Revitalizing secondary educationBy Sadaket MalikWith central government throwing the ball on state governments for the implementation of various projects to revitalize the system of secondary education in the country, rules of access, equity, Mahila Samakhya and quality in the field of secondary education has lost its essence. The fundamental problems of quality, equity and access to higher education in India is still pending, in addition to the key legislation by the Ministry of HRD Govt of India. The committees were made by the Govt. measurement system and propose measures to generalize the whole system. the central government’s own figures show that many two-thirds of voters remain for secondary education outside the school system today. A Central Advisory Board of Education (CABE) Committee estimates that 88,562 additional classrooms will be needed in 2007-08 and the first 3 lakh additional teachers. CABE is the highest advisory body in respect of policy development in education in India. Figures set, the performance of the Department of Human Resources Development Department of School Education and Literacy, that nearly two thirds of eligible voters for the secondary and postsecondary education to stay out of school today . While noting that a sufficient number of primary schools is at a reasonable distance from homes, the department acknowledged on its website that it is not the case in respect of secondary schools and colleges. The gross enrollment ratio for basic education in fiscal year 2003/04 was 85 percent, but for secondary education, the figure was 39 percent of enrollment. Aptly, the CABE report also notes that the benefits of reservation policy in higher education, India is unlikely, it is determined in the absence of strong secondary education system to achieve. A large majority of children and young SC and ST communities have no access to secondary education and less than 10 percent of girls between castes and tribes as well as access to both stages. Without school or senior secondary benefits of reservation of SC / ST remains difficult, “says the report. These are questions that the report of CABE report. School systems, according to the report, address searches, should be for equality and social justice, overcoming discrimination strive sex can result, economic inequality, social norms of caste and community, the place (urban / rural), disability (physical and psychological) and cultural or linguistic differences appear. However, these injustices to remain at the current situation, where government involvement in secondary education is much less than what is expected of him. Report of the Committee indicates that nearly 25 per cent of secondary schools to private schools whose clientele today comes only from the bare privileged strata of society. One expert said that private education has always played an important role, we have different types of private institutions such as private unrecognized, recognized private, but not by schools and private, recognized and funded schools. In Kerala and West Bengal, it is common for private schools financed see plays, schools, private management, which receive government subsidies execution. Going by the sixth All India survey data, the report notes that private schools CABE computer for more than 46 percent of all high school students account. The massive participation of the private sector in the secondary press in any case the government of their many tasks. To improve access to higher education, experts agree that the government should invest more money. Unfortunately, the center where, even in primary school has experienced difficulties, especially when he is on a collision course. Course with private schools. Similarly, although the report of the CABE Committee recommends a common school system, seems the government have already demonstrated their lack of interest. CABE report was accepted in principle, but soon after, diluted the Planning Commission of our recommendation that should the typical high school Kendriya Vidyalaya as a. The Commission said that could be extended instead Kendriya Vidyalaya standards, standards of sub-Saharan Africa in higher education. Such a move in parallel streams through education of poor quality is accepted as part of the school. CABE Committee, however, expenditure, if all schools are like Kendriya Vidyalayas run. The total cost in this scenario, no more than six per cent of GDP is worked, but it does not seem enough to convince the government. The report does not mention the number of schools will be required to meet future demands. However, it provides two estimates, based on a projection of the success of 100 per cent of the SSA and others, the success of 75 percent of the program. In the former case estimates, the report indicates that 88,562 additional classrooms in 2007-08 will be necessary, and about 3 1 lakh teachersA more disturbing trend in public schools, no doubt a factor in their poor performance is the fact almost 95 percent of the state will in subsidies staff salaries. There is no money for the purchase of educational materials, cleaning of signs, “he said. The ratio should be at least 80:20, with 20 percent of the grant for the improvement or creation of an infrastructure to use, he adds. To ensure that public schools more efficient management, a committee will be asked by members of the district to make decisions about the school, offer a number of experts of the Committee of CABE. Experts said there are several examples of public-private partnerships. “There are initiatives such as DPS Delhi Public School was responsible for two or three public schools in Gurgaon in Haryana given run this way of running schools, private schools for a time and use their expertise to train teachers. The teachers have a consensus that children actually walk because there is not a quality education. Poor children, poor people can afford it, their time in classes that are taken urgently, or in schools that lack the infrastructure or teachers to spend. Instead of the reasons are causing the problem, the government seems keen to parents or children for the “Drop-out means” rate. The report of the CABE Committee has comprehensive standards that secondary schools should follow implement a single class of 30 students, safe drinking water facilities and separate toilets for girls and boys in computer labs. Experts also suggest the provision of ships or grants to encourage free disadvantaged groups to connect to high schools and colleges. CABE report notes that the expansion of secondary schools can achieve through the creation of new schools, modernization of existing schools in secondary schools by offering more of the infrastructure and expansion of existing facilities in secondary schools to accommodate more students. In this perspective, the central and state / UT governments must work together to begin planning to implement the agenda Free and universal secondary education in the first phase until 2015 and then extended to secondary education in the second phase in 2020. Waiting conventional secondary education and secondary education is its role in laying the foundations necessary for energy production technical manager, increasing the potential to contribute a company to increase the growth of knowledge and skills and hence the country’s ability to meet the challenge of global competitiveness. The number of schools to 50 1000112 273 teachers have been increased, and Figure High School Poster 1082 101 777 878 teachers. Official statistics show that the inclusion of middle and higher secondary level was in March 1970 crore and the gross enrollment rate for 39th overall dropout rate 91 to 61 matric potential. that on 92 September 2004. The population of children in this age group was estimated. 5,000,000 per 2001 census to 88th enrollment show only 31 million of these children, however, have been in schools in 2001-02, § 5 13 -5. 15 of the National Policy on Education (NPE), 1986 (as amended as in 1992) against the secondary education. NPE fifth Para 13 states that access be extended to secondary schools focus on education of girls, scheduled castes and tribes, especially in science, business and vocational training. The differences between boys and girls’ enrollment is particularly marked in the secondary. according to the latest data available from the total number of students n 21 2000000 1991-1992 (as on 30 9th 91) at the secondary level (Classes IX and above ), given the girl for only $ 7 million, while only 33 per cent of the total number of students, while male enrollment at this stage of training is 67 per cent of the total number of students . However, there is a significant progress in all fields of secondary education did. More than 84 percent of housing in 1993-94 was a high school / section for a distance of 8 km by 70 percent compared to 5 km. The number of unserved households rose from 21 percent in 1986/87 15 per cent in 1993-94. During 1950-1951 to 1999-2000, the number of secondary and higher schools increased from 7,000 to 117,000. The increase (Used 16 times) is much faster than the corresponding increase in primary education (three times) and use the upper primary (14 times) schools. In the last decade (1990 – 99), more than 37,000 high school and have been opened. The report of the High-primary to secondary increased from 1. 83-1 in 1950-51. 69 in 1999/2000. keeping in view the sad statistics of secondary education in the country, the Ministry of HRD has initiated several programs, such as regulations for strengthening of boarding and hostel facilities for students in middle and high schools. The scheme NGOs and implemented the state governments. One-time grant RS @. 1500 / – per girl to limit the purchase of furniture (including beds) and utensils and the provision of recreational aids, particularly equipment for sports and games, reading books and equipment. recurring and Rs 5000 / – per girl per year limit for food and salary range. Finally, the CABE Committee in June 2005 that “there ‘s There is no acceptable alternative to regular schooling of good quality for all girls. ” The Committee also believes that “the resulting incentives to promote girls’ education must be considered and measures should be designed with strength and power they are able, the obstacles are to against such factors as poverty, domestic / responsibilities brother, working girls, preferably low girl education, preferably in marriage on girls’ education, etc. “The important issues of secondary education set highlighted in the Tenth Plan: more emphasis on improving access, reducing disparities emphasizing common school system; Renewal programs are focusing on the professional reference and employment oriented courses, expansion and diversification of the open learning system, a reorganization of teacher training and increased use of ICT. began after the merger of several systems, such as AND and the class system, a new scheme called Schools of ICT was for the annual plan expenditure in 2006-07 Rs 67 crore equipment. The central government intervention in secondary education is mainly in two areas: (i) through the institutions at the top and (ii) by various central trade regimes. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the primary place appointed for the provision of research and political support from the central branch company and state governments, for CBSE schools and three secondary others for their own school systems. It is 929 Kendriya Vidyalayas (KVS), Navodaya Vidyalayas and 507 (NVS), and 69 Central Schools for Tibetans (CSEC). improve the system of Vocationalistion secondary education in secondary education individual employability. Rashtriya Shiksha Abhiyan Madhyam (GNFS) began in 2007 is an exercise in mission mode to the secondary school where the center will be together generalize universal secondary education by the year 2020th The irony is that the arguments Developed by the Ministry of HRD for Community in the implementation of the participation of such systems are not encouraging. Government should establish mechanisms for evaluation and the basic commission to evaluate the progress of systems and evaluation of measures to support the education sector through the mobilization for the revitalization of systems and implement this policy in practice. The author can be contacted on sadaketmalik @ rediffmail. com