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Steering COmmittee was to make the POA, 1992 more prac-tical and action-Oriented. . The NPE, 1986 bas the distinction of giving an opera tional meaning to concurrency. Given that Education is a .concurrentsubject.thePOA,1992canbeimplenientedonly if the Unioo and the States/Union Territories (UTs) work togelher in meaingful partnership.
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- The Need and Goals of Programme of Action 1992
- Gender Parity and General Rates of Literacy
- Drop Out Rates with SC and St Numbers
- Implementing The Policies of NPE 1986
- Safeguarding The Rights of Minorities
- Early Childhood Care and Education
- Universalization of Elementary Education – Uee
- Secondary Education
- Navodaya Vidyalayas to Improve The Quality of Education
- Women Education
Education policies in India aim to reorganize the structure of education across different stages. Post the NPE 1986, the POA 1992 aimed at the realization of the long-term goals such as universal enrollment and retention.
In 1991, the literacy rates of males and females were 63.86% and 39.42% respectively. Around 197 million females were illiterate in the country, and 70 million males could not read and write. (please refer to section 1.2.1 of the education ministry’s official document). Even the urban-rural disparity was huge in the case of women. Only 50% of the r...
Even after a series of reforms, India could not eliminate the rates of school dropouts across all categories. The table below shows the drop-out rates in the years 1987-88 (Source- Section 2.1.3 of the ministry’s official document). The idea of universalization of education supported the cause of bringing down these numbers.
Due to a shortage of funds, many recommendations of the NPE 1986 could not be implemented on the ground level. The POA suggested revision, monitoring, and strategies to implement the policies with minimum costs.
The POA also addressed the challenges of safeguarding the rights of educationally backward minorities. It launched some centrally sponsored intensive programs for educationally backward minorities under medium-term measures. Here’s a look at the main recommendations of the POA 1992:
In order to materialize the aims of the NPE 1986, the POA highlighted the need to strengthen the programs along with their components. It suggested a coordinated functioning of the government and non-government agencies to meet the goals of the ECCE programs. Under this POA, early childhood and care were given special importance. And it proposed sp...
Another aim of the POA was to achieve the targets for UEE. It suggested many innovations and revised schemes like the ‘Non-Formal Education’ for students who cannot attend full-time schools. Other than this, it also focused on 10 states (educationally backward), wherein the shared responsibility was between the center and state government in the ra...
Plan of Action 1992 acknowledged the need to further expand opportunities for secondary education. Like other education policies in India, the NPE had also envisioned better participation of the backward classes. However, the POA 1992 increased the autonomy of the Boards of Secondary Education and reorganized them. This action plan also came up wit...
The POA 1992 envisaged opening of Navodaya Vidyalayasacross the nation. These schools were planned to help the high achievers irrespective of their socio-economic backgrounds. This proposal was quite beneficial to improve the quality of schooling for the masses. Because almost 40.7% of the students were already below the poverty line.
Women education was also a top priority as per this programme of action. It suggested more development programs, and aimed at enhancing their legal literacy (about their rights). It suggested running gender and poverty sensitization programs to curb issues like gender disparity. Besides, all teachers were to be trained through innovative training p...
The National Policy on Education (NPE) is a policy formulated by the Government of India to promote and regulate education in India. The policy covers elementary education to higher education in both rural and urban India.
Apr 15, 2024 · The NPE 1986 and NPE 1992 policies played a crucial role in shaping India’s education system and continue to influence educational reforms in the country. Here are some key differences between the National Policy on Education (NPE) of 1986 and the revised NPE of 1992.
N.B: (1) These chapters follow the sequence in which NPE, 1986 deals with subjects. Each chapter deals with aspects of 'Content and Process of Education', 'Making the System Work' and management appropriate to it.
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Oct 25, 2013 · In pursuance of this mission, the Ministry of Education (MoE) was created on September 26, 1985, through the 174th amendment to the Government of India (Allocation of Business) Rules, 1961. Currently, the MoE works through two departments: 1)Department of School Education & Literacy 2) Department of Higher Education.
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What are the chapters in NPE 1986?
After going through the basic objectives of NPE of 1986 and its modified policy in 1992, the recommendations of the policy have been divided into the following 24 chapters. Chapter-I: Early Childhood Care and Education: Integrated Child Development service,
