'Limitations of 10th & 11th 5 Year Plan\r'

'The eleventh louver class curriculum, which was authorise by the National Development Council on 1 9 De cembe r 2 0 0 7 re a f f i rms thi s commi tment . It pro v i de s a comp r e h e n s i ve s t r a t e g y f o r i n c l u s i v e fostering, building on the ripening strength of the economy, while excessively addressing weaknesses that control surfaced. Tenth phoebe bird- division send off (2002â€2007) ? Providing gainful and high- caliber interlocking at least to the addition to the labor force; ? All barbarianren in India in school by 2003; all children to consummate(a) 5 geezerhood of schooling by 2007. lessening in gender gaps in literacy and wage rates by at least 50% by 2007; ? Reduction in the decadal rate of population harvest-time between 2001 and 2011 to 16. 2%;* ? addition in Literacy Rates to 75 per cent at bottom the Tenth conception period (2002 †2007) ordinal tail fin- division externalise (2007â€2012) The eleventh plan has the n ext objectives: upbringing ? Reduce dropout rates of children from wide-eyed school from 52. 2% in 2003-04 to 20% by 2011-12 ? Develop minimum standards of preceptal attainment in unsubdivided school, and by regular testing monitor military strength of genteelness to ensure character reference ?\r\nIncrease literacy rate for persons of age 7 stratums or above to 85% ? visit gender gap in literacy to 10 parting point ? Increase the percentage of each cohort going to high study from the present 10% to 15% by the end of the plan flip Areas in the 10th Five category visualise GENERAL : To achieve a profound transformation of higher education in order that it becomes an effective champion of sustainable human development and at the same time, improves its relevance with closer think with the world of work and achieve lineament in its pedagogy, research, business and friendship consultation functions including life long learning.\r\nSPECIFIC: To generate to the transformation through improvement of the conceptions, methodology and practices connect to: ?????? The relevance of higher education. ?????? graphic symbol, military rating and accreditation. ?????? Research and development. ?????? Outreach activities in business and community and life long learning. ?????? The knowledge and affair of the peeled information and communication technology. ?????? focal point and financing. ?????? Export of higher education, and reorientation of outside(a) cooperation. ?????? Strengthening of open and distance education system. ????? Strengthening of research institutions. ?????? Mobilization of resources. Proposals/Recommendations for eleventh Five Year cast A Working Group on high discipline was set up by the think Commission under(a) the Chairmanship of repository (HE), vide order no. M-12015/2/2005-Edn. Subsequently, it was unconquerable to constitute seven Sub-Working Groups on the next sectors of higher education:- 1. telephone ex change Universities 2. Deemed to be Universities 3. State Universities 4. Colleges 5. Distance Education 6. prime(a) of high Education 7. Research. Tenth Five Year computer programme (2000-2005)\r\nThe year apt allocation and expenditure for the 10th Five Year intention period was as follows : The Tenth Five Year Plan was fixed at Rs. 30,162 Lakhs. The draw to TSP, SCCP and PWD projects were follows: 1. TSP †cxlv Lakhs 2. SCCP †225 Lakhs 3. P. W. D. †200 Lakhs During 10th Five Year Plan period the following development works was undertaken by the Govt. : 1. Normalisation of Plan Posts. 2. Establishment of The K. K. Handique State Open University 3. universe of 5 years L. L. B. Courses in B. R. M. Govt. practice of law College. 4. Establishment of F. M. Radio Station. 5. Introduction of offstage University Bill. . Sanction of Rs. 10 Lakhs to each Provincialised colleges and Rs. 4 Lakhs to all provincialised Sanskrit Tols under the aim â€Å"Buniyad†. 7. monetary assistance to all affiliated Non-Govt. colleges (133 numbers) and 16 Sanskrit tols under â€Å"State Priority Schemes”. 11th Five Year Plan (2005-2010) The limn XIth Five Year Plan has been proposed for Rs. 34,175 lakhs. The flow to S. C. C. P proposed for XIth Five Year Plan is Rs. 300 Lakhs. During the current financial year an amount of Rs. 70 Lakhs has been agreed for S. C. C. P for implementation of the above mentioned schemes.\r\nFor the next financial year 2008-09, an amount of Rs. 1,831 Lakhs has been proposed and the flow to S. C. C. P. is proposed for Rs. cytosine Lakhs. III. Major Initiatives in the Eleventh Five Year Plan Let us examine the provisions made in the Plan for the various sectors in Education. This fragment get out also high light the changes, if any, in the scheme structure and measures taken for wear out implementation. C. Secondary Education The Central presidency has been managing four types of schools that pass on been a llocated the following: Kendriya Vidyalayas (Rs. 1,326 crore), Navodaya Vidyalayas (Rs. 4,067 crore), Central Tibetan Schools (Rs. 6 crore) and National initiate of Open Schooling (Rs. 88 crore). The marriage G everyplacenment scheme ‘Strengthening of boarding and Hostel Facilities for Girl Students of Secondary and Higher Secondary Schools (Access & Equity) is to be restructured and merged with the new umbrella scheme of ‘Universalization of Access and advance of Quality of Secondary Education. Further, the erstwhile schemes of Information, communion and Technology (ICT) in schools, lady friend child incentive, Integrated Education for Disabled squirtren, vocational Education, etc. will be subsumed under a new umbrella centrally Sponsored Scheme (CSS) named SUCCESS.\r\nThe Eleventh Plan apportions Rs. 9,282 crore to SUCCESS. It is deservingwhile here to note that under this scheme it is proposed to set up 6,000 block-level Model Schools at the secondary leve l which would be generally managed and run by the corporate entities, trusts and reputed underground providers. This, when seen in the light of growing appoint of offstage schools (from 15% in 1993-94 to 30% in 2004-05) and encouraging establishment of effectual quality schools in deficient areas in Public Private Partnership ( uvulopalatopharyngoplasty) sense modality is reflective of the policy direction of the Planning Commission and the Central Government.\r\nFocusing on the girl child, A Girl Child Incentive Scheme with a provision of Rs. 1,326 crore is to be launched on a pilot light basis in selected Economically retracted Blocks (EBBs). On the basis of quick evaluation, its enlargement will be considered in the Eleventh Plan period. It is proposed that the merger of all girl child incentive schemes will be ensured. Herein, a critical aspect related to school education is teacher education and training. The Plan provides Rs. 3,536 crore to Teacher Education. In this learn, laborious gaps generate been observed in the caution of District Institutes of Education and Training (DIETs).\r\n non only have most of the DIETs been headless, there is also a shortage of quality faculty in DIETs, thereby go away much to be desired in the quality of teacher training. duration the Plan document finds this detrimental to promoting quality in teaching, the solution suggested is heavily dependent on outsourcing the DIET faculty or DIETs adopting the PPP mode. D. Vocational Education The Eleventh Plan apportions Rs. 1,768 crore towards Vocational Education. As part of the schema adopted by the Plan, there is greater emphasis on the services sector.\r\nThis apart, over 95% of the unskilled and semi-skilled population will be provided continuous informal training. It is also suggested that a National Vocational skill (NVQ) system be developed. E. Higher Education Apart from the existent 7 schemes in Higher Education, the Eleventh Plan has provided 9 new s chemes along with outlining a special(prenominal) Plan for Higher Education wherein exposed regions are provided with Science, Medical and Engineering Universities. The Plan highlights the need for autonomy and accountability in the higher educational institutions and calls for quality improvement.\r\nWhile the Plan observes that there are subjective imbalances due to the close sector direction on specific disciplines and regions of the country; it is worth noting that the Plan hopes that more than half of the incremental enrolment in higher education is made by private providers, thereby encouraging the role of private unaided higher educational institutions in the country. F. skillful Education In the field of skilful foul education, the Eleventh Plan envisages establishing new institutes of management, technology, industrial research and training, planning and architecture.\r\nThis apart, upgrading select existing technical institutes is on the anvil. The State technical in stitutes are also proposed to be strengthened. other key area that has been highlighted is the want of competent polytechnics in the country. With 125 districts not having a single polytechnic, it is suggested that every district be covered, through Central funding as well as with PPP and private funding. Some critical issues with regard to these polytechnics allow in: static curricula, poor industry interface, lack of flexibility to respond to needs, obsolescence of equipment, lack of trainers and brusk funding.\r\nLimitations in the Eleventh Five Year Plan with Regard to Provisions for Education â€Å"The Eleventh Plan would be a Quality Plan in value of the education sector. ” †Eleventh Five Year Plan While some advances have been made towards ensuring the basic issues of access, retention and quality is met, some problems persist. The Plan seems to adopt a piecemeal approach as there are multiple schemes having multiple goals and a constant friction persists be tween the affection and the States with regard to funding norms allowing scant show up in terms of outcomes.\r\nThe Eleventh Plan is increasingly stressing on privatisation in simple and secondary, higher and technical education sectors in education. PPP is being seen as the preferent route to financing and implementing schemes. Another dismal trend observed in the Plan document is the encouragement given to private players ranging from setting up educational institutions and suggestions to outsource DIET faculty, establishing private polytechnics, etc.\r\nFurther, character reference of the need to levy (user charges) fees even in public (government-run) schools is worth noting. This, when seen in the light of the Plan proposing to be a Quality Plan, also proves to be contradictory as illustrated by specific instances. In the elementary sector, the Plan continues to seek the amour of teachers in implementing the MDM scheme thereby denying quality teaching to pupils. Under ad ult education, low need and lack of training of voluntary teachers is barely seen as encouraging quality concerns.\r\nincrease role of public private participation in secondary schools and continuing to have four types of public-funded schools, instead of having a putting green system of school, also do not promote uniform quality education. With regard to addressing gender concerns, initiatives focusing on Moslem women need to be enhanced. There is also a fear that having multiple schemes with diverging goals (vocational training ranging from small scale entrepreneurial development to computer literacy, etc. ) magnate dilute the primary objectives of ensuring education and training of uniform quality for all.\r\n'