसरचना की हाधाओ की कमी का खालमयाजा सकि ि सतर ार ववजञान लशण सतर त उ ाता र। नसक अनतकरकत, िारतीय लशा और अनसधान की परमख कमज री, िारतीय अनसधान क कि य ग म ववशवववयािय वारा ननिाई गई अााकत अा ा ििलमका र। िारतीय ववशवववयािय अगधक लशण किन‍दरत र। लशक और छातर क लिए अगधक स अगधक अनसधान कायक और हरतर गणवतता क नन‍ाान की वशयकता र। नसक अनतकरकत ननजी ववशवववयािय की परचरता वविशवयािय क ग‍ िीर लशण कायक ार ज र ता र। उनम स अगधकाश म न त सववधाए र और न री अनसधान शप करन का अनकि िन र। ववशवववयािय अन ान य ग की लशक , अनसधान कायककताकओ, परय गशािा तकनीलशयन क सरायता न की य जना अायाकपत र और उसका जाक हाान एव उस ानः कायकनीनतक हनान की वशयकता र। ववशवववयािय क हननयाी अनसधान क पराथलमकता ी जानी चाटरए और अनपरयकत अनसधान और ववजञान की सिी शाखाओ क ववकास की िज‍म ारी अन‍दय ससथाओ ार छ ड नी चाटरए। ननजी एजलसय क ववशवववयािय ाधनत म अनसधान क लिए और अगधक ननगध और सावकजननक तर सटरत र एव डी की िागत ार िागीारी करनी चाटरए। सरकार ववशवववयािय म अनसधान और नवाचार क पर तसाटरत करन क लिए अनक कम उ ा सकती र। परचर किाओ म अनसधान एव सामािजक ववजञान की पर न‍दननत करना िजसम अतःववषयक अनसधान िी मरतवािणक र। अनसधान ग हाान क लिए सजकनातमक सरायक ाकरिसथनतय क लिए सरकार की सरायता की जप रत र। सरकार स र एण ड डी कायककिाा क लिए अान हनन क हाान की वशयकता र। ससथागत सतर ार लशण अनसधान स ज डन की जप रत र। सरकार क सकाय ववकास म ननवश करन और अनसधान म ससथाओ क हीच सरय गी परयास क पर न‍दनत करन क लिए पर तसारन परान करन की वशयकता र।

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ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी छातर और सकाय ससय म अनसधान और नवाचार की परवित त कस ववकलसत की जानी चाटरए? लशक और छातर की अनसधान मताओ क ववकलसत करन क लिए कया कम उ ान की वशयकता र? ककस तरर स उचचतर लशा सतर ार अनसधान कायकवत त क पराथलमकता ी जानी चाटरए? ननजी एजलसय क ववशवववयािय अनसधान और नवाचार कायककिाा म ननगध का ननवश करन क लिए कस पर तसाटरत और परकरत ककया जा सकता र? अनसधान एव नवाचार क पर न‍दनत करन क लिए नन‍नलििखत नीनतय म स ककन‍द र ग हाान की जप रत र?

ाकरणाम धाकरत अनसधान ववत ता षण सामािजक ववजञान ववषय एव हननयाी न क लिए उार अनसधान अन ान नवाचार अनसधान क लिए मिि रालश सटरत ननक यिहशन कन‍दर सथावात करना। कन‍दरीय शषिकक ससथाओ म अनसधान ााकक सथावात करना। सकाय की सयकत ननयिकत- अनसधानकताकओ क ााान और अ‍ यााक क अनसधान करन

म समथक हनाती र। अन‍दतः ववषयक अनसधान ववयमान ववषय क अतरानिागीय सतर ार नए जञान क सजन

क लिए ससथाओ क एकजन कायक करना चाटरए।

रम िारत क रएडडी ाकरय जनाओ क लिए ास ीा सथान कस हना सकत र? रम रएडडी क लिए ववश स अन ान पराप त करन की सिावनाए कस तिाश सकत र? कया रम नवाचारी ववशवववयािय की सथााना ार ानववकचार करन की वशयकता र?

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XX: ी षा ‍जञषा ी जञान अथकव यवस था, जञान का सजन एव परचार परसार करन तथा नसका गथकक परय ग उन‍द ननत और हा रए जीवन स तर क लिए र। जञान अथकव यवस था की ववशषताओ और गनतकी क समझना मरत वािणक र तथा िारत क गथकक ववकास का एक मागक तयार करना र िजसम जञान परहधन एक म‍ य ििलमका गररण करता र। जञान अथकव यवस थाए बहा कि अरषिकत हन गई र और हाररी ताकत क लिए खिी र तथा अवसर का रन एव धमककय क कम करन रत तकरक ततर क सजन की वश यकता र। अत जञान अथकव यवस था म लशा और कशशि स‍ ान‍द न मानव ससाधन क मरत वािणक माना जा सकता र क य कक कवि मानव ससाधन वारा री जञान का ननमाकण ककया जा सकता र ज हा म जञान क स उत ाा -माककक न क लिए परशय गगकी, सामान एव सवाओ क प ा म ाकरवनत कत कर सकता र। नसलिए लशषिकत एव कशशि कायकहि स िरािर ककसी श म उन‍द ननत हाान क लिए उत ाा परचार परसार उस जञान क अनकि ि हनान की हरत सिावनाए र ती र। यर नसी कारण स र कक 18-24 य वगक क लशषिकत यवा जञान क िाि पराप त करन क लिए जञान अथकव यवस था का एक मरत वािणक सिचकाक र। ववश विर म हिती जनाकककी सरचना न ववकासशीि श ववशषतया िारत एव चीन क ा म कन‍द र तथा ाकरगध क लिए ववकास क उाररण हि टए र िजसम कि जनस‍ या म उच च लशषिकत यवाओ नयट अनाात नरीक की हरत स‍ या र। तथावा ककसी श का मानव ससाधन अगधक स‍ ान‍द न र त रए िी, ककसी रा‍ र क गथकक ववकास की गारनी नरी र। नसका कारण यर र कक ज अिी तक लशषिकत और कशशि मानव ससाधन सचि नरी था, हरत सचि हन गया र और नसलिए मानव ससाधन का उाय ग मिि श तक ववलश‍ न नरी र सकता र। जञान का ननमाकण एव उाय ग उन श वारा र सकता र ज परनतिा क कवषकत कर सकत र, उिरती विशवक िम माककक न न ववशषजञता और कशशि तक ारच सिि हना ी र और एक तरि व यवसानयक क जञानयक त हना टया र तथा परनतिा ािायन एव उन‍द नत मानव ािजी क नकसान क खतर का ननमाकण कर टया र। िारत सटरत अनक ववकासशीि श नस साधन स‍ ान‍द न घनक और जञान अथकव यवस था म नसक उाय ग क नस वविाजन स ाीड तडत र। ईसीनी रम ािन‍दत न जञान अथकव यवस था म एक मरत वािणक याम ज डा र। क या नस ईसीनी रमािन‍दत स व यवसानयक की सचिता अस‍ हध अथवा अगधक मरत वािणक असीलमतता म िप त र ररी र या हा ररी र? एक सया श ज डडजीनिीकरण करक और यरा तक कक ववलिन‍द न उाय ग क लिए ईनी का परय ग करक हा रए ननवककि ग का ववकास कर ररा र, सिचना क जञान म हिन तथा नस ान-परान क उत ाा क प ा म जञान की उाय गगता हाान क वारा हिन रत मधा कवषकत करन की हरत सिावनाए र। नस परकार स जरा करी सिचना ननवकक मजहित र और व यवसानयक क ाास यर मरत वािणक उाकरण र, व जञान उत ाान म ननवककि ग का परय ग करन की हरतर िसथनत म र, नस सहध म जञान हानना, डडजीनि हान स री ता र। अत ईसीनी, उत ाा क लिए अथकव यवस था की सिावना

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हााकर और लशषिकत एव कशशि मानव ससाधन ववशषकर व यवसानयक वारा जञान का उाय ग करक जञान अथकव यवस था क परहधन म एक मरत वािणक याम ज डती र। जञान अथकव यवस था व यवसानयकीकरण और ववाणन का एक मरत वािणक याम र, यर तकक टया जाता र कक जञान की सरा, उत ाान क लिए ननमाकताओ क जञान क लिए एक पर त सारन परान करगी। ‘‘जञान’’ अथवा ‘‘नवीकरण’’ ज ककसी स सामान या उत ाा क प ा म ता र, िजसकी सरा की जाती र का एक मिा य िी र ता र िजस जञान क उाय गकताक स लिया जा सकता र। नस परकार स नवीकरण क जञान अथकव यवस था का एक मरत वािणक स ति माना जाता र। नसका अथक र कक उन‍द र अान जञान क हिन अथाकत मिसत‍ क म ननटरत जञान क एक स ा‍ न जञान क प ा म, एक सस प ा म िजसम नस ार व यााार ककया जा सक, क परयास करन र ग। जञान अथकव यवस थाओ न अतकननिकरता हााई र। एकाकीान म ररना कट न र। अत क ई श ज अानी गनतकी क समझता र, उगचत कायकनीनतय क मा‍ यम स अान ा म जञान अथकव यवस था का परहध करन म समथक र ना चाटरए। लशक , वजञाननक , छातर , कायकरमम , शषिकक सस थाओ और सरय ग की सचिता क साथ उच चतर लशा क अतराक‍ रीयकरण तथा ननवककि ग क श क शीषक गणवत ता वाि सस थान क साथ उायक त प ा स हाान की वश यकता र ताकक मधा क कवषकत एव हनाए रखा जा सक। रम एक गनतशीि जञान धाकरत समाज म रर रर र। नई परशय गगककया और चनशनतया, अ‍ ययन क नए तर का जन‍द म ख ररी र। रमार उच चतर लशा सस थान क विशवक ाकरदश य म जञान क नए परिाव तर की ारचान करक नस वश यकता क ािरा करन क लिए उनकी मताओ का ननमाकण करना चाटरए। ववचषा ा‍वव कश ‍ ‍िए ‍रक‍‍ी

ववश व सम ाय म रम अानी साटवन ाावर कस हनाए रख सकत र? उच चतर लशा सस थान, नए जञान का सजन करन और उस श क िाि क लिए परय ग करन म

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रमार ाायरमम क साथ उस ककस स तर ार और कस समककत ककया जाना चाटरए?

do letter to states from js - ministry of human resource...

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