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ELEVENTH FIVE YEAR PLAN -EDUCATION

ime Minister ManMohan Singh has termed the 11th five year plan as "India'sucational plan". The 11th Plan, approved at the meeting of the National Developmentouncil in December 2007, places the highest priority on education as a centeredstrument for achieving rapid and inclusive growth. At INR 2.70 lakh crore, itnstitutes 20% of the Plan, representing a credible progress towards the target of 6% of DP. The 11th Five Year Plan presents a comprehensive strategy for strengthening theucation sector covering all segments of the education pyramid. It is through universaleracy, access to education and knowledge-based industrial development that Indiaill believably march ahead to join the front ranks of the great nations of the worldvercoming the challenges of ensuring that everyone has an access to education andill building in their activity.

he Economy Funda:

he wish list: The 11th Plan Approach Paperhe approach paper mentions that the 11th Plan should ensure, we move towards raising

blic spending in education to 6% of GDP. It must fulfill the Constitutional obligationproviding free and compulsory elementary education of good quality to all children to the age of 14. It must ensure both access and good quality and standards in respectcurriculum, pedagogy, and infrastructure irrespective of the parents' ability to pay.


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ementary Education

nder the Sarva Shiksha Abhiyan (SSA), dropout rates for both boys and girls of allcial groups must be reduced sharply, if not eliminated altogether. This was around% in 2003-04 and was much higher in many states.

ith the Employment Guarantee Scheme adding to family income, the pressures arepected to somewhat reduce. Opening of crches for children at the work site willduce the incidence of girls dropping out to take care of younger siblings. SHGsrmed by mothers should be given the task of preparing mid-day meals. A set of tional testing standards will be created and a chain of institutions that test andaluate children according to set norms will be established. Making available ICT

lutions, shared management personnel, and management skills with the schoolmmittees will be crucial.

condary Educationmajor initiative for expanding secondary education up to class X, must be initiated ine 11th Plan and should include access to organized sports and games. The requiredpansion of secondary education calls for both public and private effort. At present,ivate aided and unaided schools account for 58% of the total number of secondaryhools and 25% of the student population. The 11th Plan will have to find sufficientsources to evolve strategies to significantly expand the number of places in secondaryhools, including expansion of intake by private schools wherever this can complemente public effort.

he present trend of combining upper primary with secondary school education mayed to be strengthened.

chnical/Vocational Education:

he NSS data shows that only 3% of the rural youth (15-29 years) and 6 % of the urbanouth have gone through any kind of vocational training. There is need to expandcational training from the present capacity of a mere 2-3 million to at least 15 million


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KC Recommendations Translated to 11th Plan Action

ajor components of the 11th Plan relate to some of the recommendations made byational Knowledge Commission.

hool Education

Reorient Sarva Shiksha Abhiyan bringing in a strong rights focus to make Right toEducation a reality: ensure basic learning conditions, special focus on Maths,Science & English, common syllabi, curriculum and pedagogy.

Gradually reduce Central Government's funding over the Plan period rather thanmove immediately to 50:50.

Ensure minimum standards and norms for public and private schools and addresssystemic issues of accountability and decentralisation of decision making, teacher recruitment, teacher training, learning outcome measurement, teacher motivation.

Recognise and encourage the role of private providers. Special focus on disadvantaged groups and educationally backward areas. Scheme for universal access and quality at the secondary stage; set up 6,000

model schools one in each Block, upgrade 15,000 primary schools to secondarylevel, additional infrastructure and additional teachers, hundred percent trainedteachers.

Use ICT-based pedagogy and learning aids, provide broadband connectivity to allthe Government and Government-aided secondary schools.

Strengthen teacher training and professional development.

ocational Training & Skill Development:

aunch a National Skill Development Mission with an outlay of INR 31,200 crore tocrease capacity from 2.5 million to 10 million per annum. The National Skillevelopment Mission would:

Modernise existing public sector infrastructure to get into PPP mode withfunctional and governance autonomy, establish a credible accreditation system anda guidance framework for all accrediting agencies, encourage agencies to rate


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Reduce disparities based on gender, caste, region, etc. through differential support. Establish 30 new Central Universities, 16 in States where they do not exist and 14

as World Class Universities (all India admissions, course credits, regular syllabirevision, incentives for faculty, strong linkage with industry and researchinstitutions, no affiliated colleges, outsource non teaching functions).

Establish a National Science and Engineering Research Board for rejuvenation of research in Universities.

Launch a national Mission in education through ICT coverage in all theUniversities and colleges; broadband connectivity through National Knowledge

Network and requisite nodes within institutions; to be implemented through anempowered committee.

Revitalize and reform polytechnics through industry linkage and teacher

development, establish 210 community colleges and 700 polytechnics. Strengthen open universities and reform statutory bodies, scale up Sakshat as the

education portal for 50 crore people.The 11th Plan must simultaneously address the problems of varying standards,outdated syllabi and also inadequate facilities.

he National Merit Scholarship Scheme needs to be expanded to cover at least the top% of the student population in fields of education and skill training.

itiatives for inclusive development:

he open schooling programme should be strengthened and expanded. In case of bjects that do not require laboratory work, it will be helpful for students to accesserecorded selection of lectures, tutorials, and standardised tests available at Internetosks.

sting and examination centres where students can take standardised examinations in

arts can reduce the pressure. The 11th plan should pay attention to creation of ectronically available content and testing mechanisms so hat the pressure onfrastructure can be eased.


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dult Literacy Programmes

im is to increase adult literacy to 85% by the end of the 11th Plan period. Of the 30ore adult illiterates in our country, a significant proportion is not covered under anyult education programme. A programme using the new computer based self-learningstem will be framed for the 35+ age group. Currently, literacy programmes cover 598

ut of 600 districts in the country.computer based functional literacy tool developed by Tata Consultancy ServicesCS) has the capacity to make an adult illiterate read a newspaper in 8-10 weeks. Thisems as a potential tool, if deployed nationally as a mission, India can become 100%erateithin 5 years.

he Check List-11th Plan

ementary education and basic literacy

The 11th Plan needs to be seen both in the national andinternational context. As an economic powerhouse in thecontext of a globalising economy, universalisation of elementary education with quality is a must which only canlead to universalisation of secondary education.

The National Policy of Education (NPE), as revised in1992, had indicated three thrust areas in elementaryeducation:

Universal access enrolment Universal retention of children up to 14 years of age A substantial improvement in the quality of education to enable all children to

achieve essential levels of learning

respect of Elementary Education, the objective of the NPE has been addressed inth Five Year Plan mainly through the Sarva Shiksha Abhiyan, and the Mid-Day Meal


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cheme, the two flagship programmes of the Government, and through Teacher ducation schemes.

arva Shiksha Abhiyan: Strategies and Fact File

There has been a reduction in the number of out of school children, decline ingender and social gaps and a decline in drop out rates.

The number of teachers and number of schools have increased substantially. Surveys show that 90% of rural population was served by primary schools in

2002-03 whereas some gaps have been noticed at upper-primary level.Infrastructure facilities have improved but backlog still exists.

The existing challenges are bringing the 6-7% children under the 'hard to reach'

category into the fold of education, issues pertaining to quality improvement, bridging social gaps and reducing inter-State, inter-district and inter-block disparities.

The goal of universalisation of elementary education includes education for children with special needs (CWSN).

Quality of education in terms of better educational attainment levels are a thrustarea for the next phase of SSA.

Special emphasis needs to be made on education of girls to launch a frontal attack on gender gap with a focus on 'inclusion' and 'quality' and keeping in view theforward as well as backward linkages. Girls education schemes could also offer opportunities for public-private partnership to augment the resources required for creating/up-gradation of girls schools at the upper-primary and secondary levels toimprove infrastructure and facilities (library, lab and sports).

Sarva Shiksha Abhiyan seeks to provide elementary education to all children inthe 6-14 years age group by 2010 and 2% education cess has been levied on alltaxes and earmarked to fund this programme. There is a need of more upper

primary schools. At all India level, there was one upper primary school for 2.8

primary schools in 2004-05. In 2005-06 this ratio of number of primary to upper primary schools was 2.5:1. To bring the ratio of primary upper primary school to2:1 (SSA norm), the additional need for upper primary schools works out to1,40,000.

98% of the rural population has been served by primary schools in 2002-03. Interms of habitations, 87% were served and only 13% were yet to be provided with


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primary schooling facilities within one km from these habitations. During the 11thPlan period 1, 32,623 primary schools have been sanctioned and it is estimatedthat more than 96% of habitations now have a primary school within 1 km.

Access facilities in the upper primary schooling is, however, still an issue as, only78% of the habitations had such facilities within a radius of 3 km. in 2002-03.

There has been significant growth in school infrastructure under the SSA.However, the huge infrastructure gaps and slower capacity to implement largecivil works programmes in some States, has led to low completion rates. Thismeans that allocations for civil works will need to be maintained for selectdistricts in the 11th Plan period as well.

One of the outcome indicators for reporting of SSA progress in the outcome budget is reduction of dropout rates by 5 percentage points each year. It is

expected that the dropout rates of children for the elementary cycle would bereduced from 50.39% in 2004-05 to less than 20% by 2011-12, during the 11thPlan period, even in a conservative scenario.

Financial Progress of SSA: GOI Release and Expenditure

ew Thrust Areas

Need to work towards and enhancing quality of an integrated system of teacher education

Linking teacher education with institutions of research and higher education Continued professional development of teachers and teacher educators


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Establishing linkages between CRCs-BRCs-DIETs-SCERTs-Universities/Apex Agencies

ICT in Education

Information and Communication Technologies (ICTs) can be used in schools for a variety of purposes to improve theeffectiveness of the classroom transaction. Thetechnologies that can be used include computers for computer-aided instruction and computer-aided learning,

tellite based programmes on television, radio programmes, etc. Several attempts haveen made in the past 5 years to evolve an ICT strategy for government schools, both bye Ministry of HRD and the Department of Information Technology (DIT). However, ancrete strategy for a phased coverage of schools has not yet been finalised. The latestfort is report of the Committee on Technology in Education (with representation fromHRD and DIT) finalised in 2005. This Committee made the followingcommendation out of total no. of 10, 00,000 schools in the country, the programmeechnology in Education' will cover 6,42,600 schools, which include 4,22,400 primaryhools, 1,61,700 upper primary schools and 58,500 secondary schools. Every schoolill have server, five PCs, printer, Internet connectivity of 256 kbps plus other

nsumables, etc. The total cost for implementation of 'Technology in Education' in 6,,600 schools is estimated to be 2, 7631.8 crores. The entire programme is to bemplemented in 3 years starting from 2006. Under SSA the focus has been onmplementation of computer-aided learning (CAL) at the upper primary stage. About

,000 schools in the country have implemented this strategy by providing 4-6mputers in an upper primary school. Various models of procurement of hardware andaintenance as well as development of multimedia content have been used by differentates and UTs. Corporate foundations and several private sector organisations haveen actively involved in this work. In a few States, like Jharkhand, Chattisgarh,arnataka, Maharashtra and Uttaranchal, programmes for interactive radio instructionRI) are being implemented with the support from some resource organisations.

owever there is still not adequate clarity about the objective for introduction of ICTsschools and appropriate strategies for this purpose. Existing provisions for CAL are


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strictive. Most States are not in a position to expand the coverage of schools, sinceis activity is presently funded only under the innovation component that provides INR

5 lakhs each year, per district. The following are the recommendations for thismponent:

) Several technologies or applications of technologies should be encouraged. Theseclude:

Computer Aided Learning (CAL): The children (group of 4) interact with themultimedia content and teachers act as facilitator.

Computer Aided Instruction (CAI): The teacher centric instructional content isdisplayed by using large screen TV. Instead of regular CRT monitor, the CPU can

be connected with TV with the help of Video Tuner card. Satellite based education: The satellite receiving terminal, digital receiver and set

top box could be placed at Audio visual classrooms. The TV used for CAI can beused for this program as well by plugging the satellite signal.

Radio Programs: Radio programmes are being used in some States for literacy,orienting teachers and even for students, during or after school. IRI is beingimplemented in a few States.

uch a diversified use of technologies is more appropriate than using only computers.

) There is an urgent need for national and State level policies on the use of chnologies in education. Such policies should address aspects like educationalbjectives for introducing ICTs; nature of technologies, equipment; procedures for ocurement and maintenance; phasing of implementation in schools; setting of

andards for content; evaluation/cost benefit analysis etc. Such policies should forme basis for an expansion of the use of ICTs in schools.

) ICTs are most effective at the secondary and upper primary stages. Therefore onlyper primary schools need to be included in the initial stage.


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) ICTs could be used effectively for training and capacity building of teachers,source persons at cluster and block and DIET personnel. Once ICTs are available athool level, they can be easily used for the purpose of transfer of information for MIS.

) Internet connectivity needs to be considered vis--vis the costs and the likelyucational benefits.

The programme for introduction of ICTs should not neglect the aspect of aintenance of equipment and the payment of recurring costs of electricity,nsumables and internet connectivity.

) In all cases, cost-sharing and revenue earning models should be factored in whileanning for use of ICTs in schools.

is recommended that ICTs in education should not be included under the district levelnovation component, but should become a part of the State level plan. Allocationsould be approved for this component only if a State/UT has developed a clear

chnologies in education' policy that has articulated the aspects mentioned in (b)ove.

he implementation of this component should cover the dimensions of appropriateentification of schools, infrastructure and equipment, teacher training, appropriateftware and multimedia content that is informed by an approach to the teachingarning process, utilisation of the infrastructure for adult literacy and training of youth,search and evaluation component.

is important to develop standards, and if necessary, a clearing-house mechanism toview the content developed for use of ICTs. At present there is a wide variability asell as duplication of efforts across the country for content development.


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n allocation of INR 5,000 cr. may be provided for the 11th Plan period at the initialage for supporting programmes for use of technologies in education. Decisions onate-wise allocations could be taken by an empowered resource group or task force ate national level based on appraisal of policies and implementation plans prepared byates and UTs. Statesd UTs would also need to constitute task forces or resource groups to

nalise their strategies for this component. While this allocation may not be adequate tohieve coverage of all schools, it is more than 50 times the current annual allocations

nder SSA.

condary Education

here were 1,01,777 high schools and 50,272 higher secondary schools/institutions ine country as on 30 September 2004. Out of this 41.05 % belong to government andcal bodies, 29.35 % are private schools receiver government aid and 29.60 % areivate unaided. There are 41 examination boards out of which only two are of All Indiaaracter i.e. Central Board of Secondary Education (CBSE) and Council for the Indian

chool Certificate Examination (CISCE) with 8,300 (approx.) and 1,500 (approx)umber of schools affiliated toem respectively.

he Vision

To move towards Universalisation of Secondary Education: the target during the11th Five Year Plan is to provide a secondary school within 5 kilometers of anyhabitation and to provide a higher secondary school within a distance of 7-8kilometers of any habitation. This will be part of the vision to ensure universalsecondary education by 2017, i.e. the end of the 12th Five Year Plan, whereas thetarget for GER by the end of the 11th Plan could be fixed at 75% for secondarystage.

To ensure 100% enrolment and retention up to Higher Secondary stage by 2020:Secondary education should be universal but not compulsory. The State has totake up the responsibility for providing access to secondary education. Not onlyuniversal enrolment, but universal retention and satisfactory quality of learningshould also be a priority.


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Strategies

There is a need for paradigms sift in the conceptual designsecondary education, the guiding principles in this regard are universal access,

uality and social justice, relevance and development, and curricular and structuralpects.

T @ Schools: The main objective of the scheme is to establish an enablingvironment to promote the usage of ICT, especially, in Secondary and Higher condary Government and Governmentaided schools in the rural areas. The presentheme has essentially four components. The first one is the partnership with the Statevernments and union territories for providing computer education and computer-

ded education to Secondary & Higher Secondary Government and Government aidedchools. The second is the establishment of SMART schools, which shall be thechnology demonstrators. Universalisation of Computer Literacy through thetworking of Kendriya Vidyalayas and Navodaya Vidyalayas with neighboringhools is the third component. The fourth component relates to the activities of Statestitutes of Educational Training (SIETs) which are mandated to produce educationalntent in the form of films, videos, audios, etc. It is suggested that during the 11than, the scope of the present scheme should be enlarged to target all the Governmentd Government-aided schools for providing ICT infrastructure. Further, special

mphasis has to be given to incorporate teaching-learning methodologies for computer eracy.

niversalisation of access and improvement of quality

the context of Universalisation of Secondary Education (USE), large scale inputs inrms of additional schools and teachers are to be provided to meet the challenge of umbers, credibility and quality. For assessment/provision of educational needs,

ysical infrastructure, human resource, academic inputs and effective monitoring of mplementation of the programmes, following steps are required to be taken:

Mapping of secondary schooling provisions (course mapping and curriculum) Assessment of enrolment and physical infrastructure Requirement of schooling facilities and learning resources


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Training of in-service teachers

earning Resources (ICT, Library, EDUSAT)

vestment in this regard is requiredr improving school libraries, laboratories and workshops to promote experimentallture while reducing the importance of external examinations. There is also need tove Computerinterfaced experiments and projects utilising database from publicmain. In view of the above, a science laboratory and an art and crafts laboratory needbe set up in each secondary school.conformity with the advocacy in the National Curriculum Framework

NCF- 2005) about curriculum enrichment for overall development of children rather

an remaining textbook centric and ensuring that learning isifted from rote memorisation, the secondary schools should beuipped with a Learning Resource Centre (LRC) with following inputs:

brary and Separate Room:

It is suggested that ICT Resource Room and Library of the school may be housedin one big room (minimum size- 10mx7.5m), or these may be housed in twoadjacent rooms. Library shall be looked by a separate teacher.

Provision for ICT Support: the tentative budget estimates for providing ICTfacilities in all 1,81,520 schools is INR 24,160 Crore. The items of expenditureinclude: ICT infrastructure and maintenance, Librarian cum ICT coordinator'ssalary, Infrastructure for pre- service teacher's training, Training of ICTcoordinators, In service teacher's training in the use of ICT in the schools, Digitalcontent procurement/development and distribution, Establishment of resources inschools by state governments, Establishment of resources in schools byKVS/NVS, Monitoring, evaluation, research. Innovation, etc.

uch facilities can also be procured on BOOT basis through private sector which canovide maintenance and other support.

nk with EDUSAT: EDUSAT can be used for conventional radio and TV Broadcast,teractive radio and television, exchange of data, video/teleconferencing and web-


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sed education.

apacity Building

rientation of Secondary School Teachers: An Orientation Programmes for theachers teaching the Secondary Classes needs to planned and operationalised through

CERT.

rientation of Educational Planners and Administrators: To cover all theeadmasters of 1,81,520 schools during the eleventh plan, National University of ducational Planning and Administration (NUEPA) needs to collaborate with and makenetwork of institutions like IASEs, CTEs, University Departments of Education,

anagement Schools, Regional Institutes of Education, (NCERT), Indian Institutes of anagement, etc.

blic Private Partnership

7.04% of high schools and 62.83% higher secondary schools are run by private sector.ut of these 28.52% of high schools and 31.79% higher secondary schools areassified as private unaided schools.

Private sector can be encouraged to invest part of its profit towards philanthropicactivities in the education sector by adopting Government schools for improvement of infrastructure and resources like, library, science lab., audio-visual and ICT infrastructure, art workshops, sports facilities, drinking water andtoilet facilities, etc

Several functions of the government school can be outsourced through privatesector involvement For example, entire computer education can be outsourcedfrom private sector who can provide computer and computer teachers for a fee.Similarly transport arrangements for students particularly for girls can beoutsourced.

Private sector should also be involved in designing curriculum and in designing atesting and certification system so that the demand for appropriate skill by theindustry can be met.


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pen schooling system

is necessary to design, create and establish alternative Educational provisions for me prospective learners who will not be able to take advantage of formal schooling

uring stipulated school hours. The open schooling programmes up to pre-degree levele being offered by the National institute of open schooling (nios) and 10 State openhools (soss). The States that have set up soss are West Bengal, Andhra Pradesh,

amilnadu, Karnataka, Kerala, Madhya Pradesh, Rajasthan, Haryana, Punjab, andmmu and Kashmir. The open schools network when fully developed should be able toter to at least 15% students in secondary education. the openhooling network needs to be expanded to ensure that every state providesen schooling facility through its regional language.

igher Education

n exciting time has come for higher education in the country. The 11th Five Year Plancument proposes an almost 10-fold increase in outlay for higher and technicalucation. The planners have set ambitious targets to attract 15% students passing out of ass XII (from the current 10%) into higher education by 2012 and 22% by 2017.

the new Plan, there's more of everything 30 new central universities are to be set, seven IITs and IIMs, 10 National Institute of Technology, five research institutes tocalled Indian Institute of Science, Education and Research, 20 IIITs, two schools of

chitecture and 330 colleges in educationally backward districts.

frastructure in existing universities and institutions is also in for major upgradation.mong the big beneficiaries of these special grants will be 17 yet-to-identified centralniversities which will get INR 3,298 crore. Besides, 39 engineering institutes willceive a whopping INR 6,749 crore, again for ramping up infrastructure. A good dose

funds has also been set aside for upgrading agriculture, management andedical institutions. The document envisions wide-ranging reforms in the way higher ucation is

mparted and much of the fund allocation has been tied up to the beneficiary instituterrying out structural changes.


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nalysis of the past Five Year

lans indicates that, there have been continuous efforts to strengthen the base byveloping infrastructure, improving the quality throughveral programs and schemes, introducing reforms in content and evaluation andcouraging generation of knowledge through research. The focus of fifth five-year planas on infrastructure development, the sixth plan onwards the focus shifted tonsolidation and quality improvement. The Seventh Plan laid emphasis on researchd academic developments. It was from this plan onward that the development centersexcellence and area study programs got special attention. From the Eighth Plan

nward, the need for differential funding was recognized. Under this plan, it wasvisaged that the developing departments would be provided necessary funds to bring their facilities and activities to an optimum level for their teaching and generalsearch pregrammes. The Ninth Plan aimed at gearing the system of higher educationmeet the challenges arising out of the major social, economic and technologicalanges. The focus of Tenth Plan was aimed at quality and relevance of higher ucation, research and development, management in financing and the use of the newformation and communication technologies. The Tenth Plan provided the basis for gher education in the 21st century.Use of ict in Higher Educationuring the 11th Plan period, it is proposed to spread the coverage of ICT to all the 360

niversities and 17,625 Colleges in a phased manner. The benefits yielded by theogrammes during 10th Five Year Plan would be continued and harvested for vitalising and empowering intellectual hubs (Universities and Colleges) of thesocietyrough network, e-Resources, online learning, access to globalresources, archiving of ntents and e-Learning management techniques so that these reforms contribute

mmensely to enhance the access parameters ingeneral and in particular to variousocial Groups, Minorities, Women, Backward and remote areas.

the first phase, it is proposed to cover 200 Universities and 5,000 Collegesross the country for achieving the desired objectives by using Broadband,ireless, DSL, Leased line/TDM/FTDMA VSAT/SCPC/DAMA/Radio Frequency link,r establishing connectivity depending upon the geographical location in phasedanner: This will include the following provisions:


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Access to global resources including multimedia based educational contentthrough networking of colleges and universities.

Platform for collaboration among teachers and students using Communication Networks.

Better access to e-Contents (e-Journals and e-books). Digitising of Indian intellectual Content (Ph.D.

Theses/Dissertations) Development and Maintenance of Union Catalogue

(Books, Serials, secondary serial, current holdings etc.and others non book materials for Universities andColleges).

Audio/Video conferencing system at Universities. Manpower Training.

tal Estimated Expenditure : inr 1750 cr nios level : inr 300 croresoss level : inr 1450 crore (29 soss)

Open & Distance Learning

nrollment target The ODL System, in the scenario of a growth rate of 20% in theudent enrollment, is likely tocount for about 30% of overall enrollment in higher education in theuntry. This will result in significant increase in the enrollment at the end of e 11th Plan, the ODL System should account for an enrollment of around 7illion students.

evelopment of New Programmes and Courses A national qualityamework for such competency and skills would have to be a priority during the 11than. The 11th Plan proposals for the ODL system require a special thrust onvelopment of vocational programmes. As a policy measure, at least 10 % of creditsing developed in each school should be devoted to vocational, employment oriented

rogrammes targeted at enabling self-employment or increase in employability of ople.


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edia Infrastructure-Gyan Darshan, Gyan Vani and Edusat

uring the 11th Plan, the efforts would be to develop complete audio visual curriculumsed content on a course-to-course basis as well as on creating integrated mediaarning packages course-wise, which would be available both as CDs and as softwaren IGNOU's e-Gyankosh, the national repository on open learning material andtegrated with One Stop Portal Sakshat of MHRD for use nationwide.

hile one channel of Gyan Darshan (GD-I) was put on Direct-to-HomeDTH) access through the Doordarshan DTH platform, in the 11th Planrust will be to provide the interactive curriculum based channel (GD-II)rough the DTH platform so that a large number of learners are able toteract through toll-free numbers directly from there own homes.unds would also be required to develop large educational software in all regionalnguages for the 50 plus Gyan Vani Radio Stations that could be in existence duringe 11th Plan.

ver the next five years, anaugmentation of about 40 positions, including the teachingositions for theRegional Centres is proposed. 30 positions proposed for theadquartersinclude production, staff, transmission staff,staff for the Edusatlatedactivities and technical staff, at various levels.

dusat

hile an impressive setup of up to 131 Satellite Interactive Terminals (SITs)is in place,other fifty are being installed. It is proposed to enlarge thisnetwork to about 500 SITsextend the access to the disadvantaged and those in marginalised areas. It has also

een decided to mobilise 10 teaching ends in the Edusat Network in addition to theaching hub at IGNOU Hqs.

urrent Quality Status of Universities in India (as in 2007)


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Total Number of University Level Institutions (367) Total Number of Universities under UGC Purview (317) Number of Universities actually funded by the UGC (164) Number of Universities accredited by the NAAC (128) Number of Universities accredited by the NAAC and scoring above 60% (128)

urrent Quality Status in Colleges of Higher Education in India(As on March 31,05)

Total Number of Colleges 17,625

Number of Colleges under UGC purview 14,000 Number of Colleges recognised under Section 2(f) of UGC Act 5,589 (40%) Number of Colleges recognised under Section 12(B) of UGC Act 5,273 (38%) Number of Colleges actually funded by the UGC 4,870 (35%) Number of Colleges accredited by the NAAC 2,780 (20%)

Number of Colleges accredited by the NAAC and scoring above 60% 2,506 (17.9)

here's no denying the fact that there always are and will be plans. It is hoped that this

an will factor in overlaps, intersections and converging agendas while minimisingastage without loosing out on quality education. There is also no denying the pace of ange in a socio-cultural context, as well as in the technological context. Technologyd the needs of society areanging even as we plan, so to speak. While it is true that all plans are


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pe, this plan will have to think-on-its-feet, sustain itself and even evolve as the veryenario it is to operate within changes.

S Sam CarlsonWorld Bank [email protected]

he World Bank supports the GoI's education strategy as expressed in the 11th Planocument. It reflects a realisation that education and skills development are at the corethe country's effort to generate inclusive growth, rather than just growth whichnefits a few but eludes many. And it reflects GoI's commitment to address humanpital shortages as quickly as possible, with significant increases in funding to be madeailable to the states. If anything, the concern is the capacity of the States to absorb andake the best use of those funds.

ased on my own limited view and experience in India, it would appear that the poor uality and limited capacity of the India educational system may already be holdingdia back, but this government's commitment to address these issues must becognised and congratulated. The 11th Plan calls for a four-fold increase in educationalvestment over the 10th Plan, with large allocations for all education levels.

V S RamamurthyT [email protected]

is interesting to see that there is more focus on the higher education. The only thing Iant to comment on the plan is there is no exquisite mention on rolling more faculties.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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uddenly there is such a huge increase in the number of universities. And if you startrcing the faculties currently available for the purpose, that would not help much. Andeparing the faculties would be a mammoth task. Training teachers would take at least years. Rolling more faculties should be considered.

Parth J ShahCentre for Civil [email protected]

s before the focus has been on outlays, not on outcomes, the 11th five year plan bringsarger picture in comparison to the previous plans, looking at the allocations toucation as opposed to thinking about improving the delivery of education services.

oday, the situation in India is not lack of finances, but lack of proper delivery of ucation tools, which is of more value for students. So the focus should be on thearning outcomes, which refers to the accountability to the system, and this should been through teacher absentees, community control over schools, decentralisation of rricula, text books, exams, and use of school vouchers as way to deliver qualityucation.

hank You.
mailto:[email protected]:[email protected]

n.g.praveen 3653,b.com(h)3 year

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