history and development of higher education in india 1 5 ppt

University Grants Commission of India has played a very crucial role in the development of higher education and the Ministry of Human Resource Development, Government of India has not b

HISTORY AND DEVELOPMENT OF

HIGHER EDUCATION

ININDIA

the most dynamic leadership of Pandit Jawahar lai Nehru, laid great stress on the development of higher education Independent India has developed a very massive sysem

of higher education, with as many as 189

universities and about two lakh colleges and accupies third position in the world in the

field of technical and technological man

power

The book dwells on some of these aspects Universiy Grants Commission of India has played a very crucial role in the development

of higher education and the Ministry of Human Resource Development, Government

of India has not been lacking in providing

financial assistance in the development of

higher education in India

Rs 3000/- (Set of 5 Volumes)

History and Development of Higher Education in India

This one

8F9-0EUE.

of

Higher Education in India

Volume — 1 Recent Trends in Indian

Higher Education

Shaloo Sharma

Sarup & Sons

New Delhi-110002

Published by

Sarup & Sons

4740/23, Ansari Road Darya Ganj, New Delhi-110002

Ph, 3281029, 3244664 email : sarupandsonsin @ hotmail.com

History and Development of Higher Education in India (5 Vol Set)

© Reserved 1st Edition 2002 ISBN : 81-7625-318-9

Printed in India Published by Prabhat Kumar Sharma, for Sarup & Sons, Laser Typesetting at Manas Typesetter, 4648/1, 21, Darya Ganj, New Delhi, and Printed at Roshan Ofiset Press, Delhi

India in its post independence period, under the most dynamic lead- ership of Pandit Jawahar Lal Nchru, laid great stress in the development

of higher education Independent India has developed a very massive system of higher education, with as many as 189 universities and about two lakh colleges and occupies third position in the world in the field of technical and technological man power

The book dwells on some of these aspects University Grants Commission of India has played a very crucial role in the development

of higher education and the Ministry of Human Resource Development, Government of India has not been lacking in providing financial assistance in the development of higher education in India.

2Ð

You have either reached a page that is unavailable for viewing or reached your viewing limit for this,

book

24 ion of Pol ics 185

25 Institutions of Higher Education and Extension :

Planning of Higher Education in

India with Special Reference to

Correspondence Education

‘Though higher education emerged in our country in the later half of the 19ths century and there were several attempts to improve it, but as

independence, when it was realised that for a rapid economic growth, economic planning is necessary In the same way it was also realised that for the development to succeed itis also necessary to plan education

toachieve, Further the thinking of the prominent economists as described

economic development’ But this docs not mean that any type of

education could do the job of national development

Hence the central issue in building a strategy of educational

resources which are scarce

This requires planning the education according to the need and aspirations of the people The Government of India is also planning

education simultancously with the overall economic plan A brief resume of which is presented here

Meaning of Education Planning

‘Edcuation planning is a modern concept In the 19th century when institutional education was developed in western countries, some form

of planning was there in the form of building schools and training of

teachers, But the modern concept of educational planning involves:

(a) Systematic formulation of goals

(b) Choosing alternative ways of resource allocation by means of

specialisd techniques;

(€) Linking up educational development with comprehensive

‘economics and social development

Various persons define it in different languages but primarily following definations embody all the opinions:

“Educational Planning is a cohesive force that coordinates and

directs many different components of an educational system and ensures that widely accepted long term goals, such as universal primary education, are approached more objectively It implies a realistic appraisal ? of the country’s financial means, its human resources and

institutional structures, and other factors bearing upon the success of an

educational plan.”

“Education planning, in its broadest generic sense, isthe application

ofrational, systematic analysis tothe process of educational development

with the aim of making education more effective and efficient in

responding to the needs and goals of its students ans society.”?

“Education planning implies taking of decisions for future action with a view of achieving pre-determined objectives through the optimum

use of scarce resources.”*

In essence we ean say that it signified three elements

1 Formulation of policys & determination of objectives

2 Use of resources which are scarce (Time, Talent & Money)

3 Proper implementation

Approaches to Educational Planning

The main approaches and techniques of educational planning, which are in use as recommended by various authorities are set out below:

Planning of Higher Education in India with Special 3

1 The first approach which is very general and is in general use in social method

Manpower approach Method

Educational output ratio method

The Aggregate method

Human resource Assessment approach

‘No single approach is use in any country and usually combination

of methods are in operation Same is true for India But the emphasis given on the various levels of education is as under:

wen

First Level

1 Universal Compulsory Education

2 Rapid quantitative expansion and reducation non-scholarly gap, increasing the first level enrolments by about 2% every year

Second Level-General

1 Quantitative expansion in keeping with increasing enrolments of the first level,

2 Selective education to satisfy manpower requirements

3 Fulfilment of social demand for transition to third level

4 Consolidation and diversification, so as to meet the diverse needs

of trained manpower of the requisite standard

Third (General)

1 Quantitative expansion in keeping with increasing enrolments of the second level

2 Fulfilment of social demand for higher education

3 Selective education to satisfy high level manpower requirements

trained manpower of the requisite standard

Formulation of overall economic plan

Planning in India involves the formulation of three types of plans:

1 The long term fifteen to twenty years, perspective plan, prepared essentially by the Planning Commission;

2 The five year medium term plan, formulated jointly by the Planning Commission, the Central Ministries and the State Government; and

3 The short term annual plans prepared by the Central Ministries and the State Governments The various stages involved in the

formulation of a five year plan may be briefly summarised as

under:

‘The formulation of the plan begins with the consideration of the

general approach to the plan, roughly about three years in advance The Planning Commission prepares, in the light of the perspective of the development tasks, a—memorandum, which examines the six state of economy, identifies social, economic

and institutional weakness which have emerged, appraises past

trends in production and growth rates, and suggests the directions onwhich future planning should lay emphasis This memorandum

is discussed in the Planning Commission, the Union Cabinet and

the National Development Council, In these discussions the

objectives of , and the approach for, the plan are formulated

The second phase includes detailed technical studies within the

Planning Commission of the physical contents of the plan and

their financial implication, and the constitution at the Centre of

the working groups for different branches of economic activities These groups review past performance, point out deficiencies in policies and suggest future policies and programmes Simultaneously, similar working groups are set up in the states for “Building up a development plan.” The preliminary results

of the exercises made by the central working groups are discussed

in the panels of experts which are constituted by the Planning

Commission

A draft memorandum on the plan, which presents the main

features of the plan, as they emerge from discussions in working

groups and the panels, its principal magnitudes and directions in

which certain serctors may fall short of the economy’s requirements is prepared The memorandum is discussed in the

Union Cabinet and the National Development Council A draft outline reprsenting substantial collaboration of the memorandum

is prepared by the Planning Commission, and submitted to the

Union Cabinet and the National Development Council, when

approved, the outline is widely circulated for discussion in the Parliament, the State and district levels,

‘The Planning Commission holds discussions with the Central

Planning of Higher Education in India with Special 5

Ministries and the State Governments about their proposals and

the financial resources for the plan The conclusion reached in

these discussions are “regarded as understanding between the

Planning Commision and the States for the size and compositon

of each State’s plan.”

5 A fresh memorandum is prepared by the Planning Commision

and submitted to the Unions Cabinet and the National Development Council, the conclusions and decisions on this memorandum forms the basis for the final report of the plan

Formulation Education Plans

The long term perspective on overall development indicates, in

broad terms, the physical magnitude of the educational programmes,

based primarily on the studies undertaken regulalry in the Planning

Commission, especially in its education Division and the divisions that have some educational content in their plans, such as health, agriculture,

labour and employment, and scientific research However, the actual work on the formulation of an educational plan begins with the setting upofthe working groups or task forces While atthe Centrethe Planning

Commission sets up these groups, in the States these are organised by

the education departments

The procedure involved in the acceptance of the plan of the Central

Ministry, and the State Departments is similar to that adopted for the

overall plan The Planning Commission asks for the ‘draft’ five year

plan of the States and the Ministry, These are discussed in the working

groups which are set up for this purpose consisting, in the case of the

state plans, of the representatives from the planning commission, the Education Ministry and the University Grants Commission and the

State officials, The plan of the Ministry of education is discussed and

approved in a meeting consisting of the Planning commission, the

Ministry of Fiance and the Education Ministry’s officials In both cases, the education division of the Planning commission examines the proposed

programmes from the point of view of the priorities and the approaches suggested by the Planning Commission, past performances, special

features that might have to be taken into consideration in the case of

some States, and the feasibility of the suggested programmes The

resources allocated for the University Grants Commission’s Programmes

form a part of the plan of the Ministry of education, The plan the

University Grant Commission formulates usually fom the reports ofits visiting commitees who study the needs of various Universities

The suggestions of the working groups are first considered by officials, and then by the programme Administration Advisers of the Planning Commission, who make a recommendation to the commission about the overall sectoral distribution of the financial resources of the State Plan, which may be modified with the consultation of the Chief Minister

Assumptions Underlying University Education Plan

The expansion of educational facilities has been and continues to

be the major programme in educational development plan at the University level But at the University level also the assumptions are different for different courses suchas Agriculture, Medicine, Engineering and general education (Arts, Science, Commerce and Law)

Since we are concerned with judging the signifiance of correspeondence education which forms a part of University Education (General), so the policies and strategies followed during the plansin this field are analysed below:

Policies and Strategies Followed During the Plans

‘The First plan was primarily in thenature of an attemptat an overall

‘assessment of the economic situation and bringing about some form of co-ordination among the programmes that had already been initiated by different agencies The assessment, however, did not encompass all the

sectors Although imbalance between the output and the demand of

graduates was recognised to be the reason for graduate unemployment,

the plan did not suggest a restriction of admissions as a measure to

reduce the output The problem at this stage was considered to be

“mostly of consolidation rather than expansion”, therefore, no specific

targets were laid down in the plan.”*

In the Second plan, the Planning Commission noted that a rapid

increase in the number of Colleges and Universities had adversely

affected educational standards Enrolment was estimated to have

increased by 3,00,000 during the First plan and the output of graduates

by 17,000 (from 41,00 in 1951s to 58,000 in 1956) Therefore, no specific targets were laid down in respect of enrolment in arts, science andcommerce courses It was hoped that the diversification of secondary

Planning of Higher Education in India with Special 7

education, on the lines recommended by the secondary Education

Commission 1953, would succeed to some extent in checking the rush

of students toarts Colleges This combined with changes in the methods

of recruitment to public services, would result in University education

acquiring greater purpose and direction and fit more closely into the plans of economic development.”

‘Thes review of first two plans exhibited that the expansion of the

first and second levels of education had created greater demand for

places in collegiate institutions and Universities, with the result that instead of the seven that had been contemplated fourteen Universities had come to be established between 1956-61, 278 arts, science and

commerce colleges were added and enrolment in arts courses had

increased by 42% from 6,34,000 in 1956 to 9,00,000s in 1961

Even with this background of rapid expansion the Third plan only

repeated, with much less emphasis, what the earlier plans had stated

The adoption of selective admissions as a measure to reduce pressure

on arts courses was recommended But, in fact, the targets proposed in

the plan were contrary to the above laid policy It was recommended to

open 12 news Universities, 350 colleges and an increase in the

enrolment to4,00,000 students, which as compared to the first two plans

put together amounts to 63.2% in opening of additional Universities,

68.9% in opening of additional colleges and 74 1%increasein additional enrolment through correspondence was also proposed Inthe absence of any forecastes of therequirements of graduates, enrolment targets in the arts, science and commerce courses represented as estimate of the social demand, calculated on the basis of past trends inthe entry of high school

students to Universities

Towards the end of the Third plan need was felt to hold a

comprehensive review of the educational system with a view to inviting

afresh and more determined effort for educational reconstruction, and

the Education Commissions (1964-66) was appointed to advise

Government on the National pattern of education and on the general

principles and policies for the development of education tall stages and

in all respects On the basis of the report a—National Policy on

education was accepted in 1968 in accordance with certain principles

and it was accepted that “part time education and correspondence

courses should be developed on a large scale at the University stage ”

The manpower situation was also anaylsed in greater detail and it was

recognised that the graduate unemployment was increasing but it

pronounced that “it was because employment opportunities were not

being created fast enoughto absorb the number who enter the labourforce each year.”

The Fourth plan before it was finalised, went through several revisionsasithad the background knowledge provided by the Educational

Commission While in the first Memorandum the additional enrolment

proposed for arts courses was fixed at 10,00,000 Out of which 1,00,000

‘was proposed through the correspondence courses.” Till it was finally

‘approved, the overall enrolment target was retained but the numbers to

be educated through correspondence courses were decreased to 35,000

only New colleges were allowed to come into existence to cater to the

proposed enrolment Though there was much concern torelate education tomanpower needs, but this was not followed The policy was kept “the

additional enrolment in the Fourth plan is estimated to be about one million, of this 0.15 million students will be provided education through

correspondence courses, evening colleges and part time classes.*

‘The draft Fifth plan (1974-79) after reviewing the past performance

reached the conclusion that the Indian economy, at its present level of development, has neither the resources to expand higher education at the

present rate nor the capacity to absorb all the resulting increase in the output into employment at wages corresponding to the expectations of

those who receive higher education In view of this fact various

suggestions as a corrective measure were devised; chief being the vocationalisation of higher secondary education, limiting the number of admissions in regular studies at University level and providing the rest

of the social demand for higher education, through correspondence etc

Italso brought forth the idea of a suitable recruitment policy “which will

not, as at present, given an edge to the University educated in competing

forjobs for which less than University degree will be adequate The Plan

mentioned that the effort should be to meet 50% of the demand for

additional facilities inregular institution, 20% through evening colleges, 20% through correspondence courses and 10% through private study.” Though it was recognised that it is difficult to expand facilities yet looking to its social demand it proposed to raise enrolment in arts,

science and commerce courses at the University stage by 53%, from 3

million in 1974 to 4.65 million in 1979, this was 23% more than what

was achieved in the Fourth five year plan

Planning of Higher Education in India with Special 9

‘The draft plan (1978-83) madestrategic changes in its policies with

emphasis on rural development, growth with proper justice etc its

educational policy also changed accordingly It was realised that there has been an unplanned and rapid expansion of general higher education

and it was devised to control this expansion through deliberate policy

measures, so the plan mentioned that “No new Universities are provided

inthe plan 1978-83, if colleges are to be set up they would be establised

with great restraint, only after encouraging adequate resources in terms

of teachers, finances and materials."°it proposed various policy measures such as increase in fees with a due provision for weakers section of the people, emphasis being on linking higher education with talent or more

preferably known as “selective admission, based on merit but with

Teservation of an adequate number of seats for weaker section” and restructuring of the courses to make them more meaningful and relevant

to the student and the society The provision in the plan 1978-83 for

general higher education was kept as Rs 265 crores which formed only 14% of the total expenditure (Rs 1,955 crores) on education On the

basis of the projection of population growth (1978-83) it estimated that

quantity of graduates which was 64.50 millions in 1978 will reach to

90.00 million in 1983 which should be about 50% increase Since the

capacity of the organised sector was taken to be limited and the already existing stock of unemployed graduates (general) (6 out of 7 lacs)

expected to increase in 1983 to (12 cut on 14 lacs) it was felt to restrict

the University admissions, so no proposal for opening new University

‘was made Andon the basis of the projected social demand for education

it was agreed that University and Colleges will be encouraged in every way toshift their emphasis tonon-formal education system, particularly evening and correspondence courses, offering a variety of job oriented

curricula

Looking to the assumptions of higher education and the actual policies followed during the plans it appears that the assumptions have not been kept in mind An example will clarify the point further The

report of the planning group gives information about the methodology

used to work out the demand for additional places After an examination

of various methods that could be used to estimate requirements of

additional places such as extrapolation of past trends, establishing

relationship between the supply from second level institutions and the demand for University place etc the report estimated the need for

University places on the basis of transfer ration ‘between the number

of students at the school stage and the colleges stage after the lapse of specified period.” In actual practice it appears that the concern has been with supply of graduates rather than with demand for them This scems particularly so in the enrolement targets of correspondence cources For example for the period 1969-74 the additional places were estimated at 89,35,000 including 35,000 to be educated through correspondence These targets were more than the additional enrolement achieved during, the first three plans The same practice has been continuing in the subsequent plans

Another point noticed is that the emphasis has been on determining

out the requirements of teachers, equipment and finance Since pressure for seats is taken for granted, additional enrolment is being asked to be

From these historical antecedents it emerges out that in the

of the society is demand for education rather than the manpower need

REFERENCES

1 UNESCO, ‘Economic and social Aspect of Educational Planning’,

1963, p 86

Coomb, Philip, H

Planning Commission, Government of India, ‘Report of Working Party

on educational administration and evaluation, New Delhi, 1968

First Five Year Plan (India) op cited

Second Five Year Plan (India) op cited,p 512

Third Five Year Plan (India) op cited

Fourth Five Year Plan (India) op cited, p.316

Tbid., p.354

Fifth Five Years Plan (India) op cited,, p 198

Draft Five Years Plan 1978-83 (India) op cited, p 223

Tbid., p23

The idea of organising education through Correspondence originated

United States of America and the Union of Soviet Socialist Republic

At the time specially published materials, text-books, brouchers were

and U.S.S.R,) is presented below:

UK

to go back to 19th century, when Industrialisation on modern line was

was ameasure shift in the structure and technique of production A large number of persons who were earlier self employed in Wollen and Texitiles became workers in the Industries But they were not well- versed with the modern techniques of production It was not possible to educate them through regular teaching Therefore, the need to train the adults working in the New Industrial set up was the need of the hour.

Despite increased provision aftet the 1862 regulations, the means of

education available to adults fell short of the need of the workers, who

were secking help to qualify in the new skills and techniques of an

Industrial era This led to serious thinking among workers themselves

as to how to improve their skills by themselves and this function was performed by Workers Educational Association, an organisation created

to improve the lot of workers composed of workers themselves in the

year 1903 This association played an impressive role for fulfilment of

workers ‘educational needs’

For performing these functions, the Workers Educational

Association in collaboration with the staff of Oxford and Cambridge

Universities developed courses for the improvement of workers These

‘courses were organised in the evening This system was further

strengthened by the Extension lectures delivered by the extension

departments of the Oxford and Cambridge Universities This system

‘went on till the earlier part of the 20th century till the workers became

acquained with the modem of communications and the development of

mass-media, this system took the form of cducation through correspondence between the learner and the teacher

Big impetus to these courses came after the second world war Ater

the Second World War in Britain one could clearly see the dictomy of social economic set up On the one side of the ladder there were well to

do persons having their hold on the economy while on the other side

there were poor persons completely cut-off from the main stream of life

and deprived of common amenities of life Hence the resulting effect of

upholding the power by the well to do persons It was felt that the Universities were also catering the needs of the well to do persons Various Committees on education drew the attention of the government

in this regard In 1962 the efforts were initiated for opening up facilities through correspondence at a large scale, and finally in 1969 these efforts

got materialised in the form of starting an Open University (It has

widened fast) In terms of student numbers the Open University is now

Britain’s largest Eightyears after its insception ithad more than 65,000 students In the same period over 21,000 people had graduated with the University’s Bachelor degree Currently, it is offering over 140 degree level courses for students as well as a range of post-graduate studies In

addition, it has recently started to off some courses, of vocational

nature for adult students who do not wish to follow a full degree

programme.

Origin and Development of Correspondence Education 13

USSR

The first serious attemptin this Soviet Union to offer correspondence courses onscientific lines was made after the October, 1917 Revolution and the decree to ensure education forall In view of the dearth of trained teachers, education could not be provided to a large number of people through regular day-time courscalone Thesecircumstances necessitated the evolution of non-traditional methods of teaching Experts in different fields met and prepared series of written instructional material for the benefit and guidance of adult literacy volunteers who constituted the army of people teachers

Correspondence course training for adult (teachers enabled volunteers to lear the techniques of adults) literacy without and distruption of their normal work and thus helped the country to launch

a successful campaign for the eradication of illiteracy The only possible explanation for the rapid stride made by U.S.S.R in the field

of provision for the education and training of the ordinary grade of workers was through correspondence and evening courses

The main objective for which these courses have been started is to provide equality of opportunity for all Through the organisation of these courses is throughout the length and breadth of the country, the Soviet Government has provided an opportunity to all workers-skilled anduunskilled-to improve their educational qualifications and attainment

‘The system of evening and correspondence courses in the U.S.S.R has a wide range Such courses are available in the humanities, social sciences, natural sciences, engineering, technology, agriculture, medicine, teacher-training, library science, trade and commerce, law etc, These courses are used widely At present there are 16 autonomous institutes for correspondence education in a country and 5 evening institutes in addition to 500 correspondence departments and more than

300 evening departments of day-time institutes and Universities

India

The origin of correspondence education in India is recent During the plans for the first time we find that it was in the targets of the Third Plan, as discussed in Chapter IIT, that these courses emerged in the field

of higher education Explaining the possible reasons for their origin, the then Minister of Education said:

“We in India have to see that the maximum possible effort in

undertaken for the expansion and the improvement of educational

facilities in the country but this has to be done within the broad frame

work of our limited resources Obviously, it is not possible to find the

money for buildings, improvement of staff pupil teacher ration, and the

provision of proper equipments, libraries, laboratories etc for all the

‘increasing number of students-who flow to our Universities and colleges

If we still persist in going on with additional enrolmenton the vast scale

as we are now doing, the result would be a dilution in quality and the

education offered becomes and adulterated product

On the other hand, education cannot be denied to people who want

it India is a democratic country and believes in a socialist society The hunger for education has to be satisfied, but this cannot be done through

asupply of adulterated products The way out of this dilemmais through

non-formal education Correspondence courses and all other non- formal educational techniques which have been used in other countries will have to be thought of in this country in order to meet this rising demand for higher education.”

This lead to serious thinking in the Government and it decided to

‘open these courses:

“To reduce the pressure on Universities and Colleges itis also proposed that evening colleges, corrspondence courses and

external examinations should be instituted on a large scale.””

For implementing it and giving it some shape the matter was

referred to the Central Advisory Board of Education, which in its 28th

meetingheld on January 16, 17, 1961 accepted the following resolution:

“For the correspondence courses, the Board suggested further

detailed studies by a small committee before a firm decision could be taken.”?

‘Onthe basisof the above recommendation the Ministry of Education

appointed an Expert Committee in March, 1961 to work out the pattern

and relevant details of the scheme of corrsepondence courses, the

Committee after meeting six times from July 7th, 1961 to 2ist May,

1962 sent it back to the Government with following recommendations

A summary of which is as under:

(i) The Committee recommends that Correspondence Courses

leading to a degree or equivalent qualifications should be adminstered by Universities only (Para 7)

Origin and Development of Correspondence Education 15

(ii) For the present, Correspondence Courses should be confined,

to a first University Degrees (Para 8)

Gii) For part of the course there should be personal contact between

teacher and taught, “contact” classes being organised on a

tutorial in preference to a lecture basis (Para 9)

(iv) To maintain educational standards, it is necessary to associate

top-ranking scholar and the experienced teachers with the preparation of courses and the selection of textbooks Some

arrangement should be made an organised work by staff so as

to ensure continuing improvements in the quality of works (Para 10)

(v) The Correspondence method is susceptible of use in both

Science and the Humanities However, for the present in view

of organisational difficulties, the Commsittee recommends

that the Courses be started only in the Faculties of Arts and

‘Commerce Science should be incorporated as early as possible

(Parass 11 and 15)

(vi) For a first degree, Correspondence courses should normally

take longer period than for a degree at a regular college, say,

four years instead of the usual three Outstanding students,

may, however, be able to complete this into a period of three

year Flexibility in all matters relating to the application of the

system to varying needs is strongly recommended (Para 12) (vii) Fees forstudents applying for these courses shouldbe reasonably

high in the first year but should be progressively lower in the second and third years and perhaps, if possible, be eliminated

altogether in the fourth years (Para 13)

(viii) Two supplementary aids (a) Refresher courses and (b) use of

radio television are recommended in order toraise standards in

spoken language and to correct a too easy reliance on the

written word (Para 14)

(ix) Correspondence Courses should be run in the first instance by

one University i.c the University of Delhi and the subjects to beincluded in the course as well as the details of administration

should be as suggested by the working Group (Paras 15 and 18

and Appendix)

(¥) _Itis important to ensure that the scheme is administered so as

to achieve economy This will be possible in view of the fact

that items of expenditure normal at regular colleges can be eliminated under the Correspondence system, and also if an adequate number of students is provided for so as to reap the

benefits of large scale organisation (Paras 4, 16, 17 and 18)

The Government approved these recommendations Early in its

deliberations the Commitee, in consultation with the late Prof

N.K.Sidhanta, Vice-Chancellor, Delhi University (who was a member), susggested that this University might operate the scheme in 1962 Delhi University agreed to the proposal and appointed a sub-committee to go

into the details of its operation, on the basis of the sub-committce’s recommendations it was decided that the courses should be restricted for

the first instance in English, Moderns Indian Languages, Mathematics,

Economics, Political Science, History and Commerce, and for the first

time Delhi University started correspondence courses in 1962 Since then the Centres imparting corresponding courses as well as the enrolments in them have increased tremendously due to Government’s increased emphasis of providing more higher education through

correspondence Relevant abstracts of the Government policy mentioned

in respectives plans are mentioned below

“The enrolment in Arts, Science Commerce and Law courses in

Universities and Colleges increased by 0.2 million during cach on the

First and Second plan and by 0.5 million in the Third Plan.”

“The additional enrolment in the Fourth plan is estimated to be about one million Of this 0.15 millions students will be provided

education through correspondence courses, evening colleges and part

time classes."*

“The effort should be to meet 50% of the demand for additional

facilities through regular institutions, 20% through evening colleges,

20% through correspondence courses and 10% of through private

study.”

A brief review of the development of correspondence education in

India during the last 20 years show that there were 23 correspondence

institutes in 1982-83 and they provided education to 1,34,000 students

‘The detailed description of these courses has been presented in the table

given below.”*

Origin and Development of Correspondence Education 17

No of students,

Duration

enrolled 1980-81 81-2

3Yrs 2488 2920 -do- 2810 2656

-do - 307 228

3Yn 274 -do-

14Mon 348 413 2Ym 628 - 571 3Ym 8808 11253 -do- 13850 15076

2Yn 3558 - 3008 -do- 3946 2328 -do- 2957 1958 Ao- 5372 3653

9 Punjabi PreUniv 1968 lYer 991 718 397

BA 1968-69 3Yrs 2420 1979 1021

MA Punjabi) 197475 2V 360 318 246 M.A.(Eng) 197677 4œ 291 302 227

MA

(Pol Sc.) 197526 -do- 96 765 617

MA (Socio.) 1975-76 -do 905 526 379

Origin and Development of Correspondence Education

rations Rese- arch for Ma-

Dip.inLaw -do- -do- 937 1672 1802

Monhs NA NA NA,

18 Anda B.A 1972-73 3Ym 4620 7336 1028

BA

MEd

M.Com

M.A.Œng.) M.A(Hist.) M.A(Eeon.)

BA/

B.Com,

BA

B.Com, M.Com

MA (Hindi) (M.A (Hist.)

-do- THÔI - 1075 doc — 763 704

Origin and Development of Correspondence Education 21

Thus, we sce that there has been a big increase in the enrolment of correspondence courses With the origin of Open University in England

in 1971 and the success it gained, a big movement has started in India

to start an open University on the lines of England,

REFERENCES

1 Rao, V.K.R.V, “Education Human Resource Development’, p 141 to

142

2 Third Five Year Plan (India) op cited., p 108

3 Report of the Proceedings of the 28th Meeting of the Central Advisory Board of Education, 1961

4, Fourth Five Year Plan (India), op cited., p 359

5 Fifth Five Year (India), op cited., p 199

6 University Grants Commission-Report for the year 1982-83, p 218 to 222

3

Place of Correspondence Education

in The Indian Economy

For assessing the place of any system of education, it is necessary

to look to the soci-economic goals of that country, “since educational planning is primary concerned with two problems, firstthe determination

of size structure of output of the educational system appropriate for the

given socio-economic goals, andsecond, theefficiency inthe producation

of the output.”"

‘Applied in the field of correspondence education it will mean

answering two question, namely:

1 Whether the size and structure of the output of correspondence

‘education is appropriate for the given socio-economic goals of

‘our country ? and

2 Whether the efficiency is maintained in the producation of the

‘output of correspondence education ?

For answering the first question study of correspondence courses

at the National level is required

The second question can be answered by studying one centre of correspondence education at depth, which in our present study will be

the study of one centre of correspondence education in the state of

Rajasthan.

Place of Correspondence Education in The Indian 23

The first question has been anwered in this Chapter and the second question will be answered in the Chapters to follow

So the question which we have to answer in this Chapter is whether the size and strucutre of output of correspondence education is appropriate for the given socio-economic goals of our country ? This question requires the analysis of the following aspects:

1 Size and structure of output of correspondence education

2 The socio-economic goals of our country

3 Appropriateness of the first with reference to the second

Place of Correspondence education on the basis of the reivew

of the path of economic development

Answer to this question requires the analysis of the following three

aspects:

1 Size and structure of the output of correspondence education

2 Review of the path of economic development on the basis of the

socio-economic goals laid down in our Five Year Plans

3 Appropriateness of the first with reference to the second

‘The anlysis of the first aspect has been done in Chapter-II, and the

analysis of the second aspect has been done in chapter-III So it is the analysis of the third aspecti.e.s appropriateness of the sizeand structure

of the output of correspondence education with reference to the review

of the path of economic development which has been attempted here

On the basis of the study of the origin and development of correspondence courses (Chapte IV) following points emerge about the

size and structure of the out put:

1 The enrolment in these courses has increased tremendously and

has exceeded the figures of 11 million in twenty years

2 These courses provide facility in the following subjects:

(a) Arts (under-graduate and post-graduate)

(b) Commerce (undergraduate and post-graduate)

(©) Professional courses, such as Bachelor of Education,

Journalism, Tourism and Hotel Management, and Library

science,

3 The maximum enrolment is in Arts and Commerce courses

leading to a degree which exceed the figure of 1,05,000 in

1981—82

4 The enrolment in Professional Courses is minimum which was

1 Out of the total population 6,58,140, 676 in 1981, as much as 77

percentage of population reside in the rural areas Further this percentage has not changed significantly during the last 30 years

by only 10 per cent in last 30 years (55 per cent in 1950-51)

5 Thatout of the total work-force of 265 million in 1978s; 260.29 million was the labour force which means that as much as 4.71 million persons were chronic unemployed

6 That the rural work force in 1978 was 216.16 million which amounts to 83 per cent of the total work force Out of which as much as 80.4 per cent were employed (fully or partially) in agriculture, and theremaining 19.6 per cent were employedin the Informal sector

7 The the percentage of graduate unemployed was 10 percent in 1977-78 which was expected to increase to 15 per cent in 1983

8 Thatthe economic condition of the masses was not good The per capita real national income figure was an indication of this fact Further the trend of growth of the per capita, figures was only 1.5 per cent during the last 30 years

9 Thatas muchas 46.33 per centof the population was living below the poverty line in 1977-78

So if we try to relate the size and structure of the correspondence

education with the development of the Indian Economy during the

period of 30 years, we reach the conclusion that these courses do not

deserve their place due to the following reasons:

1 These courses do not fulfill the need of the rural areas because:

Place of Correspondence Education in The Indian 25

(a) More than 80 per cent of the population reside in rural arcas but 80 per cent of the enrolment in these courses is from the urban areas

(b) That the chief occupation of the population in rural areas is agriculture and cottage and small scale industries, while the subjects offered in these courses is of general nature (Arts and Commerce) and whatever alittle facility of professional courses is available it caters the need of the population residing in urban areas

(©) That these courses are helping in increasing the number of educated persons who is already much thereby making the problem of educated unemployed still grave

Even the needs of the urban areas are not met by these courses The problem of educated unemployed persons is also grave in urban areas, and the expanding educational facilities of the general nature (without and job specifications) through these courses has the following adverse effects:

(a) Clustering the persons for employment in unproductive enterprises specifically in those enterprises which do not have job specification (chief being services), trade and commerce) as is clear from the following table:

TABLE 5.1 Proportion of Graduates and Technical Persons in the Work

Force by Industrial Category 1971

S.No Industry Category Total WorkerswithGrmduatesdeg-

workers ree or Technical qualifeation

(b) Ithas the tendency to seek low paid employments which are meant for lower educational levels which can be inferred from the following Table:*

TABLE 5.2

Precentage of Distribution of Degree Holders and Technical Personnel by Monthly Enrolments and Level of

Education and Sex, 1971(1)

Male Female Male Female Less than Rs 100 02 05 04 1.0

(a) By the trend of the job services

(b) By the trend of employment in industries

To collect data for job seekers is difficult The only source is the data provided by the employment exchanges, which clearly depict that the number of job seekers having graduate degrees have increased approximately 8 times, while that of matriculates increased only 4 times

in 10 years as is clear from the following table:*

067961

0EE6OEI

/E68ÐL vontonpa

9ữEiQE

6lgVEE thUlSE

Data about the position of employment of gradutes in various industries is difficult to get But he figures calculated by the Educational

commission which are persented below, reveal the state of affairs.*

TABLE 5.4 ated Reqirement of Graduates By Industry Group

(Thousands) 1969-61 Actual 1975-76 (Estimate)

match between these two

(@_ Even at the time of the start of educational facilities through correspondence, this problem was in existence This fact can

which is depicted below.”

Place of Correspondence Education in The Indian 29

‘The data for graduate unemployed’s show that only in urban areas

as much as 3.3% of the graduate (General) were employed Though the

data for unemployed graduates in rural areas is not separate from the Matriculates but one fact is clear that the percentage of graduates

unemployed’s will certainly be more than the urban areas becauscof the

mass concentration of the work force in the rural areas

The problem has accentuated since than, so much so that the percentage of graduate unemployed’s increased to 10% in 1977-78 and

‘was expected to increase to 15% in 1982-83, as depicted in the table

given below:?

The other significant fact brought about by this table is that the

maximum concentration of unemploymentis in the category of Graduate (General) In 1977-78 they accounted for 6 out of 7 lakhs of unemployed graduates and was expected to increase to 12 out of 14 lakhs in 1983

Thus, we sce that the supply of graduates do not match with their

demand generated by the economy Their supply was already exceeding significantly even in 1961 when the correspondence course, were in the

offing; and the development of these courses have accentuated the

problem, ands expected to worsen in futur Even the Draft Sixth Five Year Plan (1978-83) had issued the warning ®

“This grim outlook emphasises the urgent necessity of overhauling

the educational system in order to reduce the excessive out-tun of

graduates.”

‘Summerising the outlook for the graduate labour market it said

“The educational system would be pouring out into it about 5.37 lakh graduates every year, and to organised sector may annually absorb only 3.91 lakh of graduates thus 1.46 lakhs graduates would be added every

year to the present stock of unemployed.”

Even on the basis of the approach of Manpower and Employment

in the Sixth five Year Plan (1980-83) which emphasies on special

developmental programmes for rural areas such as, Integrated Rural Developmental Programmes, National Rural Employment Programmes, Operational Flood II programme, Dairy Development programmes and other schemes of self employment programmes, these courses do not fit

in because of the correspondence courses do not provide facility of

education and training in these areas

Thus, we find that while the emerging need of the country is, the vitalisation of the rural economy, provision of gainful employment to

Place of Correspondence Education in The Indian 31

all, correspondence courses as they exist do not fit in well because the size and strucutre of output these course is not appropriate for the given socio-economic goals of our country

(b) Institute of Comespondence studies, University of Rajasthan, Jaipur

3 Registrar General of India, “Census of India, 1971—Economic Characteristics of Population, Series 1, Paper No 3 of 1972, p 53

Itis interesting to examine various issues in distance teaching in the light of problems faced in higher education As we have seen, “New Education Policy” envisaged by the Association of Indian Varsities (April 1985), among other things, makes specific recommednations as docs “challenge of Education—A Policy Perspective” issued by the Ministry of Education (August! 985.) These mainly refer tothe following: delinking degrees from jobs, establishmentof National Testing Services,