HARYANA EDUCATION SECTOR

The education sector in Haryana is a vital component of the state's development,

encompassing primary, secondary, and higher education. Governed by the Department of
School Education and the Haryana Board of School Education, the state emphasizes quality
education, innovative teaching, and infrastructure development. Higher education is
facilitated by institutions like Maharshi Dayanand University and Kurukshetra University.
Haryana focuses on vocational education, skill development, and digital integration, aligning
with global trends. Government initiatives address disparities, promote inclusivity, and
envision a future of empowered citizens through education. The current Education Minister
of Haryana is Kanwar Pal Gujjar. Additional Chief Secretary of School Education in
Haryana is Shri. Sudhir Rajpal, IAS.

Let’s start with economic survey of Haryana 2019 – 2020:-

As per the Economic Survey of Haryana 2019-20, the literacy rate in the State is 75.6% as against all-
India literacy rate of 74%. In rural areas, literacy rate increased from 63.2 per cent to 71.4 per cent
and in urban areas from 79.2 per cent to 83.1 per cent. The State Government had provided Rs.101
crore during 2019-20 under RTE Act, 2009 for providing various facilities to students, including free
uniform, stationery, school bags, etc. The mid-day meal scheme is also being implemented for
primary (Class I-V) and upper primary (Class VI-VIII) in all Government, Local Bodies and
Government-aided schools. The number of Government, Local Bodies and Government-aided
schools in the State was as under:

The State has 254 colleges, out of which 104 colleges are exclusively for girls. While 157 are
government colleges, the private sector is partnering with 97 colleges. These colleges are offering all
types of streams, like commerce, arts, medical, technical, information technology, etc. National
Institute of Food Technology, Entrepreneurship and Management at Kundli (Sonipat)

 National Institute of Technology at Kurukshetra

 National Dairy Research Institute at Karnal
 National Brain Research Centre University at Gurugram

Further, the following institutes are being established in the State:

 Indian Institute of Information Technology at Kilohrad (Sonepat)

 National Institute of Food Technology at Panchkula
 Government polytechnic is under construction at Nanakpur, Pinjore in Panchkula district 6.3
There are 35 Government/ Government-aided Polytechnics in the State. 12 Government Polytechnics
are being covered under “Upgradation of existing Polytechnics” Scheme of Government of India.

ITIs:
Besides, for providing skilled craftsmen to industries, besides creating opportunity for self-
employment, the State has the following Industrial Training Institutes (ITIs):

MEDICAL:-
The State has the following network of Medical Institute for imparting education and skill for
providing health services:

ANALYSIS OF BUDGET :-
Year 2019-22 :
Annualised
Change Budget
Sector 2019-20 2020-21 2020-21 2021-22 (2019 – 20 provisions 2021-
Actuals BE RE BE to 2021-22 22
BE)
Rs 500 crore and Rs
317 crore has been
Education 14,868 20,169 15,865 18,891 13% allocated towards
Sarva Shiksha
Abhiyan and
midday meal prog.
respectively.
Education: Haryana has allocated 15% of its total expenditure for education in 2021-22. This is less
than than the average allocation (15.8%) for education by all states (2020-21 BE).

Year 2021-24 :
Annualised
Change Budget
Sector 2021-22 2022-23 2022-23 2023-24 (2022– 23 provisions
Actuals BE RE BE to 2023-24 2023-24
BE)
Rs 7,336 crore has
been allocated for
Education 15,991 19,711 19,445 20,188 4% government
primary schools.
Rs 5,640 crore has
been allocated for
government
secondary schools.

Education: Haryana has allocated 14% of its total expenditure towards education, which is lower
than the average allocation for education by states (14.8%).
How much spend and where (2023-24)
 Allocation of Rs 20,638 crore for the education sector in the Haryana budget.
 Free coaching provided for students with an annual family income of up to Rs 1.80
lakh.
 Comprehensive mapping of every child in the 6 to 18 age group.
 Establishment of Centres of Excellence in electric vehicles, manufacturing, aviation,
pharmacy, and green technologies within accredited universities and colleges.
 Implementation of Pradhan Mantri Schools for Rising India (PM SHRI) Model
Sanskriti Schools, with two schools (senior secondary and elementary) in every block.
 Target to increase Gross Enrolment Ratio (GER) in higher education in Haryana from
32 percent to 40 percent by 2030.
 Allocation of Rs 10,000 crore for the construction of 11 medical colleges, providing
1,350 additional MBBS seats and increasing existing capacity by 75 percent.
 Introduction of Nursing and paramedical colleges in each of the 11 districts.
 Establishment of a Centre of Excellence within the Postgraduate Institute of Dental
Science, Rohtak.
 Creation of a Centre for Excellence in Preventive Health at Shaheed Hasan Khan
Mewati Government Medical College, Nalhar, Nuh.
 Repair and establishment of e-libraries in 979 buildings, costing a total of Rs 370
crore.
 Addition of 1,000 e-libraries in gram panchayats in 2023-24, categorized based on
population.
 Establishment of 468 high-quality gymnasia and 780 Mahila Sanskritik Kendras in
existing gram panchayat buildings after special repairs.
 Establishment of a center for skilling in emerging technologies at Shri Vishwakarma
Skill University, training 5,000 youths annually in fields like Artificial Intelligence,
machine learning, and data science.
 Setting up skill schools in spare infrastructure of government schools to provide skill
education from Classes 6 to 8 starting from the 2023-24 academic session.
 Focus on youth empowerment and entrepreneurship through the Haryana Skill
Development Mission, emphasizing skilling for employment.
 Introduction of a Venture Capital fund with a corpus of ₹200 crore to financially
support women start-up entrepreneurs from families with an annual income of ₹1.80
lakh.
 Short-term foreign language training for youth seeking job opportunities abroad, with
the government covering the expenses of the foreign language certification test for
those from families with ₹6 lakh annual income.
 Financial assistance of ₹2,500 proposed for every girl student (from families with ₹3
lakh annual income) joining government ITIs to encourage their enrolment.
STATE INITIATIVES :-
Digital Learning Platforms for Tackling Learning Loss:
 3S strategy: Stay at Home, School at Home, and Study at Home.
 Ghar Se Padhao Campaign on WhatsApp for daily academic content and weekly
quizzes.
 Avsar App as a single interface for academics, integrating learning, practice, and
assessments.
 EDUSAT online portal for classes 1 to 12, integrated with local cable operators.
 DIKSHA platform extensively used for digital textbooks and teacher training.
 Monitoring of classes by BRPs & ABRCs for academic support.
 Distribution of old textbooks for classes 1 to 8.

Child Tracking of Out of School Children:

 Upgradation of the MIS portal for transparency and accountability.
 Management of information on admission, withdrawal, drop-out, transition,
attendance, CCE detail, and health records online.

Vocational Education during COVID-19 Pandemic:

 Vocational Education covered in 1074 Govt. Schools with 14 skills.
 Enrolment of more than 1,50,000 students in the academic year 2020-2021.

Hunar Initiative for Divyang Students:

 Training programs conducted through FFDC, Makrand Nagar, Kannauj, and NCSC
for Differently-Abled, Ludhiana.
 Initiative for career opportunities training to divyang students in classes 9th to 12th
under Samagra Shiksha.

How many teachers are made permanent from contractual

The Haryana government has taken a significant step toward addressing the shortage of
teachers by appointing 2,075 post-graduate teachers (PGTs) and trained graduate teachers
(TGTs) on a contractual basis. The appointments were made through Haryana Kaushal
Rozgar Nigam Limited (HKRNL) just 17 days after the candidates registered with the
organization. The recruitment is a response to identified shortages in schools following
rationalization efforts.
Key points regarding the transformation of contractual positions to permanent status are as
follows:
1. Recruitment Process Through HKRNL:
 All contractual employees under Outsourcing Policy-1 are now appointed
through HKRNL.
 The move addresses the need for timely appointments, overcoming delays
associated with the traditional recruitment process by the Haryana Staff
Selection Commission and the Haryana Public Service Commission.
2. Advertisement of PGT Posts:
 The Haryana Public Service Commission has advertised 3,863 posts of PGTs,
signaling a broader initiative to address staffing needs in schools.
3. Chief Minister's Perspective:
 Chief Minister Manohar Lal Khattar has highlighted the benefits of contractual
recruitments through HKRN, emphasizing the elimination of discrimination in
private schools regarding salaries.
 Trained teachers engaged through HKRN will receive more competitive
salaries, with TGT teachers earning Rs 25,000 and PGT teachers earning Rs
29,000, compared to the lower salaries offered in private schools.
4. Merit-Based Approach:
 The recruitment process considers the financial status of candidates, with
Antyodaya families earning less than Rs One lakh receiving additional marks
in the merit system.
 The merit system accounts for the economic background, offering a fair
chance to candidates from disadvantaged financial situations.
5. Expanding Opportunities Through HKRN:
 The initiative is part of a broader effort to accommodate more than 90,000
employees engaged on a contractual basis under the outsourcing policy
through HKRNL.
 HKRN serves as a platform for deploying contractual and outsourced
manpower in various government departments, boards, corporations, and
entities controlled by the state government.
6. Criticism and Opposition Perspective:
 Former Chief Minister Bhupendra Singh Hooda criticizes the move, viewing it
as a form of exploitation of educated youth with low wages.
 Hooda raises concerns about transparency in the recruitment process and
questions the hasty procedures followed.
 He expresses skepticism about the government's commitment to permanent
jobs and reservations for marginalized communities in service.

So , the Haryana government's initiative through HKRNL reflects a proactive approach to

address the teacher shortage by transforming contractual positions into permanent roles. The
move is not without criticism, highlighting the need for transparency and fairness in the
recruitment process.
How many girls are taking education
While Haryana grapples with its challenges in gender equality, education emerges as a
beacon of progress for girls in the state. Despite facing setbacks in female employment, the
focus on education has yielded positive results, reflecting a nuanced picture of Haryana's
landscape.

Educational Landscape:
1. Female Literacy Rates: Haryana boasts a female literacy rate of 75.4%, surpassing
the national average of 68.4%. This statistic highlights a commendable commitment
to education for girls in the state.
2. Schooling Achievements: Significantly, 45.8% of girls in Haryana have completed
more than 10 years of schooling, surpassing the national average of 35.7%. This
indicates a sustained effort to ensure girls receive a substantial education.
Female Literacy among districts of Haryana

Contrasting Realities in Employment:

1. Divergence in Employment Figures: Despite strides in education, only 17.6% of
women in Haryana reported receiving payment for work in the preceding 12 months,
falling below the national average of 24.6%. This disparity underscores a challenge
in translating educational achievements into employment opportunities for women.
2. Paradoxes in the Employment Landscape: The state's dynamics present paradoxes,
where women actively participate in rough contact sports like wrestling, boxing, and
judo. However, this enthusiasm contrasts with discouragement from pursuing
employment, especially in the formal sector.
Challenges in Employment:
1. Government Job Aspirations: The aspiration for government jobs remains high
among girls due to the perceived stability, financial rewards, and social status
associated with such positions. However, the scarcity of government jobs poses a
significant challenge.
2. Private Sector Perceptions: Private sector jobs are often stigmatized as low-status or
temporary, contributing to a preference for government employment. This perception
hampers the diversification of job opportunities for educated women.
3. Geographical Constraints: Industries such as Information Technology, textiles, and
auto spare parts are concentrated in specific regions like Gurugram or the industrial
belt of Panipat. The geographical mismatch poses challenges for women from distant
villages who face difficulties commuting or finding suitable accommodation.
4. Post-Placement Support: The lack of post-placement support, including affordable
transportation and accommodation, compounds the challenges faced by women
seeking employment, particularly in sectors located in urban hubs like Gurugram.
While Haryana showcases commendable achievements in female education, the translation of
educational gains into equitable employment opportunities remains a complex challenge.
Bridging the gap between educational aspirations and meaningful employment, especially in
sectors beyond government jobs, requires targeted interventions addressing societal
perceptions, geographical constraints, and post-placement support.

DROPOUTS:-
Haryana School Shiksha Pariyojna Parishad (HSSPP) identified 16,874 children in the
age group of 6 to 14 who either dropped out of school or never enrolled. The number of
identified out-of-school children has shown a declining trend over the past three years. The
count was 17,500 in the previous year and 29,500 the year before. Nuh tops the tally with
2,328 identified children. Other districts with significant numbers include Palwal (1881),
Gurugram (1,803), Panipat (1,395), and Panchkula (1,382). Mahendragarh had the least
count at 27, followed by Charkhi Dadri (39) and Bhiwani (101). Children aged between 6 and
7 years will be directly enrolled. Children aged between 7 and 14 will undergo a nine-month
training program at Special Training Centers (STC). The purpose is to prepare them for
integration into government schools at an appropriate class level. Volunteer educators will
play a crucial role in providing training to children at the Special Training Centers. The
ultimate goal is to integrate these children into government schools, ensuring a smooth
transition and appropriate class placement. Although the decline in the number of identified
out-of-school children was small this year, efforts persist to address the issue. The
identification exercise was rigorous, maintaining the same level of scrutiny as in previous
years. Despite challenges, the authorities remain committed to providing the best
opportunities for these children under the existing policy. The Haryana School Shiksha
Pariyojna Parishad has undertaken measures to identify and address the issue of out-of-school
children, implementing targeted interventions and maintaining a continuous focus on
reducing dropout rates.
REASONS:-
The reasons for the dropout of girls in Haryana can be multifaceted and influenced by various
socio-economic, cultural, and educational factors. While specific circumstances may vary,
common reasons include:
1. Early Marriage: Cultural norms and societal expectations may lead to early marriages
for girls in Haryana, prompting them to discontinue their education.
2. Sociocultural Norms: Prevailing sociocultural norms may prioritize traditional gender
roles, discouraging girls from pursuing education beyond a certain level.
3. Economic Constraints: Financial constraints within families may force girls to drop
out of school to contribute to household income or due to the perception that investing
in their education is less valuable than immediate economic support.
4. Distance and Accessibility: Geographical challenges, especially in rural areas, can
contribute to dropout rates as schools may be located far from the residences, leading
to transportation difficulties.
5. Safety Concerns: Concerns about the safety and security of girls traveling to and
attending school, especially in areas with reported crimes against women, can
contribute to dropout rates.
6. Lack of Support Systems: Absence of support systems, such as mentorship programs
or counseling services, may impact girls' ability to overcome challenges and persist in
education.
7. Quality of Education: Inadequate infrastructure, insufficient teaching resources, and
poor-quality education can result in disinterest among students, leading to dropouts.
8. Gender-Based Violence: Instances of gender-based violence, including harassment or
discrimination within the educational system, may contribute to girls leaving school.
9. Limited Job Opportunities: Limited job opportunities or vocational training options
for girls may lead to a perception that education does not significantly enhance their
prospects for meaningful employment.
10. Lack of Awareness: Families may not fully appreciate the long-term benefits of
education for girls, leading to decisions that prioritize short-term needs over education.
11. Traditional Roles and Stereotypes: Deep-seated traditional gender roles and
stereotypes may influence societal expectations, affecting the perceived value of
education for girls.
Addressing these challenges requires a comprehensive approach, including targeted
interventions, awareness campaigns, and policy initiatives to promote and sustain girls'
education in Haryana.

Policies or Shemes by Govt. :-

 Policy to engage teachers retired from Haryana Government Service, against leave
vacancies, so as to provide quality education (Sugam-Siksha).
 Scholarship Scheme – Pre-Matric scholarship for Scheduled Caste (SC) students for
classes IX & X
 Scholarship Scheme – Award of Pre-Matric Scholarship to the Children (SC) of those
parents who are engaged in Unclean-occupation.
  STATE POLICY ON SAFETY MEASURES IN SCHOOLS (Policy0
 STATE POLICY ON SAFETY MEASURES
 Haryana – School Nurture Policy
 Scholarship Scheme – Schemes for welfare of School Children belonging to BPL and
BC(A) families
 Scholarship Scheme – National Scheme of Incentive to Girls for Secondary Education
 Scholarship Scheme – Schemes for welfare of School Children belonging to
Scheduled Caste (SC) families
 Scholarship Scheme – Post Matric Scholarship to the SC students of classes 11th &
 Policy regarding association of the name of the donors with school building or other
educational institutions already in operation
 The National Savings Organizations Scheme for a Children Own Bank with Full
Interest
 Scholarship Scheme – Rajiv Gandhi Scholarship for High/ Sr. Sec. Schools (EEE) 6th
to 12th
 Scholarship Scheme – Haryana State Merit Scholarship Scheme (Non-Plan)
 Scholarship Scheme – CENTRALLY SPONSORED NATIONAL MEANS-CUM-
MERIT SCHOLARSHIP SCHEME
 HARYANA STATE LITIGATION POLICY
 STATE POLICY ON EXCURSION TOUR(Policy)
 Haryana Education Policy-2000(Policy)
 Centre Govt Scheme of IDMI(Scheme)
 NISHTHA: National Initiative for School Heads’ and Teachers’ Holistic
Advancement
 Digital teaching learning process to be undertaken under Teacher training,
DIKSHA/Digital content creation and Learning Enhancement Programmes (LEP)
components and more schemes .

Education results whether inclined or declined in Haryana:-

The state of education in Haryana has shown mixed results, with both positive and negative
trends:

Positive Aspects:
1. Gender Empowerment Through Panchayati Raj: Constitutional Panchayati Raj has
played a crucial role in empowering women in Haryana. The representation of women
in democratically elected institutions of local self-government is unparalleled globally,
with about 1.4 million women holding office.
2. Social Advancement for Scheduled Caste/Scheduled Tribe Women: Studies
indicate that Scheduled Caste/Scheduled Tribe women, though often less educated
than their upper-caste counterparts, have benefited significantly from opportunities
provided by Panchayati Raj. Reservations for these women within the quota have been
surpassed, leading to enhanced social and political advancement.
Negative Aspects:
1. Educational Qualification Disqualification: The government's decision to disqualify
candidates based on educational qualifications, especially the requirement for a
functional toilet at home, has been criticized. This move is seen as punitive towards
citizens who have not received the minimum education that the state is obligated to
provide.
2. Impact on Democratic Values: The educational disqualification disproportionately
affects the deprived and disadvantaged communities, including Scheduled Castes,
Scheduled Tribes, and women. By barring candidates with grassroots dedication from
running for election, the government is accused of imposing an authoritarian approach
that undermines democratic values.
3. Hindutva Ideal and Social Prejudices: The government's decision is perceived as
aligning with Hindutva ideals, favoring the upper caste and upper-class candidates
while eliminating the right of the deprived and disadvantaged to field their most
electable representatives. This reflects social prejudices and communal bias.
4. Discrimination Against Women: The new conditions, including the requirement for a
functional toilet at home, are criticized for discriminating against women. Despite
encouraging performance, the imposition of these conditions is seen as hindering the
progress made by women in local self-government institutions.
5. Stagnation in Education Quality: Haryana has experienced stagnation in learning
outcomes and quality in school education over the past three years. Despite efforts,
there has been no improvement in the learning outcomes of students in classes 3, 5,
and 8 since 2018-19. The accessibility of education for children has also seen a
decline.
6. Underutilization of Allocated Funds: The decline in education quality is attributed,
in part, to the underutilization of allocated funds. Despite receiving significant funds
for school infrastructure development, the utilization rate is low, raising concerns
about effective resource utilization.
There have been commendable achievements in gender empowerment and social
advancement through Panchayati Raj, the recent policies and educational disqualifications
have raised concerns about democratic values, social biases, and the overall quality of
education in Haryana.

Points can be raised against Haryana Govt. :-

Certainly, the opposition can raise valid concerns and voice criticism against the Haryana
government regarding the education sector based on the findings. Here are key points that the
opposition may use to critique the government's education policies:
 Educational Disqualification Criteria:
Concern: The imposition of educational qualifications as a criterion for contesting
elections is seen as discriminatory, especially against those who have not received
adequate education due to the state's failure to provide it.
 Explanation: The opposition can argue that disqualifying candidates based on
education is a misplaced punishment for the government's failure to fulfill the
constitutional directive of providing primary education to all.

 Toilet Requirement for Contestants:

Concern: Requiring candidates to have a functional toilet at home for eligibility is
criticized as an arbitrary condition that does not align with democratic values or the
right to run for elections.
Explanation: The opposition can argue that such conditions disproportionately affect
the disadvantaged communities and overlook the core issues related to governance
and representation.

 Impact on Marginalized Communities:

Concern: The opposition can highlight how the disqualification disproportionately
affects Scheduled Castes, Scheduled Tribes, and women, preventing their most
dedicated representatives from participating in elections.
Explanation: By focusing on the impact on marginalized communities, the
opposition can argue against the government's move as socially regressive.

 Underutilization of Allocated Funds:

Concern: The low utilization of funds allocated for school infrastructure development
raises questions about the government's commitment to improving the quality of
education.
Explanation: The opposition can argue that the underutilization indicates a lack of
effective planning and implementation in utilizing resources to enhance educational
facilities.

 Stagnation in Learning Outcomes:

Concern: Despite significant efforts, the stagnation in learning outcomes and a
decline in accessibility point to a lack of effective policies and implementation in the
education sector.
Explanation: The opposition can use this as evidence to question the government's
overall strategy for improving the quality of education and ensuring equal access for
all children.

 Discrimination Against Women:

Concern: The conditions, including a functional toilet at home, are criticized for
unfairly discriminating against women, hindering their participation in local self-
government institutions.
Explanation: The opposition can argue against policies that impede the progress
made by women in political representation, emphasizing the need for inclusive and
gender-sensitive governance.
By raising these points, the opposition can construct a comprehensive critique of the Haryana
government's education policies, focusing on issues of democracy, social justice, and
effective governance in the education sector.
How can opposition take benefit out of the opportunity that they can fight
against current government.
To capitalize on the opportunity to criticize and challenge the current government led by
Mohan Lal Khattar in Haryana, the opposition can strategically address key issues and
concerns. Here's a plan that the opposition might consider to take advantage of the
opportunity:
 Public Awareness Campaign:
Launch a comprehensive public awareness campaign to highlight the government's
shortcomings in key areas, such as education, healthcare, and social welfare. Utilize
various communication channels, including social media, rallies, and community
events, to disseminate information and engage with the public.
 Focus on Education Sector:
Leverage the stagnation in learning outcomes and the decline in accessibility in the
education sector to showcase the government's failure in providing quality education.
Conduct surveys, interviews, and case studies to gather evidence of how educational
policies have adversely affected students and teachers.
 Empowerment of Marginalized Communities:
Frame the opposition narrative around the government's policies disproportionately
affecting marginalized communities, including Scheduled Castes, Scheduled Tribes,
and women. Highlight instances where the government's decisions have hindered the
empowerment and representation of these communities.
 Champion Social Justice:
Emphasize the importance of social justice and equality, positioning the opposition as
advocates for inclusive governance. Present a detailed critique of policies, such as
disqualification criteria based on education and other conditions, as regressive and
discriminatory.
 Underutilization of Allocated Funds:
Draw attention to the underutilization of allocated funds for school infrastructure
development, questioning the government's commitment to effective resource
management. Provide alternatives and proposed plans for optimizing fund utilization
for better outcomes in education.
 Engage with Local Leaders and Activists:
Collaborate with local leaders, activists, and community influencers to amplify the
opposition's message and garner support at the grassroots level. Encourage dialogue
and participation from individuals and groups affected by the government's policies.
 Policy Alternatives:
Develop and present alternative policies and solutions that address the identified
issues, demonstrating the opposition's commitment to better governance. Engage with
experts and specialists to create a well-researched and credible alternative vision for
the state.
 Legal and Legislative Actions:
Explore legal avenues to challenge controversial policies, particularly those related to
disqualification criteria for candidates. Use legislative forums to raise concerns,
propose amendments, and hold the government accountable for its decisions.
  Create Alliances and Coalitions:
Forge alliances with like-minded political parties, civil society organizations, and
interest groups that share common concerns and goals. Collaborate on joint initiatives,
campaigns, and protests to maximize impact and reach.
 Public Opinion Surveys:
Commission public opinion surveys to gauge sentiment and gather data on public
perception of the government's performance. Use survey results to tailor messaging
and strategies based on identified areas of concern.

By strategically addressing these areas, the opposition can build a compelling case against the
current government, resonate with public sentiment, and position themselves as credible
alternatives for governance in Haryana.