report on uttar pradesh educational service training
TRANSCRIPT
Report
on
Uttar Pradesh Educational Service Training Programmes
NIEPA DC
Committee on Development of Training Programmes for Uttar Pradesh
Educational ServiceFebruary 2001
Introduction
Training plays an important and integral part in furthering several kinds of learning and development. It involves a planned and systematic effort to modify or develop knowledge, skills and attitude through learning experience, to achieve effective performance in an activity or range of activities. Its purpose in the work situation is to enable an individual to acquire abilities in order that he or she can adequately perform a given task or job.
Education is a life long process. The Delors’ Commission Report ‘Learning The Treasure Within’ states that while the Indian context of life-long learning envisages that one has to learn as long as one lives, the western concept of long-term learning or continuous learning refers to upgrading the talents and skills of individual. Among the four pillars of learning it emphasizes on the primacy of ‘learning to know’ as an instrument of coping with the expanding systems of knowledge. It requires the development of skills, particularly the skills of learning to do, which, in turn, point to the significance of training as a means to skill development.
Training is indeed an integral part of education, as one has to acquire new skills of learning to learn and do, since with every new change, new situations emerge, and with this, education also needs to change and to prepare to manage the change. Educational Planners and Administrators, in this context, require the skills and ability or competency not only to prioritise or manage the information but also the skills of problem solving, conceptualisation, analysis, developing value, and the skills of team work, team building and working together, which, in a way, refers to learning to live together, as another most important pillar of learning that may help diffuse contemporary crises and tensions of mankind today.
There has been a marked difference between a trained and an untrained person. This is all the more important in case of educational planners and administrators at all levels of educational administration right from the district to the directorate level where they require high quality professional skills and expertise. As the time passes, the emphasis of educational administrators has been shifting from managing different programmes of education to effective delivery, from centralised target setting and achievement to decentralised decision-making, with participatory management approach at village level and, from traditional approach of conducting educational programmes to innovative ways and new experiments, both in pedagogy and in field operations.
From the very beginning, Uttar Pradesh has had a well established system of educational administration at all levels with highly educated and trained officers of Uttar Pradesh Educational Service Cadre. The United Province Educational Service Class I Rules, 1945, provide a detailed picture in
this respect and reveals that there was no compromise as far as thie qualifications and other necessary requirements for the job were concerned. Thie one-year foundation training has been necessary for all education officers alter their recruitment in the Educational Service since its inception. It had a greater impact in terms of knowledge, skills and professional competency of educational administrators’ work. The provisions of 1945 Educational Service Rules clearlly indicate that an education officer could join the service only after satisfactory completion and successfully clearing the final examination after training. The officer’s attachment then with different educational institutions, field visits, besides rigorous content training could give him or her a vision to manage the educational enrichment activities skillfully and with professional expertise.
Though the State Educational Service Cadre since then has witnessed tremendous changes in respect of its size, nature and functions and has been diversified over each and every sector of education in the state making lit imperative to have strengthened the contents of one year training in accordance with the expansion and developments in the education system over the years, yet, contrary to its growing needs, this precious input to education officers’ training was discontinued in 1990 for some reasons or the other.
The decade of 1990's, since Jomtein conference, has, in fact witnessed several innovative programmes like Bihar Education Project, EFA, DPEP, Lok Jumbish and Shiksha Karmi, particularly to achieve the universal access, enrolment, retention and quality improvement. This has necessitated even more the need to review the training needs of administrators not only in terms of their knowledge and skills but also in terms of their competency to deliver the goods effectively. This is all the more necessary in the context of an ambitious programme, namely, the Sarva Shiksha Abhiyan being launched to cover all the districts in the country. Based on the experiences gained from the experiments and innovations in education, the Sarva Shiksha Abhiyan adopts a bottom up approach with intensive community participation in planning and management of education from village level to district level.
The formation of the Committee to prepare and propose a foundation training programme for probationers of UP Educational Service and an In-service Training programme for service officers of the School Education Department shows the concern and efforts of the state government to equip its education officers with competency based skills and expertise to manage education effectively, so as to ensure that the state should not lag behind in educational development as compared to other states in the country. The committee, besides proposing a one-year Foundation Training Programme for probationers of U.P. Educational Service, also suggests an In-Service Training Programme for Service Officers of the School Education Department of the State.
Contents
Introduction List of Tables
Part A
The Committee 01
• Structure• Objectives• Scope and Coverage• Methodology
Educational Administration in U.P:A Historical Perspective 04
• State Profile• Developments in Educational Administration• Recruitment and Selection• The United Province Educational Service Class - I Rules,
1945• The Uttar Pradesh Educational (General Educational Cadre)
Service Rules, 1992• Strengthening of Cadre• Foundation Training• Contents of Foundation Training Course for U.P. Educational
Service Officers (1973-74)
Part B
Need and Context 20
• Constitutional Provision• National Policy of Education• Expansion of Education System• Expenditure on Education
• Educational Planning• Issues in Educational Administration• Academic Management and Capacity Building• Financial Management• Suggestions from UNESCO
4. Changing Focus 25
5. Why Foundation Training 296. Recommendations 30
• Foundation Training Programme• In-service Training Programme
Annexures 40References 99
IV
List of Tables
1. Socio-Economic Data of Uttar Pradesh.
2. Year-wise Details of Number of Officers Recruited Directly for U.P.
Educational Service Class II.
3. Division of Training Activities.
4. Growth of Education in Uttar Pradesh.
5. Gross Enrolment Ratios and Dropout Rate.
6. Teacher Pupil Ratio.
7. Plan Expenditure on Education.
8. Budgeted Expenditure on Education in Selected States.
9. Proposed Schedule of one-year Foundation Training Programme.
10. Proposed Weightages to be given to different Activities, of one-year
Foundation Training, out of 1000 Marks.
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Part A
1. The Committee
Structure
The Department of School Education, Government of Uttar Pradesh had constituted vide order No. RA.SHA/2521/2000-2001 dated 30.5.2000 a Committee to prepare Training Programmes for Officers of the U.P. Educational Service. The Committee consisted of the following:
1. Prof. B.P. Khandelwal ChairmanDirectorNational Institute of Educational Planning and Administration (NIEPA)New Delhi
2. Shri Shardindu ConvenerDirectorState Council of Educational Research and Training (SCERT)Lucknow Uttar Pradesh
3. Ms. Najma Akhtar MemberDirectorState Institute of Educational Management and Training (SIEMAT)Allahabad, Uttar Pradesh
4. Dr. B.M. Harbola/Ms. Hemlata Dandiyal MemberJoint DirectorUttar Pradesh Academy of Administration (UPAA)Nainital
Objectives
The following were the main objectives of the Committee:
To review the contents of previous Foundation Training Programme conducted for probationary officers of the Education Department of U.P. and the present training programmes of relevant institutions;
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To identify the training needs of probationary officers of UP Educational Service, as well as of officers already working in the Education Department; and
To suggest a Foundation Training Programme based on identified skills and competencies required for probationary officers of U.P. Educational Service and an In-Service Training Programme for Service Officers of the Education Department.
Scope and Coverage
The Foundation Training Programme covers duration of training, contents, time-period-wise classification and allocation of activities during the training period and other necessary functions of probationary officers. In-Service Training Programme too includes the duration and periodic features of the programme as also the nature of in-service training needed for education officers after every five years of service.
Methodology
The Committee for preparation of training programmes reviewed the contents of previous foundation training course for probationary officers of UP Educational Service, which was in practice till 1990, as well as the contents of the present training courses of other institutions. The training contents of the Diploma in Educational Planning and Administration (DEPA) conducted by the National Institute of Educational Planning and Administration (NIEPA), New Delhi (Annexure-i) and the course conducted by International Institute of Educational Planning (IIEP), Paris (Annexure-ii), the U.P. Academy of Administration (UPAA), Nainital (Annexure-m), and the State Institute of Educational Management and Training (SIEMAT), Allahabad (Annexure-iv) were studied and necessary contents of these courses have been incorporated in the report.
The recruitment rules of the U.P. Educational Service, namely, The United Provinces Educational Service Class I Rules, 1945 (Annexure-V) and The Uttar Pradesh Pradesh Educational (General Education Cadre) Service Rules, 1992 (Annexure-vi) were examined by the Committee and their main recommendations have been mentioned in Part A of the report. The other documents scrutinised for this report have been mentioned in the references given at the end of the report. Some of these include the report of the Survey of Educational Administration in Uttar Pradesh published by NIEPA, recently, the State Government Publications, Legislative Documents, Codes, Rules, Regulations, Plans, Budgets, National Policy on Education, 1986, the Programme of Action, 1992 and the document of recently proposed state education policy and programmes.
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The Committee, in order to identify training needs, also held personal discussions with state education officers at the secretariat, directorate and field levels, educationists, experts and retired officers of the UP Educational Service. Their views were ascertained particularly about the best practices of the training course, in practice upto 1990 in the state and the need for re-designing, and re- introduction of a Foundation Training Programme.
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2. Educational Administration in UP:A Historical Perspective
State Profile
The State of Uttar Pradesh acquired different names from time to time. It was recognised in the later Vedic Age as Arya Varta, Brahamrishi Desha or Madhya Desha. Between 1764 and 1856, it came to be known as the North- W est Province and after the annexation of Oudh in 1856, as United Province of Agra and Oudh. It was christened as United Province in 1935, and named as Uttar Pradesh in 1950. A separate state known as Uttaranchal comprising its northern hilly areas measuring around 55,845 sq. kms. with a population of 70.45 lakhs, covering 13 districts, has been carved out of it since November 2000. However, since the State Educational Service has been catering to the needs of the State, including Uttranchal, the statistics given below refer to the whole of the erstwhile Uttar Pradesh.
The state covers an area of 2,94,411 sq. km. which is 9 per cent of the total area of the country. It is bounded by Tibet and Nepal in the north, Himachal Pradesh in the north-west, JHaryana in the west, Rajasthan in the south-west, Madhya Pradesh in the south and Bihar in the east (Figure I). The administrative districts and divisions have increased from time to time in the state. In 1951, the state had 10 administrative divisions and 51 districts while in 1991, there were 13 administrative divisions comprising 63 revenue districts. At present (2000), the state has 19 administrative divisions and 83 districts. There are 294 tehsils, 897 development blocks, 1,12,661 villages and 710 statutory towns in the state.
Demographically, the state is a high density populated area as it has 473 persons per sq. km. as compared to the national average of 273 in 1991. It had a population of 13.91 crore in 1991 which was 16.59 per cent of the total population of the country comprising 7.40 crore males and 6.51 crore females as shown in Table 1. The socio-economic indicators in the state have increased by several times between 1951 and 1991 and further by the year 2000. It may also be observed that the projected trends of the population indicate that in the present year (2000), the total population of the state has reached upto 17 crore; about 9 crore males and 8 crore females. The percentage increase in total population (169.20%) between 1951 and 2000 is higher as compared to the increase in total population (120.04%) between 1951 and 1991 in the State. The sex ratio of the state was 879 females per 1000 males in 1991 as compared to 885 females per 1000 males in 1981.
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The other demographic indicators suggest that the state had birth rate of 31.1 births per 1000 population, 11.1 deaths per 1000 population and 93 infant deaths per 1000 life births in 1991 as compared to 29.3, 9.0 and 80, respectively in 1991 at national level. Linguistically, Uttar Pradesh is more or less a homogenous state as all sections of population that have settled here - Punjabis, Kashmiris, Maharashtrians, Bengalis, Marwaris, Parsis, Andhrites etc. - know and speak Hindi and Hindustani. Urdu is spoken by a large number of people both Muslims and Hindus.
Agriculture is the mainstay of the economy of the state. The main crops of the state are wheat, rice, sugar, pulses, potato etc. In 1991, out of the total main workers in the state, the proportion of farmers and agriculture workers was 72.2 per cent. The share of agriculture including animal husbandry in the total income of the state at current prices was 42 per cent in 1994-95. The total income of the state, that is, Net Domestic Product at current prices increased enormously by 34.5 times from Rs. 1,628 crore in 1951 to Rs.56,250 crore in 1991-92. In 1994- 95 it was Rs.79,024 crore at current prices and in 1980-81 at constant prices Rs.24,653 crore which was 10.6 per cent and 11.4 per cent, respectively, of the total income of the country. The per capita income in this period has also multiplied by 15 times from Rs.259 to Rs.4001. In 1987-88, 35.1 per cent of the state’s population was below poverty line as compared to the all-India average of 29.33 per cent.
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Table 1Socio-Economic Data of Uttar Pradesh
S.No. Item Year % Increase1951 1991
1. No. of Districts 51 6383 (2000)
23.5362.75
2. Population (In Lakh) Total Males Females
632.20331.01301.19
1391.12740.37650.75
120.04123.67116.06
Projected Population Total Males Females
(2000) *1701.88900.99800.89
169.20172.19165.90
3. Literacy (%) 46.6256.00
(1997)#4. Net State Domestic Product
at Current PricesRs.1628 Crores **
Rs.56250 ***Crores(1991-92)
3355.16 (34.5 Times)
5. Per Capita Net State Domestic Product (Current Prices)
Rs.259 ** Rs.4001 *** (1991-92)
1444.79 (15.4 Times)
Selected Educational Statistics, MHRD, Government of India, 1998-99.Based on Old Series.Based on New Series.
Source: 1. Statistical Abstracts, Uttar Pradesh, 1992, Economics and Statistics Division, State Planning Institute, Uttar Pradesh.
2. # = 53rd NSSO Round.
Uttar Pradesh is one of the educationally backward states of the country. It had a literacy of 41.6 per cent (25.31 per cent for females) as compared to all India average of 52.2 per cent (29.19 for females) in 1991. However, the state is moving ahead towards higher literacy growth. The literacy rate which was 33.35 per cent for all persons, 47.45 per cent for males and 17.19 per cent for females in 1981 increased to 41.60 per cent for all persons, 55.73 per cent for males and 25.31 per cent for females in 1991. The 53rd round of National Sample Survey of 1997 shows that overall literacy of the state has reached a 56 per cent — 69 per cent for males, and 41 per cent for females.
Developments in Educational Administration
Education Department in Uttar Pradesh has undergone tremendous administrative change since its inception in 19th century. It has taken different shapes and sizes from - time to time as the number of schools, enrolment and teachers increased by leaps and bounds. The origin of the department can be
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traced to 1823, when for the first time, state supervision in educational matters was introduced with the setting up of a General Committee of Public Instructions for the Presidency of Bengal. Subsequently, a committee at provincial level was set up in 1843. It was followed, for the first time, by setting up of a nucleus of Education Department in 1850 by Lt. Governor James Thomson which included appointment of visitors for vernacular schools and a Visitor General for province. Consequent upon the instructions contained in the Despatch of Charles Wood, the post of Visitor General was replaced by that of the Director of Public Instruction, with the division of province into four circles; in 1854, each circle was under the charge of a Circle Inspector for effective administration of mass education.
Education Under Local Self Government
Although as a result of the Indian Education Commission 1882-83, known as Hunter Commission, primary education in rural areas was passed on to the control of District Boards under Local Self Government Act of 1883 (since repealed) and in cities, in municipalities, the government continued to supervise these primary schools and deputed its officers in the District Boards for administrating primary education.
The 1921 Education Act
In 1921, an administrative reform was effected in the education system mainly through the promulgation of the Intermediate Education Act. Major changes took place when a statutory Board of High School and Intermediate Education was constituted under it with the Director of Public Instruction as its chairman. The Board took over from the Allahabad University the power to regulate and supervise the system of High School and Intermediate Education in the province. In 1921, for the first time, the Education Department was placed under the whole-time Secretary for Education. Previously, it was looked after by the Chief Secretary to the Government and then by the Judicial Secretary. However, in 1923, as a measure of economy, the Departments of Industries, Agriculture, Civil, Veterinary and Cooperative Societies were also placed under the same secretary and the secretariat office of the education was amalgamated with the office of the Director of Public Instruction. In 1924, recruitment to the Indian Educational Service (IES) was also discontinued on the recommendations of the Lee Commission.
The general organizational pattern of the Department in those days was that there used to be a Divisional Inspector of Schools in every revenue division with an Assistant Inspector of Schools to look after Vernacular Education and a Deputy Inspector of Mohammadan Schools (Except for Kumaun Division). At the district level there was an Inspector of Schools who looked after the vernacular education. For education of girls, the province was divided into ten circles each under an Inspectress of Girls’ Schools with a Chief Inspectress at the headquarters. Each Inspectress held in her jurisdiction, similar charge as that of
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the Inspector of Schools and was assisted by an Assistant Inspector of Schools in most districts.
No noticeable change took place (in this arrangement) till 1937, when, due to the expansion of educational programmes, a combined office was not found to be operative. The Director of Public Instruction relinquished the post of ex-officio deputy secretary in 1939. This process of separation of the office of the Director was completed in 1940, when the State Education Department ceased to deal with the technical education.
In 1947, as a consequence of the Acharya Narendra Dev Committee (1939) recommendations, the designation of the Director of Public Instruction was changed to Director of Education and a camp office was set up at Lucknow in 1948, in addition to the Directorate (educational headquarters) at Allahabad.
Each district was provided with a District Inspector of Schools and the state was divided into five regions (subsequently raised to eight), each under a Regional Deputy Director in respect of boys’ schools generally and a Regional Inspectress for girls’ schools. Institutions for specialised teachers training were set up. Steps were taken to improve the management of private secondary schools. A Psychological Service was also set up. A Provincial Education Corps (later called Pradeshik Shiksha Dal) was organised. Improvement of text-books for primary (junior basic) schools was taken up. University Grants Committee was established and government degree colleges were started at Nainital and Gyanpur (Varanasi) in 1951. The Raza Degree College at Rampur was taken over under the government control.
W ith the growth and expansion of secondary education and its impact on the university sector, there was demand for more regional universities in the state. Agra University, which had affiliated colleges throughout the state, could not cope with the situation. Consequently, a university was established at Gorakhpur in 1956. Later, the University Education Commission, appointed by the Government of India, as also the U.P. Universities Commission, recommended the establishment of two universities one at Kanpur and the other at Meerut. The universities were established in 1965. A separate Directorate of Higher Education was set up in 1972 in the state for the increased number of universities, government and private degree colleges. Special institutions were set up earlier by the State Department of Education for qualitative improvement of education including State Institute of Education, State Institute of Science Education, English Language Teaching Institute, Hindi Sansthan and Government Central Pedagogical Institute.
In pursuance of the Basic Education Act, 1972, a State Board of Basic Education was set up in 1972 for the purpose of accelerating the expansion and improvement of elementary education in the state. The 1971 Act for disbursement of salary to the teachers of aided high schools and intermediate
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colleges and the Universities Act, 1973 were important landmarks in the history of education in the state.
Present Set-up
At present, there are two separate Education Departments - one for school education and the other for higher education. These departments have separate Education Ministers and Education Secretaries. Even School Education Department has two Education Ministers - one each for basic education and secondary education. There is now, more or less, a complete demarcation between the administrative set-up for basic and secondary right from district to divisional level and from directorate to secretariat level as there are separate Secretaries for Basic Education and Secondary Education with Principal Secretary, School Education, for coordination. Coordination at the divisional level and at headquarters, however, continues in budget, planning, training and common service cadre for basic and secondary education. At the Directorate level, there are five Directorates, namely Directorate of Higher Education, Directorate of Secondary Education, Directorate of Basic Education. Directorate of Adult and Non-Formal Education, Urdu and Oriental Languages and SCERT which is an umbrella organization to provide academic support to all sectors (except higher education) including DIETs and Colleges of Education. At the regional levels the state is divided into 19 regions with Regional Directors separately for basic and secondary education as incharge of respective regions. The set-up of Education Department at different levels is given in the Annexure- XII.
Recruitment and Selection
The state government has been formulating service rules for education officers from time to time. The recruitment and promotion rules were prescribed for the first time in 1945, which were revised in 1992. Historically, Lieutenant Governor, Thomson (1843-53) formulated a scheme of establishing government schools (Tahsil and Halakabandi) in the North Western Provinces as the state was named in those years. The scheme envisaged creation of an inspectorate with certain inspectors. Accordingly H. Steward Reid of the Bengal Civil Services was appointed Visitor General of Schools who began his work in 1850, and as a consequence of W ood’s Despatch he was appointed the first Director of the Department of Public Instruction (1855-1862). Four Circle Inspectors were appointed under him and the Zila and Paragana Visitors were renamed for the first time as Deputy and Sub-Deputy Inspectors, respectively. In January 1868 Mrs. Graves was appointed the first Inspectress of girls schools. Her husband was appointed as Assistant Inspector of Schools to accompany her on her tours. In 1873-74, a Vernacular Branch was added to the office of the Director of Public Instruction. In pursuance of the policy of decentralisation by Indian Education Commission of 1882, the Inspecting Officers were placed under the District Boards.
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In 1931, the Piggot Committee, while examining the problems of inspection and control in primary education had recommended: (1) a Special Sub-Deputy Inspector to supervise Municipal Board Schools; (2) an Assistant to the Chief Inspectress; (3) Status of Circle Inspectress be raised and also their number increased from seven to nine; and (4) Creation of a post of an Additional Inspector for Mohammedan Education and a Deputy Inspector for Mohammedan Education. In 1920, a Chief Inspector of Vernacular Education was appointed for the first time. In 1948, the District Board Act of 1922 was amended. According to this amendment, inspection and the administrative work of primary education were designed to be completely separated. The administrative work was to be looked after by a whole-time officer of the District Board known as Superintendent of Education. It was envisaged that the inspecting officers of the department would do only inspection and supervision work. However, this part of the amendment could not be effectively separated; it continued in coordination.
The formation of the United Provinces Educational Service Class-I Rules, 1945 was a major effort for the first time to strengthen the educational administration of the state. The rules envisaged a highly qualified and experienced senior cadre to manage the department. A brief of these rules is as follows:
The United Provinces Educational Service Class - I Rules, 1945
The major highlights of these rules are:
1. These Rulers were named as United Provinces Educational Service Class-I, Rules, 1945;
2. The sanctioned strength of the Educational Service Cadre was consistedof twenty one posts including Director (1), Deputy Director (1), Assistant Director (I), Inspector of European Schools and Kumaun Division (1), Inspector of Schools, Principals of Training Colleges, Allahabad, Agra and Lucknow (3), Principal, Government Intermediate College, Benaras (1), Principal, Government Sanskrit College, Benaras (1), (alsoSuperintendent, Sanskrit Studies), Secretary, Board of High School andIntermediate Education (1), and Professor (1). The post of professor in the cadre was held by D. Amarnath Jha who was on foreign service withthe Allahabad University. The post was later abolished as the incumbentthereof ceased to hold a lien thereon;
3. Ratio of direct recruitment for promotion from Class II in the men’s branchwas 50:50;
4. Members of Educational Service Class II were also eligible for directrecruitment to the corresponding branch of Educational Service Class I;
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5. Appointment to the post of Director and Deputy Director was to be made by the Governor by selection from amongst the members of the service solely on the grounds of outstanding merit;
6. The recruitment to the W omen’s branch of the service was to be made by the Governor strictly in order of merit from the members of the corresponding branch of United Provinces Educational Service Class II;
7. In making direct recruitment care had to be taken to secure reasonable representation of the different communities and to prevent the preponderance of any one class or community;
8. The age of direct recruitment in the service was from 25 years to 33 years while for recruitment by promotion, it was below 50 years;
9. For direct recruitment to the Educational Service, the minimum qualification was postgraduate degree form a university. Special importance was given to the candidate with knowledge of educational methods and practical experience of school work;
10. The candidates of Educational Service were also supposed to produce a character certificate;
11. The procedure of the direct recruitment had provision for the Governor to inform the Province’s Public Service Commission about the required number of vacancies. The Commission used to select the candidates by inviting applications and after scrutiny on the basis of interviews forward a list of the candidates to the Governor. The Governor, being the appointing authority, had to make the final selection for recruitment from the list;
12. Recruitment by promotion was to be made strictly on the merit fromamongst the members of the United Provinces Educational Service, ClassII who had completed 5 years of service. There was a Departmental Selection Committee for this purpose. The Committee had to prepare two lists - the main list and the supplementary list - and had to forward these to the Public Service Commission with Character Rolls and personal files for advice on the suitability of the candidates. The Commission, if did not find suitable officers for recruitment from the main list, utilized even the supplementary list to select the candidates;
13. After the recruitment, the probation period was to be for two years. And if,during or at the end of the probationary period, it was found that an officerhad not sufficiently utilised the opportunity or had failed to satisfy the expected standards, he may be reverted without notice, to his substantive post (if he had one); otherwise his services had to be dispensed with;
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14. A person on probation was not to be confirmed on the post till he had completed the prescribed period of probation and passed the departmental examinations. Thereafter the Governor was to be satisfied that the candidate is fit for confirmation in other respects also. Provision existed for extension of probationary period in case of being unsuccessful in any of the departmental tests.
The details of the United Provinces Educational Service Class I Rules, 1945 are given in the Annexure-V.
The Uttar Pradesh Educational (General Educational Cadre) Service Rules, 1992
The 1992 recruitment rules (Given in Annexure VI) provide comprehensive terms and conditions for recruitment of officers to the U.P. Educational Service. The strength of the service, as mentioned in the details given in the Annexure of the report, includes both Men’s Branch and W om en’s Branch (ceased to exist after 1997). The main features of these rules are:
1. The post of Education Officers from the regional level up to the Director of Education and their equal Cadre as mentioned in the Appendix III are 100 per cent filled by promotion or by transfer from the lower posts.
2. The posts of District Basic Education Officer are filled up by 50 per cent by direct recruitment through the combined State Services Examination conducted by the Public Service Commission and 50% by promotion through the Public Service Commission. The qualification for the recruitment of District Basic Education Officer, Principal Intermediate College, Associate Inspector of Schools and other specified posts in the cadre is a postgraduate degree from a university and preference is given to the L.T. Diploma of the Department of Education, U.P. or B.T. or B.Ed or equivalent degree of a university.
3. A candidate for direct recruitment must have attained the age of twenty- one years and must not have attained the age of more than thirty-five years.
4. The procedure for direct recruitment is through Public Service Commission. It is through advertisement for the post, competitive examination and interview. The candidates are called for personal interview based upon the written examination conducted by the Commission. The Commission forwards the list of selected candidates to the appointing authority; the State Government.
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5. The recruitment by promotion to the post of Director of Education (Secondary), Director of Education (Basic), Director, State Council for Educational Research and Training, Director Adult Education and Director Urdu and Oriental Language is by selection on merit through a Selection Committee comprising] the Chief Secretary, as fhe Chairman and Principal Secretary or Secretary/ Education and Secretary to the Government in the Personnel Departments as members.
6. Whenever, in any yea r of recruitment, appointments are to be made by direct recruitment an d by promotion, regular appointments will not be made unless selections from direct recruitment and promotion are completed and a com bined list is prepared.
7. The probationary period consists of two years and it may be extended by one or two years if th e probationer fails to perform satisfactorily or clears the departmental test. In case of totally unsatisfactory performance, he may be reverted to his substantive post.
8. The confirmation of a probationer is done if he has successfully undergone the prescribed departmental training, and has passed departmental examination, his work and conduct are reported to be satisfactory, integrity i:s certified and the appointing authority is satisfied that he is otherwise fit for confirmation.
The year-wise details of the number of officers recruited directly for the U.P. Educational Service Cla^ss II cadre are shown in Table 2.
Strengthening of Cadre
After independence in 1947, direct recruitment was started under the Service Rules Class I. T h e first officer recruited directly was Mr. Chander Mohan Chak. Subsequently,, recruitments were made in different years in classII, as shown in Table 2. S ince 1995, it seems that a large number of officers were selected for the State [Education Service by direct recruitment. Till 1978, the ratio of selection of Education Officers by direct recruitment and by promotion was 60:40 respectively. Thereafter, 50 per cent officers to the State Education Service are being selected by/ direct recruitment from the open market and 50 per cent by promotion from the low er cadre.
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Table 2
Year-wise Details of Number of Officers Recruited Directly for U.P. Educational Service Class II
(As in March, 2000)S.No. Year No. of Officers
1. 1947-1956 24T 1957 33. 1961 54. 1963 65. 1966 36. 1970 27. 1971 28. 1974 49. 1975 2710. 1981 311. 1982 212. 1984 413. 1985 114. 1986 515. 1988 316. 1989 117. 1992 918. 1995 7819. 1996 9820. 1997 127
Total 407Hill Cac re
1. 1997 1262. 1998 9
Total 135Total Cadre1. Plain 850 (425 Direct recruitment + 425 Promotion)2. Hill 661 (330 Direct Recruitment + 331 Promotion)Grand Total 1511 (755 Direct Recruitment + 756 Promotion)
Due to the continuous growth and development that has taken place, the Education Service Cadre has also grown in accordance with the growth in the education system. Upto 1970, the District Inspector of Schools was usually an officer of the U.P. Educational Service Class II except in such districts where the number of higher secondary schools was fifty or more. In these districts, he was an officer of U.P. Educational Service (Class I). He was also assisted by an Associate Inspector in Class II of the Service in a district, which had 63 or more higher secondary schools.
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The number of officers in the Directorate of Education on two points of time, that is, 1973-74 and 1990-91, as per the First and Second Survey of Educational Administration conducted, respectively, by NIEPA, is shown in Annexure-VII.
Foundation Training
Training improves the knowledge, skills and attitudes. It also increases efficiency and quality. So foundational training of U.P. Educational Service officers was started in 1950. The main objectives of this training were to impart knowledge of the entire gamut of organisation and functioning of the Education Department and to acquaint the officers with educational acts, rules, codes, regulations and statutes and acquaint with administrative systems, procedures and processes. The training of educational administrators included teaching and field visits to the special institutes to learn their working and conduct inspections. The officers had to compulsorily complete the training. Only after successful completion of the training, one could join the U.P. Educational Service. The main emphasis during the training was on teaching practices and curriculum exposure. The first batch of trainees, in 1950-51 had 15 months training.
Later the Education Department vide its letter No. ASN/ST/752/73-74, dated 13.3.74 fixed the duration of the Foundation Training to 12 months. The Educational Service comprised two types of education officers (a) trained candidates, those who had L.T. or B.Ed. degree; and (b) untrained candidates, who did not possess professional qualifications. As per the training schedule, the duration of training for untrained candidates was 12 months and for trained candidates 6 months. Those candidates, who had teaching experience, were exempted from the 3 months training with attachment to the principal of a government intermediate college (Annexure-VIII).
It was felt that instead of attachment they should be familiarized to different departmental organisations. It was proposed that the training period for ‘A ’ category officers should be 6 months and for ‘B’ category 12 months, as it was already in practice. Besides, no candidate could be exempted from the foundational training on the basis of previous teaching experience. The division of different activities of revised proposed training programme is indicated in Table3.
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Table 3Division of Training Activities______________________________ (As in 1973-74)
Sr.No.
Place of Training (A) For TrainedB.Ed. Candidates
(B) For Untrained Candidates
1. Government CPI, Allahabad
6 Months (L.T. Training Course)
2. Government CPI, Allahabad
Four Weeks Knowledge of Departmental Organisation Rules and Regulations
Four Weeks Knowledge of Departmental Organisation Rules and Regulations
3. Bureau of Psychology One Week One Week4. SIE, Allahabad One Week One Week5. State Institute of Science
EducationOne Week One Week
6. Basic Training College, Varanasi
One Week One Week
7. Constructive Training College, Lucknow
One Week One Week
8. Office of District Basic Education Officer
Three Weeks Three Weeks i
9. Office of District Inspector of Schools
Six Weeks Six Weeks
10. Office of the Regional Deputy Director of Education
One Week One Week
11. Directorate of Education, Allahabad
One Week One Week
12. Camp Office, Lucknow One Week One Week13. Government Secretariat,
LucknowOne Week One Week
14. National Staff College for Educational Planners and Administrators (presently NIEPA)
Two Weeks Two Weeks
Total 6 Months 12 Months
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Contents of Foundation Training Course for U.P. Educational Service Officers (1973-74) (Annexure X)
(1) Organisation of the Education Department
1. Organisation and administration of education, education officers of different wings, their areas of activities, inter-personal relations.
2. Main administrative, financial and other educational functions, activities and responsibilities of District Inspector of Schools towards them.
3. The division of administrative and financial powers at the level of the government, directorate, regional and district.
4. The division of work at the secretariat, directorate and introduction of main activities including administrative, financial and others at these levels.
5. Legislative Organisation, Legislative Assembly and Council. Assembly Committees e.g. Standing Committee, Estimates Committee, Public Accounts Committee and Assurance Committee, etc.
6. Introduction of administrative, financial and other activities at regional level.
7. District level educational, administrative and financial activities, activities of other offices, their officers and points of cooperation with them.
8. Other systems supporting education and their linkages with educationaladministration.
9. Other Departmental Units e.g. Madhyamik Shiksha Parishad,Departmental Examinations, Vigyan Pragati Adhikari, Sanskrit and Arabic Language, etc.
10. General education and compulsory primary education.
11. Primary education and its problems.
12. Elementary education in higher secondary schools.
13. Inspection and supervision, management of fiscal and work target.
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1. Educational rules, their coverage; process of amendments.
2. Main contents of governing educational rules - various acts, ordinances,bills, rules, code, etc. Government orders, Budget Manual and Financial Handbooks and important government orders and circulars.
3. Background of rules formation - needs, and process of rules formation in a progressive society and educational provisions in the Indian Constitution.
4. Acts - Intermediate Education Act, Pay disbursement Acts, Basic Education Act, Zilla Parishad and Municipality Acts, Compulsory Education Act.
5. Rules for welfare schemes, insurance and security.
6. Rules related to government service, G.Os, main circulars, base code,secret act, government mannual, civil service regulations, classification, control and appeal rules, rules of administrative action, selection, probation, regularization, leave, supervision etc. Rules for departmental selection, ad-hoc appointments, rules or orders for transfers.
7. Financial rules etc. - main rules of income and expenditure, rules of income collection, finance control related to accounts, main rules and description, audit objections and their clarification, duties for Drawing and Disbursing Officer, T.A. Rules, maintenance of Cash Book, Contingency Expenditure Register, and Stock Register
8. Grant-in-aid Rules of - recurring and non-recurring grants.
9. Finance Commission.
A major change in the education administration in Uttar Pradesh was again witnessed when the private schools were provincialised since 1979 and all the Principals/Head Masters of schools were being taken in government service after completion of certain formalities. The one-year foundation training was discontinued in 1990. Thereafter one-month pre-induction training was specially taken up for newly selected education officers as a short-term provisional measure.
(2) Educational Rules etc.
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Part B
3. Need and Context
Constitutional Provision
The pre-independence system of education prevalent in the country was introduced with the supreme motive of safeguarding the interests of a colonial regime. The post-independence policy of education laid emphasis onuniversalisation of education, especially elementary education. Under Article 45 of Indian Constitution, it was expected that the State shall endeavour to provide within a period of ten years from the commencement of the Constitution, the facility of free and compulsory universal elementary education for all the children until they complete the age of fourteen years.
National Policy on Education
In pursuance of the afore-said Constitutional commitment andrecommendations of several Committees and Commissions, and the National Policy on Education (1968 and 1986), well-planned efforts were made in this direction. In accordance with the National Policy on Education (1986), the statehas given priority and renewed thrust on universalizing elementary educationwith: (a) special emphasis on girls education; (b) removal of disparities and equalization of educational opportunities by catering to the specific needs of the educationally backward sections and areas; (c) non-formal education programmes with the network of the formal system of education at the elementary stage; (d) adult education programmes, so that the literacy percentage may be increased to the desired level, along with the follow-up programmes which had not so far received adequate attention; (e) access to secondary education to cover unserved areas, particularly in respect of girls’ education; (f) vocationalisation at the secondary stage in a phased manner with the main objective to enhance individual employability; (g) suitable changes in the current examination system to ensure continuous and comprehensive evaluation; (h) quality improvement in education together with appropriate measures for promoting efficiency and effectiveness at all levels; and (i) strengthening programmes of in-service training and continuing education.
Expansion of Education System
As a consequence of the educational policies, reports of Commissions and Committees, there has been a tremendous expansion in the education system in the state from 1950-51 to 1998-99 as indicted in Table 4. The number of primary schools has increased by three times (195.43%) from 31,979 in 1950- SI to 94,476 in 1998-99, while growth in the number of upper primary and higher
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secondary schools is comparatively higher. It may also be observed that increase in enrolment is comparatively much higher to that of increase in the number of schools between 1950-51 and 1998-99. The proportionate increase in the number of teachers is also higher as compared to the number of schools. This suggests that provision of schooling facility has not kept pace with the demand for primary, upper primary and higher secondary education.
Table 4Growth of Education in Uttar Pradesh
(As on 30th September)S. Item 1950-51 * 1998 % ageNo. IncreaseA. Number of Schools1. Primary 31979 94476 195.432. Upper Primary 2854 20675 624.423. Higher Secondary 987 8339 744.88B. Enrolment (In Lakhs)1. Primary
Total 27.27 138.56 408.10Girls 3.35 51.09 1425.07
2. Upper PrimaryTotal 3.48 48.25 1286.49Girls 0.70 15.15 2064.28
3. Higher SecondaryTotal 4.17 32.74 685.13Girls 0.58 8.72 933.49
C. Number of Teachers1. Primary
Total 70299 312669 344.77Females 5189 79022 934.33
2. Upper PrimaryTotal 14505 103943 616.60Females 2900 23327 704.38
3. Higher SecondaryTotal 18227 140373 670.14Females 2774 26485 854.76
By Institutions.Source: 1. Statistical Abstracts, Uttar Pradesh, 1992, Economics and Statistics
Division, State Planning Institute, Uttar Pradesh.2. Selected Educational Statistics, 1998-99, MHRD, Government of India,
New Delhi.
In spite of this large scale expansion, the state has not been able to achieve the universalisation of elementary education as the gross enrolment ratio at primary level in 1998-99 was 63.35 per cent and at upper primary level 38.57 per cent (Table 5). As per estimates of the Planning Commission, GERs contain about 15 per cent under-age and over-age children in both the age-groups. If 15 per cent refinement is done on these ratios, it may be observed that about 50 per
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cent children in the age-group of 6-11 and 80 per cent in the age group of 11-14 were out of the education system. Besides, about 50 per cent children who enroll in class I, drop-out from the system and do not reach class V.
The teacher pupil ratio, which has direct implication for quality of education, has also increased between 1950-51 and 1990-91 as indicated in Table 6.
Since 1999, the state has started several innovative programmes of educational development including the Uttar Pradesh Basic Education Project, District Primary Education Programme, Mahila Samakhya, Joyful Learning, Total Literacy Campaigns, Community School Construction Programme and Quality Improvement of Privately Managed Schools.
Table 5
Gross Enrolment Ratios and Dropout Rate
Classes Gross Enrolment Ratio (1998-99) Dropout Rate (1997-98)Boys Girls Total Boys Girls Total
l-V (6-11) 75.97 49.31 63.35 45.98 55.98 49.98 |
VI-VI11 (11-14) 48.88 26.41 38.57 49.87 * 57.28 * 52.45 *Source: 1. Annual Report, MHRD, 1998-99, Department of Education, Government
of India, New Delhi.2. Selected Educational Statistics, 1998-99, MHRD, Department of
Education, Government of India, New Delhi * For classes l-VIII
Table 6
Teacher Pupil Ratio_________ ______________(As on 30th September)
S. No. Item 1950-51 1998
1. Primary 39 42
2. Upper Primary 24 30
3. Higher Secondary 23 40
Source: 1. Statistical Abstracts, 1992, Economics and Statistics Division,State Planning Institute, Uttar Pradesh.
2. Selected Educational Statistics, 1998-99, Department ofEducation, MHRD, Government of India, New Delhi.
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Expenditure on Education
The plan expenditure on education, as shown in Table 7, has, however, multiplied by more than 97 times from Rs. 1,957 lakh in First Five-Year Plan to Rs.1,90,215 lakh in Eighth Five-Year Plan but the proportionate plan expenditure on education has fluctuated in different plans and was minimum 2.3 per cent of the total annual plan (1979-80). It was 6.8 per cent to total plan outlay in Eighth Plan. The proportion of plan expenditure on elementary education has also declined from 56 per cent in First Plan to as low as 24 per cent in three annual plans (1966-69). In the Eighth Plan (1992-97), the proposed outlay on elementary education to total outlay on education was to the tune of 47 per cent, which, however, shows that elementary education has been given priority in the state as compared to other sectors of education.
Table 7Plan Expenditure on Education______ ______________________________ (Rs. In Lakhs)
S.No.
Plan Expenditure Percentage to Total Plan Expenditure
Percentage of Expenditure
on Elementary Education
1. First Plan (1951-56) 1957 12.8 562. Second Plan (1956-61) 1747 7.5 353. Third Plan (1961-66) 5288 9.4 354. Three Annual Plans
(1966-69)1713 3.8 24
5. Fourth Plan (1969-74) 6506 5.6 306. Fifth Plan (1974-79) 10797 3.7 357. Annual Plan (1979-80) 1873 2.3 NA8. Sixth Plan (1980-85) 25581 3.9 339. Seventh Plan (1985-
90)54693 4.6 37
10. Annual Plan (1990-91) 23012 7.2 3711. Annual Plan (1991-91) 19861 5.4 3712. Eighth Plan (1992-97) 190215 6.8 47
Source: 1. Statistical Abstracts, 1992, Economics and Statistics Division, State Planning Institute, Uttar Pradesh.
2. Education for All Document, 1995, Basic Education Project, Uttar Pradesh.
It may also be seen from Table 8 that the state, over the years, has spent lower funds on education as compared to other educationally backward states. The budgeted expenditure on education of the State to the State Domestic Product in 1985-86 was 3.4 per cent which was not only lower as compared to 3.7 per cent at national level but also lower as compared to Bihar 4.5 per cent, Assam 4.2 per cent and Rajasthan 4.7 per cent. A similar trend also prevailed in 1991-92. The percentage of budgeted expenditure on education as a percentage to the total budget of the state, which was 22.9 per cent in 1985-86,
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was, however, higher as compared to national level 13.0 per cent but it was lower as compared to Rajasthan 23.9 per cent, Andhra Pradesh 24.7 per cent, West Bengal 25.1 per cent and Bihar 26.4 per cent. Year 1991-92 also indicate similar trends.
Table 8Budgeted Expenditure on Education in Selected States
(Percentage)S. No. States Revenue
% of SDP % of Total Budget1985-86 1991-92 1985-86 1991-92
1. Himachal Pradesh 6.6 8.4 20.0 21.22. Kerala 7.1 6.4 32.1 26.83. Bihar 4.5 5.4 26.4 23.94. Assam 4.2 6.1 23.0 25.15. West Bengal 3.6 4.2 25.1 26.86. Orissa 3.3 5.2 19.5 23.97. Rajasthan 4.7 5.1 23.9 23.48. Madhya Pradesh 4.0 4.9 22.9 24.49. Andhra Pradesh 5.1 4.0 24.7 23.010. Uttar Pradesh 3.4 3.9 22.9 20.911. Karnataka 4.7 4.1 22.9 21.4 ;12. Gujarat 4.2 4.3 25.3 21.413. Punjab 3.2 3.4 23.2 15.514. Maharashtra 3.4 3.9 19.8 23.815. Haryana 3.0 2.9 20.5 18.2Total (Al Centre +
India)States/UT’s)
3.7 4.0 13.0 12.8
Source: 'Budgetary Resources for Education: 1951-52 to 1993-94’, Department ofEducation, Ministry of Human Resource Development, New Delhi.
The analysis of data related to the expansion of education and the trends in expenditure indicate that the state has made great efforts for its educational development. It also indicates that more efforts are required now to reach the non-enrolled children, which have direct implications on the role and responsibilities of educational planners and administrators. It has now become imperative that they should not only have knowledge and skills but need competency based skills to deal with the day-to-day planning and management activities
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4. Changing Focus
Educational Planning
Educational planning at present does not remain simply a matter of fixing the targets for universalisation of elementary education and achieving the same. It has now involved several dimensions and multi-pronged strategies. The focus of educational planning has now shifted from planning education facilities to overall social development aspect which involve capability expansion of the people in terms of improved health, knowledge and skills, from centralised to decentralised mode, and decentralized from state level to local level. The planning process not only includes functioning of the government machinery, but involves, in order to create a mission for the educational development, the intensive participation of the people and community at large. Since district has been identified by most of the present educational development programmes like DPEP, UPBEP and the Sarva Shiksha Abhiyan, what has become inevitable in the present context is the involvement of all concerned departments, individuals, institutions, DIETs, Colleges of Education, University Education Departments, etc. To make the planning more effective, the focus has shifted to convergent approach which involves the direction of all programmes towards the UEE, effective decision making, coordination and participation of the people at district level. It also involves micro-planning and school mapping at village level which are based on the mobilisation of the local resources - human, physical and financial.
The educational planners and administrators, therefore, not only require knowledge and skills for organising these functions but also to have competency in methodological issues of educational planning. They should also have the capacity to mobilise people and to create awareness particularly for attracting girls towards education and to make effort for socially and economically deprived sections to have equal access to education. Their planning strategies should emphasise improving the teacher competencies and motivation for increasing the achievement level of the students.
Issues in Educational Administration
Effective educational administration at all levels is a key to achieve the desired results. The state, in spite of having a wide network of administrative infrastructure right from institutional level to secretariat level, is confront with enormous constraints and problems in different aspects of educational administration - legal management of school education, for instance, is a concern in point. There are several educational acts, codes, manuals, rules and regulations which make provisions for recognition, affiliation and grant-in-aid to schools, rules related to management committees, recruitment, selection,
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promotion, transfers and posting, acquisition of land, construction of school buildings and service conditions of teachers and educational administrators.
Educational administrators need not only the knowledge of these codes, acts, rules, etc. but also need to acquire competencies to deal with administrative problems effectively and efficiently. Since one year foundation training to PES officers was discontinued in 1990 and majority of the officers of the Education Department do not have the opportunity for in-service training and refresher courses, they hardly get any opportunity to know the various state of art in educational administration. As a result, the School Education Department is at present facing the acute problem of increasing number of litigation cases pending in different courts due to delays in processing, decision making and lack in effective administration, where time, energy and resources of the state cost very heavily.
The number of litigation cases pending in different courts in 1998 was over 15,000. These cases were mostly related to management disputes, grants-in-aid for privately managed institutions and service matters.
Much more, competencies of educational administrators are all the more required in the changing circumstances when the state has proposed to hand over the management of school education, particularly primary education at the initial stage, to the ‘panchayati raj’ institutions.
The state has recently tried to develop its State Educational Policy, which takes into account various issues of educational planning and administration, and proposed several educational programmes and schemes to deal with the same and specially how educational policy of the state is implemented in the stipulated period? The educational administrators need these competencies relating to time management, coordination and cooperation. A monitoring and evaluation system particularly for schemes related to the education of disadvantaged groups in terms of incentives, scholarships and other benefits is also necessary. Competencies are needed to break the ice of caste prejudice, gender discrimination and lack of awareness of education. Mass mobilisation of scheduled castes and other backward castes is necessary since three-fourth of the children who are not enrolled in any school belong to these categories and reside in rural areas of the state.
The vacant posts of teachers and educational administrators adversely affect the smooth running of schools. Their proper posting and timelydeployment to rural areas is a necessity. The process delays in decision-making at higher levels and lack of clear guidelines may be some of the causes. Competency based periodic in-service training to senior officers, which should be provided not only at the state level but in other states also, could be the only way out to deal with the problem.
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Inspection and supervision of schools is central to bringing about quality improvement in education. Academic inspection of schools at present, however, remains for namesake, if not totally absent, as the Survey of Educational Administration conducted by NIEPA indicates. Administrative aspects of education are also not assessed regularly in respect of schools. Much of the time of inspecting officers is consumed in meetings, conferences, litigation and work other than education. They hardly concentrate on educational problems. Inspection reports, if written, are not taken for follow up. This has resulted in an indifferential mood of teachers and schools. Periodic appraisal of teachers and schools with the involvement of other stake-holders - parents, community, senior level schools, staff of DIETs, Block Resource Centres, Cluster Resource Centres and other such organisations has now become an urgent felt need. Expertise and skills, which could be developed in inspecting officers will help increase quality improvement and efficient delivery.
Financial Management
This requires knowledge and skills related to budget formulation, plan and no-plan proposals dealing with system of audit, provision of grants-in-aid to privately managed schools etc. The knowledge of various rules and regulations related to financial planning and management and their applications with affectivity requires efficient organisation and timely conduct. Efficiency of education officers have to be specially developed as how to limit/scrap the expenses on non-productive items and thus to reappropriate or provide the budget in productive and more returnable areas.
Suggestions from UNESCO
The main factors in terms of planning, which need to be taken into consideration for capacity building of educational planners and administrators, as suggested by UNESCO (1991), are as follows: While old paradigm on which educational planning was based was primarily focussing on the relationship between education and economic growth, at present it includes:
(a) sustained demographic growth and urban explosion;(b) the aggravation of extreme poverty; and(c) the emergence of major environmental and health problems.
In view of the above factors, the following specific developments have taken place in the educational scene:
(a) Continuing quantitative expansion of the education sector;(b) Diversification of educational demand and supply;
Academic Management and Capacity Building
27
(c) A growing concern in educational quality; increasing paucity of funds for the education sector;
(d) Impact of technological development upon the future of educational planning;
(e) The claim for pragmatism and sustainability; and(f) The search for greater efficiency and plan implementation.
Therefore, a growing demand for more training of planners and managers in education has emerged.
In addition to the traditional technical skills of planning and management, need for diversification of training has emerged in respect of:
• A range of specialized skills in areas such as school mapping, curriculum development, project preparation and evaluation, and learner assessment and the ability to communicate across such specializations;
• Skills in the more creative and effective use of micro-computer techniques, responsive information system, and evaluating the implementation of plans and programmes;
• In a resource-poor environment, skills related not only to the efficient management of available funds, equipment, personnel and facilities but also to the mobilization of additional resources, and the organizational and logistical aspects of resource distribution;
• Approaches and techniques for negotiation and communication;
• The ability to use the results of research and, where necessary, to do it - not only the more traditional management and assessment of quantitative data (now exploding in quantity and complexity) but also the more qualitative and participatory techniques required for analysis and evaluation at lower levels of the system;
• The ability to think and plan even further ahead for longer-range scenarios, taking into particular account the potentially critical impact of changes in demographic patterns, economic conditions, health status etc.;
• The ability to assess the impact (or lack of it) of educational projects and reforms on the daily lives of schools, teachers and pupils.
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5. Why Foundation Training
In view of their enhanced responsibilities due to large scale expansion of the education system, as discussed above, it is felt that the one-month training course for educational administrators is quite insufficient and an extensive competency based capacity building programme is needed to cope with the problems of educational administration. For instances, the various processes of district level planning and management with involvement of people at the grass- root level, process of inspection, supervision, strengthening of academic support bodies, the techniques of personnel management, financial management, information management and educational programmes for the disadvantaged groups of society etc., as mentioned earlier, require expert guidance and supervision.
Recently, the Government of India has launched Sarva Shiksha Abhiyan (SSA) 2001 which seeks convergence of all on-going educational programmes at local level. The State of Uttar Pradesh has to think how it could go with the administration or what are the aspects of administration which require focus in view of the SSA programme as this programme will cover all the districts of the country upto 2002.
The Programme of Action (POA), 1992, has already mentioned that “ there is no system of regular and recurrent training of educational planners and administrators. Each State Government should formulate a training policy and perspective plan for organising training programmes for educational planners and administrators at different levels. NIEPA can, at national level, at least cover only key persons both at the Centre and the States. Considering the large number of institutional heads and educational personnel working in various departments, directorates, districts, blocks as well as functionaries in the field of adult education and non-formal education, it is necessary that each State Government should identify suitable agencies capable of sharing training responsibilities for educational personnel. These institutions shall carry out the following activities in consultation with the nodal training institute:
- identification of training needs;- development of training modules; and- conduct of pre-service and in-service training programmes.
The POA further emphasizes that the pre-induction programmes shall be organised for new recruits appointed as heads of the institutions, district education officers, block education officers, etc. The short-term in-service training programmes should be addressed to specific cadres of planning and management personnel.
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6. Recommendations
In view of the above discussions in terms of the changing pattern of the set-up of educational administration over the years, the past practices of recruitment and selection of education officers, the rules and regulations prescribed by the Government of Uttar Pradesh, the tremendous expansion of education during last fifty years, the Committee feels that there should be a Preinduction Foundation Training for Officers of the Provincial Education Service which could provide them knowledge, skills, competency and vision of education and educational perspective in the State. The PES Officers are recruited by Public Service Commission, Uttar Pradesh. They hardly get the opportunity to experience the education system and its administration. The Committee is, therefore, of the opinion that while the present and future needs of competencies in knowledge and skills in educational administration should be kept in view, the past good practices in training methodology and contents also must be part of the overall Foundation Training Programme.
The Committee proposes the following recommendations:
Foundation Training Programme
Name
1. The name of the pre-induction training should be the Uttar PradeshEducational Service Foundation Training Programme.
Objectives
2. The objectives of the Foundation Training Programme may be thefollowing:
(a) to acquaint the probationary officers with the main conceptsconcerning the relationships of the educational system witheconomic, social and cultural development;
(b) to develop in knowledge and practice the methods of diagnosing, analyzing, forecasting and administering the educational system; and
(c) to give each probationer the opportunity to study “in depth” a specific planning and management issue which is of being felt of importance.
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Duration
3. The duration of the foundation training should be one year. It will be inclusive of probation period.
4. Out of the one-year period, 3 months would be devoted to content teaching of the course on different aspects of educational administration.
5. However, in the case of those officers who would be deputed to NIEPA for its DEPA programme of three months, three months period will be accordingly reduced. The contents, covered by NIEPA, need not be duplicated in the State.
Table 9 indicates the proposed schedule of the one-year Foundation Training Programme.
Table 9Proposed Schedule of One-Year Foundation Training Programme
S.No.
Item Duration Place/Location and Purpose of Course
1. ContentsTeaching
3 months for untrained officers (those who do not have B.Ed. degrees) Exemption for trained officers (B.Ed./M.Ed. degree holders) Exemption also for those who wish to attend NIEPA’s DEPA course of 3 months
SCERT, SIE, SIEMAT and NIEPA
2. AttachmentwithInstitutions
(3 months) Different Directorates of Secondary, Basic, SCERT, Adult and Non-Formal and Oriental Languages - Practical exposure to processes
3. Field Visits andattachmentatState Level
(3 1/2 months) • 5 Panel Inspections• Project on Block Level
Educational Planning.• 5 Demonstration Lessons/
Presentations• Coordination with different
agencies/offices4. National
Level Visits and Bharat Darshan
(2 1/2months) National Institutes and Undertakings to:a) Study Reports on concerned
Institutionsb) Study Reports on Comparative
Education SystemNote: Three-months educational content teaching would be in addition to the general contents
training by UP Academy of Administration during its 12 weeks Foundation Course (Annexure-ll).
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Strategy
1. There should be a separate budget of the Education Department for Foundation Training Programme and In-Service Training Programme for Education Officers
2. The 9 month period of the training would comprise: (i) Attachment of the officers with different educational Directorates in the state as specified in Table-9; (ii) attachment with the field functionaries of the Education Department; and (iii) educational study visits to other states and Bharat Darshan to acquaint with the diverse social and economic conditions of the country.
3. The attachment would be the inter-sectoral in nature, that is, for a certain period an officer may be attached with basic education and also with secondary and higher education sectors.
4. The officers of Foundation Training Programme would be divided into various groups.
5. A multi-disciplinary capability development approach should be adopted. The probationary officers, for instance, should be acquainted, as mentioned earlier, with the management techniques of other institutions in the country.
6. The probation period should be of 2-year duration inclusive of the training period.
7. There should be a minimum of two-year stay at first posting. The probationer would be given first two years posting at one place after completion of the training.
Evaluation, Weightage and Certification
1 As regards the evaluation system, the Committee recommends that there should be a multi-grade evaluation system. This should include internal as well as external assessment. The total marks for the evaluation of training should be 1000.
2 The evaluation of officers based on grading and marks should be done at each level of training in all the institutions. All grades at different institutions should be clubbed together and, on this basis, education officers should be ranked afresh.
3 Similarly, marks should be divided for different activities like teaching, project work, study report and general performance.
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4 Besides, there should be a Departmental Examination at the end of the training and a final examination after the probation.
5 Performance Appraisal on the basis of different assignments of work should be part of Annual Confidential Report.
6 A suitable agency, preferably SCERT (with intensive support of SIEMET) should act as a coordinating agency for conducting the course.
Table 10 indicates the proposed weightage to be given to different activities of One-Year Foundation Training.
Table 10
Proposed Weightage to be given to different Activities of One-Year Foundation Training out of 1000 Marks
S.No
Activity Sub-activity MarksAllotted
Remarks
1 ContentTeaching (a) 3 Monthly Tests of 20 marks each
(b) Seminar/Presentation etc.(c) Project Work(d) First Examination after 3 months
200
602020100
Exemption for Trained (B.Ed./M.Ed.) Officers deputed to NIEPA
2 Attachment with different Directorates
Directorates of Secondary, Basic, SCERT, Adult and Non-formal, and Oriental Languages
200 Marks would be given by the departments based upon the confidential report of the concerned Institutes.
3 Field VisitsPanel Inspections (5x10 Marks)Project on Block level Educational Planning5 Demonstration Lessons/ Presentations Co-ordination with different Agencies
200
50100
2525
4 National Level FieldVisits/BharatDarshan
(a) Study Reports on concerned Institutions
(b) Study Reports on comparative education systems.
100 National Institute andUndertakings in Different States
5 FinalExamination
Written Examination1. Educational Management2. Policy and Planning3. Educational Finance
300
33
Contents for Foundation Training Programme
A. General Issues (State in the National Perspective)
State Profile
• Physical Features -- topography, climate, flora and fauna.
• Demographic Features -- including population and its growth in different census years, sex ratios, density, birth, death and infant mortality rates, life expectancy at birth etc.
• Social Formation -- castes, languages, culture, arts, fairs, festivals and traditions.
• Economic Structure - agriculture, industry, trade and commerce, manpower, state and national income (SDP and GDP) etc.
• Education System -- grade-wise structure, growth of the education system over the years, that is, number of schools, enrolment, teachers, participation of SC/ST, girls and OBC, disparities in education, literacy in districts and in different states.
B. Administrative
Organisation and Administration
• General concept of administration and management, emotional and ethical aspects, administrative structure of basic, secondary, adult and non-formal education and oriental languages at secretariat, directorate, regional, district and block levels, structure of SCERT and SIEMAT, responsibilities and accountability of different education officers at these levels, size of the administrative machinery, management of new programmes like EFA, DPEP, Mahila Samakhya, education managed by other departments like defence, central government, etc.
• Inter/lntra-departmental coordination, division of work and delegation of powers and introduction of main duties, i.e. administrative, financial and others at different levels, decision-making process at various levels (institution to secretariat level).
• Different Assembly Committees - Standing Committee, Estimates Committee, Public Accounts Committee etc.
• Knowledge of administrative, financial and other duties at regional and district levels
34
• Coordination with other departments at district level like PWD, transport, health and rural development.
Personnel Management
• Rules and regulations regarding recruitment and selection, rules of education service etc., postings and transfers, code of conduct, promotional procedures, system of performance appraisal, appeals, litigation cases.
• Grievance redressal of teachers and educational administrators, training and welfare services for teachers.
• Other issues like stress management, time management, entrepreneurship development and personality development.
Information Management
• System of information collection, compilation, consolidation and dissemination, types of information, manuals, periodicals, reviews, returns, Journals etc, computer applications and latest information technology developments, information storage and retrieval process.
Legal Management
• General application of jurisprudence and legal frame-work.
• Constitution of India, enactment and judicial interpretations of source of law, provisions relating to education, management and services.
• Central, State and Local Acts; Regulations, and Rules particularly on education. (Basic, Secondary, and Higher Education)
• Other Acts and legislations having bearing on education, school properties, society, disability management, security. Transfer of Property Act, Land Acquisition Act, Indian Partnership Act, Societies Registration Act, Acts and provisions related to environmental pollution and urban development, Income Tax and Trade Tax Act, Classifications, Control and Appeal Rules - Vol. I, Vol.2, Vol.3 and Vol.5 in finance.
• Legal operationalisation through the provisions of bills, ordinances and government orders. Handling of Court Cases and legal actions.
• Service Rules regarding leave, T.A, pay fixation, Gratuity, Provident Fund, retirement benefits; stores and purchase and other related rules.
350 ) -
2 o o !
Policy and Programmes
• National Education Policy of the country - 1968 and 1986, Programme ofAction, 1992, and State education policy, its various provisions andprogrammes regarding primary, upper primary, high school and intermediate education with related reference to Higher Education.
• International Commissions, Committees and programmes on Education - a brief reference
• Experiences of different educational experiments and innovations likeUPBEP, DPEP, Mahila Samakhya, Joyful learning, Total LiteracyCampaigns and educational programmes conducted in other states like Lok Jumbish and Shiksha Karmi in Rajasthan.
• Linkages of school education with technical education
Local Bodies and Non-Government Organisations
• Role of Local Bodies in education, 73rd and 74th constitutional amendments, various Committees on Panchayati Raj system of education like CABE Committee, coordination with Panchayati Raj Institutions; application in the State.
• Management of non-government private-aided and unaided institutions, community participation in planning and management of education, Role of Village Education Committees.
Educational Planning
• Types and process of educational planning, centralised and decentralisedplanning, five-year and annual plans, centre-state relations in plan formulation, process of district planning, school-mapping and micro planning at grassroot level, norms for opening and upgrading of schools, rationalisation of teaching posts, quantitative aspects of educational planning and various costs of education at different levels, centrally sponsored schemes.
• The system of institutional planning and management, general and activity profile of heads of institutions, teacher management, student services, school working days, sharing of facilities and institutional level problems, institutional self evaluation.
36
C. Financial
• Budget Manual and its use, financial rules and regulations, all FHBs,Treasury manual, State Planning Commission, plan, non-plan budget,recurring and non-recurring income and expenditure, system of grant-in- aid and salary disbursement, supplementary budget, sources ofeducational finance, centre-state sharing of educational finance, mobilisation of resources, Group Insurance Scheme, audit and accounts, objections and clarifications, duties of DDO and controlling officer, TA Rules, maintenance of Cash Book, Stock Register, contingencyexpenditure and study of related government orders etc.
D. Academic
• Role of inspection and supervision, types, purposes, norms, rules, guidelines, education code provisions for inspection of schools, provision of subject inspection and panel inspection, time spent on different activities by inspecting officers, preparation of inspection report and follow up, problems and difficulties, comparative and historical view of inspection in practice, frequency and duration of inspection.
• Structure, functions and linkages of various academic support bodies like SCERT, and its allied institutions, SIE, DIETs, Colleges of Education, Board of High School and Intermediate Education, SIEMAT, other structures like State Institute of Correspondence Education, textbook production mechanism. Institute of Educational Technology; role of national level organisations like NIEPA, NCERT, NCTE, NOS etc.
• Study of syllabus of primary, upper primary, high school and intermediate education, teaching methodologies and latest pedagogical developments, national and international perspectives of syllabus frameworks.
• Applied Philosophy of Teaching and Learning.• Research Methodology• Project Planning• Electronic/Newsprint Media and Education
E. Practical Work
• Preparation of 10 Lesson Plans.• Preparation of Audio-visual Aids, film-making at SIET etc.• Work experience activities.• Administering psychological tests.• Action Research projects based upon school activities.
37
• Developing school plan based on panel inspections.• Experience in Secretarial Practice.
F. Alternative Content(for those who are deputed to NIEPA)
Tentative Contents of 3 Months DEPA Programme at NIEPA (Details in Annexure-I)
• Social Context of Education in India• Current Issues in School Education• Educational Administration• Educational Management• Educational System: Development and Management• Educational Planning: Concept, Types and Approaches• Quantitative Aspects of Educational Planning• Educational Planning in India• Financial Planning and Management in Education• Research Methodology in Education• Statistical Methods in Education• Computer Application in Educational Planning and Management
38
In-Service Training Programme
The in-service training should be compulsory for Education Officers at alllevels of educational administration. It should be provided to cover everyincumbent every five years.
Objectives
The following would be the main objectives of in-service training.
- To strengthen knowledge and skills;- To update competencies; and- To promote/upgrade professional expertise to help the trainee move ahead
with specific assignment or placed forward in the senior administrative positions.
Duration
The duration of in-service training programme should be of at least 15days.
Periodic Features
The following should be the periodic features of in-service training.
1. The in-service training after first five years should focus onsustainability of contents of the training course in educational planning and administration.
2. The training after second five years should be of higher level and in the area of specialization.
3. After completion of 10 years service as such his or her exposureshould be on sharing of experiences and experiments through studies and specific assignments inside and outside the state. These should be facilitated by selective inter-state comparative studies.
4. After 15 years, those who have particular interest in functional areasshould be allowed to go on study leave for not more than one year on full training. Provision should be made in the service rule for the same. The study period should be utilized for conducting and completion of projects that may be funded by school education/higher education departments/technical education department and other national and international agencies.
39
Annexures
Annexure-I
Contents of Diploma in Educational Planning and AdministrationConducted by NIEPA
1. Societal Context of Education in India
■ Context of Education■ Educational Policy■ Issues in Indian Education■ Education for Disadvantaged Groups and Under-served Areas■ Recent Shifts in Policy
2. Current Issues in School Education
• Education for All - Issues and Strategies for UEE• Alternative Schooling: Issues in Planning and Management
Non-Formal Education Open Learning System
• Involvement and Participation of the Community• Secondary Education: Issues in Quality and Relevance• Decentralization of Educational Management at School Level• Improving the Evaluation System• NGO Efforts in Education• Primary Teacher Training• Secondary Teacher Training• Teacher Development and Accountability• Quality Improvement of School Education• Vocationalisation of Education• School Based Management• Role of Private Efforts in Education
3. Educational Administration
Section - 1Educational Administration
• Development of Educational Administration in India• Centre-State Relations in Education: Constitutional and Legal Provisions• Organisational Structure and Functions of Educational Administration at Centre and
State Levels• System and Process of Coordination at Various Levels• Role of Local Bodies in Educational Administration• Role of Non-Governmental Agencies and Administration of Private Aided Schools• Administration of Education of the Disadvantaged
40
Section - IIInspection and Supervision
• The Modern Concept of Supervision• Current Practices and Procedures of Inspection of Schools• Recruitment and Training of Inspecting and Supervisory Officers• Changing Role of Inspection and Supervision• Alternative Approaches for Academic Supervision• School Complexes and Educational Supervision
4. Educational Management
• Organisational Communications• Inter-Personal Relations• Management of Motivation• Leadership in Organisation• Conflict Management• Stress Management• Time Management• Total Quality Management• Total Quality People/Resources• Management of Self• Self Esteem and Positive Management• Group Dynamics and Team Building
5. Educational Systems: Development and Management
• Educational System Development• Educational System Management
6. Educational Planning: Concept, Types and Approaches
• Educational Planning: Origin, Concept and Scope• Types of Planning• Education under Five Year Plans and 9th Plan Perspective of Education• Approaches to Educational Planning: Manpower, Social Demand and Rate of
Return Approaches• Issues and Strategies involved in Planning for Education• Future Perspective of Education
7. Quantitative Aspects of Educational Planning
• Educational Information System• Internal Dynamics and Analysis of Stock and Flow Indicators• Inequalities• Plan Targets and their Implications• Projection, Prediction and Forecasting - Concepts and Techniques: Enrolment,
Population and Teachers
41
8. Educational Planning in India
• Educational Planning in India: An Overview• Educational Planning: Machinery and Process• Education under Five-Year Plans• Educational Planning at the District Level• Group Work on District Planning• School Mapping• Practical Exercise on School Mapping• Micro Level Planning in Education• Practical Exercise on Micro Planning
9. Financial Planning and Management in Education
• Economic Development and Financing of Education• Analysis of Costs of Education• Allocation of Resources• Mobilisation of Resources• Utilisation of Resources in Education• Budgetary Methods and Practices in Education• Financial Ratio Analysis• Auditing and Accounting Methods in Education
10. Research Methodology in Education
Introduction to Educational Research Types of Educational Research Educational Database and Surveys Methods of Educational Research Developing Research Design Sampling MethodsDeveloping of Research Instruments - I Developing of Research Instruments - II Collection and Processing of Data Report Writing and Presentation
11. Statistical Methods in Education
• The Nature of Statistical Data• Presentation of Educational Data• Descriptive Statistics Relating to School Education• Practical Exercise: School Level Descriptive Indicators• Trend Analysis of Education Data
EnrolmentsTeachersPopulation
• Practical Exercise• Use of Index Numbers in the Analysis of Educational Data• Practical Exercise on the Construction of Index Number Series for Enrolment,
Teachers and Institutional Data
42
• Cross Tabulations and Analysis of Attributes• Correlation and Regression• Practical Exercise on Correlates of School level Indicators• Practical Exercise on Predicting School Enrolment using Time Series Analysis• Evaluation/Feedback
12. Computer Application in Educational Planning and Management
• Introduction to ComputersHardwareSoftware
• Operating SystemMicro-Soft DOS and Windows
• Introduction to Micro-Soft Office- MS Word
MS Excel• Computer Applications in Educational Planning: An Overview• Introduction to Computer-based Educational Management Information System
13. Participants’ Seminars
Educational Administration/Management Policy Issues in School Education Micro-Level Planning in Education Educational Finances Innovations in School Education Universalisation of Elementary Education Quality of School EducationEducation for Disadvantaged Section of the Society (SC, ST, Girls, Minorities etc.) Community ParticipationImplementation of Centrally Sponsored SchemesRole of Computers in Educational Planning and Administration
43
Annexure-ll
1. Refresher courses on quantitative analysis techniques.
2. Current issues and emerging challenges in educational development.
3. Policy formulation and strategic planning in education.
4. Education sector diagnosis.
5. The use of simulation models in planning educational provision.
6. From policy to action: feasibility testing, financing.
7. Organisational Analysis
8. Educational Management Information Systems.
Contents of Training Course conducted by IIEP, Paris
44
Annexure-ll
Course Contents of U.P. Academy of Administration, Nainital Foundation Course for Newly Recruited Civil Servants through
Combined State Civil Examination
1. Constitution of India and Public Administration
(A) Constitution:
Development of political thought in India.Evolution of the Constitution of India.Preamble, Directive Principles and Fundamental Rights.Salient Features of the Constitution.Broad Features of our federal structure: executive authority of the Union and State, Schedule VII.Statutory BodiesAmendment in the Constitution and its Procedure.Some important amendments.Emergency provisions - Financial/General.President's rule in a State.Special Safeguards for Minorities, Scheduled Castes, Scheduled Tribes and Backward Classes.Legislative process including delegated legislation.
(B) The State and its people:
U.P.: its people and problems.Agrarian system.Historical perspective of agrarian structure.Rural development: a brief history of strategies of various schemes since 1947. Land Administration.Agriculture including animal husbandry.Irrigation.Forests.Industry (including sugar, textile, handloom, brassware, leather etc.).Education.Cooperatives.
(C) Public Administration:
Salient features of the Constitution with reference to the machinery of Government and services.Organization of the State administration from headquarters to field with special reference to revenue and planning departments.District administration.Administrative responsibility and accountability.Delegation and decentralization.History of financial administration in India.
45
Conduct of civil servants -- responsiveness to public and relations with public and people's representatives; relations with colleagues in and outside one's sphere of duties.Government servant conduct rules, disciplinary proceedings- Administrative Tribunals.
(D) Administration and Behavioral Sciences
CommunicationNecessity for effective communication in civil administration; purpose and process of communication, kinds of communication; communication styles, levels of communication; barriers to effective interpersonal communication; useful hints for improving quality of interpersonal communication.Individual and his work group.Problems of an individual on entering a new group; forces operative in a work group; observation of group process; differentiation of roles of group members; intensity of participation, decision making styles; group norms; leader behaviour and member reaction; practical importance of feedback to an individual on his functioning pattern in a group.Team building in administrationWork teams and their usefulness; characteristics of a good team work; essential ingredients of an effective team work; process of team building; influence of team goals; team members; team standards; organisational structure and mode of permissible communication on team building; team builders' skill in motivating and activating team members; team building a continuous process.
II. History and Culture
(A) History
Outlines of political history of India up to 1947.Social and economic history of India.Political movements since the end of 19th century with emphasis on freedom movement.Administrative institutions in(a) Mughal period(b) British period
(B) Culture
Religious and reform movements in India.The essence of composite culture of India.A broad outline of socio-cultural background of Hindi literature.Growth of Urdu.Present day literary scene - a study of literature of Indian languages.Our artistic heritage - Sculpture, architecture, painting etc.Introduction to Indian music and dance.Folk theatre.
46
III. Economic Concepts, Planning and Development
Economic concepts such as National Income, Gross National Product, and Growth rate etc.Meaning of economic development.Characteristics of underdeveloped countries.Main features of Indian economy.Economic planning in developing and under-developed countries.Five-year plans- characteristics and achievements.Current Plan of Govt, of India.Current Plan of U.P.Elementary Statistics- Interpretation of data, graphs, probability etc.
IV. Financial Administration
A brief history of financial administration of India.Formulation of budget and its approval by legislature; finance and appropriation acts.Expenditure sanction.Supplementary demands.Audit and settlement of audit objections.Financial powers at different levels.U.P.'s budget for the current year.Financial resources of the Centre and States.Finance Commission.
V. Hindi
History and growth of Devnagiri Script.Vocabulary of important administrative, technical and legal terms.Dialects of U.P.
VI. Law
Concept of law and rule of law.The organisation of judicial administration in the country.A broad outline of administration of criminal justice.Elements of Civil Law.Civil Rights Act.Prevention of Corruption Act.Contempt of Courts Act.
VII. Science and Technology
VIII. Office Procedure and Miscellaneous
(A) Office procedures etc.
Noting and drafting Maintenance of records.
47
Archives.T.A. Rules.
(B) Census Operations and Demographic Projections
Election laws.
IX. Education and Social Services
(i) A broad survey of the state of education at different levels.(ii) Adult education.(iii) Health and family welfare.
48
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.GOVERNMENT OF THE UNITED PROVINCES
No* ^324/rr~1.50-40 EDUCATION (B) DET/aTJ-SKT Dated Luckncrw, March 14, 1945.
NOTIFICATIONMiscellaneous
In -ursuance o f the ^revisions o f clothe (b) cf sub-sect ion ( l ) find clause (b) of sub-section (2) o f section 241 of the Government India Act,1935, &ncl in sunre session of a ll existing rules and orders on th*- svbiect, the governor o f the United Provinces rakes the folluwinr roles rerulcting ^^ointiflBnt to nests in the United Provinces Educational Service, Class I , °n 1
-and_conditions o f service ;i f the nersons so en-nr.int-od i Ik*.
THE UNITED PROVINCES SDUC-'-TI^AL SEHTTCE : CLASS I RULES, 1945
P/iRT I - ^SHEML
1. Shr-rt t i t le and commencement -(1 ) ,rhese rules r.ay be celled thr Unr.t- Provinces Educ°ti~nfl Service, Cless I Ilules , 1945, -n'1 she1! take e ffect f :: - the date o f th is n o tifica tio n .
(2) These rules sh all a ^ ly mutstis mutandis to the Women's 'Vonco the service exce-nt Sihere the context shows th~t the reference is to the >ron :
• "r-^nch only,
2* Status o f the service - The United Provinces Educational Service,I , is a Provincial Service constituted nrinTrily for the nur^ose -jf re-nlccir. gradually the Indian Educrtional Service in the United ~r"V inces.
3* Definitions - In these ru les, unless there is Anything remr.nant ir t -.esubject or the context *
(a) "Commission 11 means the Unit- I Provinces Public 'Service C-v-rds^-i o *
(b) 11 Director 11 neflns the Director c f Public Instruction , Urine1 Provinces ;
(c) n Government n means the Gn-n?rnment o f the 'r.itc 1 Irovir-*e3 :
(d) "Governor” means the Govern- ”• c f the Unite1 Provinces •
v /(e ) "Member of the Service 11 me^vc a servnnt of the Grownin a substantive capacity under the n revisions o f these rule? . err *4 if'-force tjreviotS to the introduction c f these rules , to iVtcadre o f the service . I t .oes not include o me mb-' r of the l>v(Lt.a7tEducational ‘-service Ji
(f) * Natural bom "r it is h subject ,f is as defined in Secti " ro f the British Nationality and Status o f itLiens Act, 1914;
(g) * The ic t* means the Government o f India Act, 193-5 •
(h) 9 The service* means the Unit-1 Provinces Educational Service.CTass I ;
(j.) * United Fr-viUov. -..iucational Se:rvip£7'Cl^^'5#^7!]e-nns the service formerly designated the United Provinces S'1ucati'-vn<L Service •ns r e c o n s t i t u t e d .
?-;RT I I - Cj;.D?iiE -
4 . Cndre o f the serv ice - The sanctioned strength o f the service is as follows ••
A- •/ enis branch.
D i r e c t o r * iDeputy D i r e c t o r 1A s s is t a n t D ir e c t o r 1I n s p e c t o r of European Schools and Kumaun D i v i e i -n 1I n s p e c to r s o f s c h o o l s 9 ■+>P r i n c i n a l s . o f Train ir .c co lic - r e s , .*llahaba d , &rr a P r in cipa l^G overnm en t In te rm ed ia te c o l l e g e , 1
r'onares.
Principal,Government Sanskrit c o lle g e ,nenares 1( also Sunerintend-nt Sanskrit studies)
Secretary,7rard o f High schorl and Intermediate 1Education. United Provinces.
Professor
o p
p_ Women's r;ranch<
assistant Director 1
21
Provided that :
( i) the strength nf the service at any time sh all be lim iteI tr the number o f ^osts by which the to ta l sanction^ 1 cadre exceeds tb. o f nosts held, substantively or tro ^ o rerily , by memrers - f the Irrlirr. Educational Service or f ille d mder rule 2 of the lescrved P-v-ts (Other Services) Tlules ,1938, by nersons a— ointed by the Secretary .* f S t-tc in Council to any other C ivil Service o f , or a C i^il nost ur. ’ cr, the Crown in Indin;
( i i ) the Governor may -(a) leave unfilled or hold ir. abeyance any vacant nost, without thereby en titlin g any number f the service or of the Unite.1 Provinces Educational Service, Class I I , to ccrenoneati r , "r .1
(b) increase the cadre 1 y creating additionalrcrmanent or t>'~inorary roosts from time to time as m y be found necessary.
NOTE- The nost o f F r-fessor included in the abo^e cadre is at -resent held by D./*mamath Jha, whr is on foreign service with the Allahabad University. The nost shall be abolished ^s soon as the incumbent thereof ceases to hold a lie n thereon.
S h
PiuiT I I I - RUCPU
5 . 3 . - orous _ re c ru itm en t - ( l ) Pecru i\ ,rxnt t o the Ken rs ~;ranch o f the s e r v i c e s h a l l be so arranged t o o t r f - v r sen? - f the v a c a n c ie s s h a l l f i l l 6 '1 by "’i : o c t r e c r u itm e n t an 1 o'd ,~er c e r t v - ^ro ’ooti on s t r i c t ' i n o r d e r o f m e r it fr~n the members o f the c o r r e s - v n l i n r brnr.cn o f the U n ite " P r o v in c e s B - 'u c a t i ’-r.al S e r v ic e , C lass I I .
(2) Members c f the United Irovinces E.-'-.crtier, s i Service, Class I I f Kenfs ~Yanch, w ill also be e lig ib le f^r lircct recruitment t •. the corresponding: branch of the United, rrovincet ".duontioncl Service,Cl® ss I , ^reviled they s c t is fy the requdrom'.-ntr of tie rales rec* rdinn di re ct re cr ui toen t .
( 3) in-no in tee nt to the ~osts o f Director nr;''. Je^uty d irector sh a ll be msde by the Governor by selection from amonr the nenbers
o f the service solely on the oroirr5 ofcutstandinr* merit.
(4 ) Recruitment to the Uenenfs ~b'ahcu :;f the service sh e ll ~c made by promotion s tr ic t ly in order o f merit -r -n the members o f the corresponding branch o f the United Fr-vir.ee2 idv.cati -n cl Service, Class i:
6 . Communal representation- (a) In makinr d irect recuitnent core sh all be taken to secure reosonable representation - f the: d ifferent c^innunities and to nrevent the preponderance f any one class or community.
(b) In the case o f direct recruitment the Governor sh a ll decode the number o f posts which are to be reserved f - r any r "r tic u lo r community or cl^ss ar •’ sh * ll inform the Conmssion o f the '1/ c i s i m •
I " - QU/4LIFlC/iTTCNS
7. lie tio n a lity , domicile and residence - '"e, ^erson sh all be recruited to the service by ^irect recruitment unitso he he -
(n) a r /?tu r"l bom British subject whose --rirrinal domicile is in the United Provinces, provided he has mi, acquired a lomicilc elsewhere ;
cr(b) q natural born ' r itish subject whose :>ris:inal domicile is not in the United Provinces, but who has required a domicile in the United Provinces and has resided there for not less than five years at the date on which he a l l i e s for recruitment to the serv ice ;
(c) the ruler or 0 subject o f an Indian State or a native o f a tr ib a l area or territory adjacent to India, in respect o f whom or which a declaration has been made by the Governor under sub-section (2) of section 262 o f the Act*
£ ■ 5
■BBepticn - N o tw ith s ta n d in g anything contained i n th_s m e , o p- tur^l f c m British s u b je c t whose fa th e r i s ( or. i : Acnd , was the t i r . c o f h is tieath) employed in any department o f the C e n tra l G c'crrr* n t , nr : is ( - r was) lia b le to i n t e r - p r o v i n c i a l t ra n s fc r^ , s h a l l he e H r i-le f~r r e c r u i t~ e n t provided t h a t he has h im s e l f re s id e d i n the U r i te d p r ir.ee s fo r ~hrse cr nti years im m e d ia te ly precedinr the / " : r - f a ^ - r l i t i - n far' r- -ointment.
NOT'ES_ ( l) -£ declaratie-n °s v■ecu:. re A ^y cl ause( :) —r - teen issue;with reg ard to the subiects 0 f t h-° 5 - -a of "cn ara , 1a ~ -’ ;,r ^nd Tehri(Gerhwal Ka
(2 ) I f a oualified c°r.dj n 0 f- g +g 1 lin.a* any n f “ h2 c 0n iitio ns(a) to( c) aVr*ve is not a—'lia b le , X 0n a^p 1i 'rant beIon"in g to an o- + '';eg provincein India or 0 f ’r itish domic il p mpv 1 • - a d f — 1 ot~e “t ■-
( 3 ) '^ie original domicile prevn its ur: t i l a nexf '.ami :i le :]r 3acquired , and a new domicile conti 0 ■' a s up 1r 1 toe r ’ 0r ic ilo vgo: beenres umed or another has been aco’ilr'C 1. ~11t a rv.rs h c r. IT :nedomicile at one time for the P Ur O3 e 01 t. iis rule.
(4) A person acquires a ne v doi'iai ;-_c: tv ta vin-u- a 3 fix: 1habit0 t i on in nrovince which is no tha r ' Z — u ^ •-ri:*: r a], f0 of. c j_ 0 , t ucha person may make a ;;e c lnrat ion 0 ; hoe 0 H dr 0ouire . ^ v-\e dorio ile b€ for,the D istr ic t Magistrate o f t he d-s ■V -v, , „J- 1 v'hl 2 V: h - - •rC z 'g his tixedh a b ita t!on but such declar-af ion a h a l l r . ■' t v its el f ’ ^ & -1 ZJ
su ffic ien t proof o f change 0 lOu O P- c ile
qj•
CO - Cn the first day of J a n uarg 0 f t h e ” 3 ar i n which t h e rc, cruitmer.t
is made, a candidate -(a) f^r recruitment by promotion must not have at coined theage o f 50 years;(b) for direct recruitment, ir.ust haV? attained the a rc o f 25 yearsand mist not h avc at tain-2' the o -e ' f 33 years.
9 • -Academic qualifications - ( l) No p/rson sh all he e lig ib le for direct recruitment to a ->ost ( other than th~t o f the P rincipal?Government Sanskrit C ollege, ^er.ares) in the- acrvicc unless he has obtained a -o s t - -rM uate derree n f a University established by law in the Unite'1, provinces or o f any other University recognised for th is purpose by the Governor and in case such derree is not in Sducati~n, the L.T.Diploma o f the Government Traininr college , .111ahabaa, pr the Government ’’ asic Trrininr College, 5/0.1 ahab'nd , cr a decree or diploma in S ’ ucati^n o f a University established by law in the tV.ited Provinces -r o f any other University recor- nised for this nurnose by the Govern'- r and in either c-°se has ha1 some ye^rs experience in educational work. In m:,; a nr recraitmer.t special imr^^t^nce sh all be attached to capacity for o pr ■■. ni s a t i on, kn owle d ~ c o f educational methods a ^ 1 p ractical experience o f sch o d iv'ork.
(2) Mo person sh all be e lig ib le for d irect recuuitment t - the - ;a t of rr i p. cip a l , Governing nt Sanskrit college , Penares , unless he has obtained a Master’s degree in Sanskrit of a university mentioned in su b -ru le(l) av rrc or the /Icharya dinlorao o f the Govemmcn+ Sanskrit lollenre, -c-nares . In making recruitment special importance sh a ll be attache.! to ^ (l) scholarship in Sanskrit, ( i i ) capacity for or^anisation; and ( i i i ) rroflciency in English in the case of candidate® who are not university graduates.
nuoi
?i the Universities --^cide *hc United ~r-v in ces, 'r it ish In 'ia have bon r e c -m i so-’ f~r + ho -vur-^'so:-
(2) The n^r-es - £ the Universities in tnc Uniter1 been recognised f :r the ^ur^ose of this rule "re "iv€ these rules*
ID. Character- The character of a candidate for direct recruitment must be such •'’ s to cufiliiy him for employment in the service . Unless he is r member of the United Frevinces 2 ‘ucaticnal Service , Cl" 35 I I , he must produce certifica tes o f rood chProcter from the principal academic o ffic e r o f the University or College in which hr- was foot cducated nnd from two respectable arso n s of status ( not re lotion s) who are well acquainted with him in private l i fe an* fire unconnected with his University or C ollege•
NOTE- A conviction need not o f i t s e l f involve the re fas e l o f a certifica te of rood character. Hie circumstances of the conviction should be taken into account and, i f they involve no moral turpitude or association with crimes o f violence or with a movement which has as it s object the overthrow by violent ner-ns o f Government as by low established, the mere convinction need not be regarded as n d isq u alification .
r a T V- IRCCEDURE FOR DIRECT RECRUIT! O T
11. Direct recruitmfint-(1) Uhen the Governor decides that vacancy or vacancies in the service should be fille d hy direct recruitment he sh all inform the commission accordingly and; also whether thev*crncy is to bo reserved for a particular community or class and shall ask them to recommend such number o f candidates as he may deem f i t , having regard to the number c f vacancies*
(2) The Cem ission sh all then advertise 1 the vacancy or vacancies and invite applications in the ^-escribe 1 form which nay be obtained from the Secretary to the Cormission and in accordance with the instructions is sue 1 by them. The commission sh all scrutinise the armlicaticns received, re aid re such candidates as seem best qualified for a--ointment to appear before them for interview at th eir own expense, and forward, to the Governor a l i s t o f the candidates whom they consider most su itab le , arranged in order of ^reference, un to the number directed by the Governor. The Governor shall then make the fin al selection for appointment.
12. Fees- Candidates for direct recruitment sh all p^y to the Commission such fees as may from time to time be ■ prescribed by the Governor. No claim for refund o f these fees sh all be entertained.
NOTE- The scale of fr-es at -resen t prescribed is given in Appendix
r/UlT VI- PROCEDURE FOR RECRUITMENT UY PROMOTION«
13. Recruitment by promotion- ( l ) When recruitment is to be made bypromotion ,a selection s tr ic tly on merit sh a ll be made from among the members o f the United Provinces Educational Service, Class I I , who have completed j£ 0 ^ e a r s s e r v ic e . ;
— ! ~-E£fb
&
vin -■ b:n T. ’hioh h *rrc:n in ;V ^ e n 1i x A to
established by law in o f th is ru le .
I
(2) A preliminary selection fror. e.ronr the e±ir:ib.Io serinerspf'the united Fr-vinces Educati -nal -l-r^ice , Class I I , sh all ho rrde by a Department 1 3election C o m t tee c~nsiotin.~ o f -
(a) the Sccret'-ry to o'Ternnno in the 1 !ueati ' - 1 Department,(b ) the D i r e c t o r , and(c) an o ffic e r to ho norir.ot.' 1 lovemrcnt*
( 3) The Committee s h a l l c -n s id e i - + ho coses n f - f f i c e r s e l i r i b l e f o r p rom otion under s u - - r u l e 1 ^ 1 , i ■■_o.-o o ^ o y , o f t o r m t or v i e winr o i l o r ony o f th en , n r e -^ r e 0 l i e t o 'O ir . , . ; . - - ~ho nr:nos o f those o f f i c e r swhom i t c o n s id e rs r r ~ t sia.ta''j_e f o r -- 'rom 't ion . e cu a l Jho number o f v a c a n c ie s he f i l l e d . The O— ± ~oe a h o l l ale o - r 0-*ir e 0 su rr lem en ta ry l i s t c o n ta in in '" the nnr.es o f o t h e r 0 J icers ihem i t conoi :lors s - - l i a b l e fo r n r o m o t io n , the number o f noir.es i n su n p ler jen ta iy l i s t be i n ? r o t l e s s than h a l f , nor no re ohan the o ^ t " ! :v.'<rrt:r o f n'oocs io \ 'emnin l i s t .'The Committee sh all submit h -'to to- 1.0.. os to :oe Goverioo-r.; -
(4 ) The Governr.cn'' shall £■ I 71h th.c l i s t s 0 - Commission, torether with the character roll-- ~f -■;r-s,-nnl f i le s , . _ any, ^f *he officers in cl ire .0 therein, r.r. ’. shoj. i. r ro oho 'Vmm: 3 i : ,n to - '.vise,on the su ita b ility for ^rom'xi-n : f J.'0.3 of ■’’i:ora in . .c- oao 0 ] i s 0 , I f the Commission is o f .the opinion ohot. rry f oho offioooo i " ov,o mam Ust is not suitable for r* reaction io o -r l i 0 -noi : = r oho 1-1000:0 ir 1 .; oun-nlercero:ary l i s t in the order in which they or ear in :hat l i s t an2 bhnli a-’.oise ro. " he su ita b ility o f so many of the 0 fH ~ors in "'ho sur^lertntary l i s t as may be necessary in ;rder to rvovilo a --umbor ~f sui: a Me officers equal to the number which i t is Tvoorosed u. recruit too -'r c r o tim . In advisinr Government on the su ita b ility of ci ficers for promotion, the C ~dhnissior shall not arrange the names in crdei 01 ^reference-.
(5) iinnl selection shall then ho r.ade by the Governor a fter considering the advice of the Commission.
r^RT v n - «7 r o i ■‘ T!-EJ'T , r r o ~ ; . t i c n /.r> c c r n i Mm c r
14» rhysical fitn e ss - !!c person sh all he anointed as a member o f the service unless he be in rood rental and bodily health r— free from any physical defect lik e ly to interfere with tho fficierJ; performance o f his duties ^ a rer. r of the service . - e f.'-re a -orscn not already in the rmanent service of the Grown is fin a lly selected for ap-n ointment to the service by d irect recruitment, he sh a ll v ' re aui red to nftss an examination by a Kedicol ^oard for which he oh o'11 have to -nay a fee o f Us. 16 1y> oho P r e s i ’ent o f the Medical '"onrl* Toil fee sh all be payable by the candidn to together with a ll oxren.se3 o f apneerflnce before the "onrd- ■
NOTE - Regulations for the me diced examination arc riven m 24? to 254 o f the United Provinces Ihxiical Knr.urx ,
15. ^npointment-( 1) ^person fin a lly selccu'.'d for ■ 0>intncr.t theservice in the manner prescribed in 1 he fore.ooinr ruler' sh a ll anointed:thereto ( unless ho subseauentl"* becomes dis ouoli fieri for a -n ointment) on the occurrence o f a sobstan+ive vacancy by the Ooo-oinor.-
(2) The Gover.or nqy .make op«ointment in tc-jprr^ry or o ffic ia tin g ®Rcrnci’; £' 111'’” rscr.s woo arc e lio iKLe irr mnnent promotion to the srervice m ^ r these ru les.
V3) All 'rV'^oiir or/. nts t t n c s ervice o .o ll be r. :~ i fied in the o ffic ia l -a oette.
1 6 . F e r i c d o x p r o b a t io n d i s c r , c t d . - ( l ) /."ll n-^ o intm ents t~ the s e r v i c e in a su b s ta n t iv e vacan cy s h a l l bo _1 3 on ~ r o b n t i o n • The ^ e r io d o f p r o b a t io n s h a l l he two years a n 1 w i l l c o u r t from th e date- o f tu k ir n o v e r charge o f the appointm ent, p r o v id e '1. t h a t the Governor nay extend th e ^ e r i c d o f ^ r o ’o o t i o n in S r .e c ia l cases#
(2) I f during or at the end o f the ^rcbationary period i t is foundthat an o ffic e r has notmade su ffic ie n t use c f h is opportunities or hasih ile l t. - s^tis <y the st'T.d^rd expected oihim, he nay be reverted without
notice to his substantive - - s t , i f he has one, otherwise his services ray dispensed with.
(c5 An o ffic e r whose services ore dispensed with under sub_rule(2) sh all not be entitled to any compensation.
17. Exsi’in a ti 'n S - a person on probation sh a ll be reouired to r«?ss the Departmental special Vernacular Examination in Urdu anl Hindi con 'ucted by the d eristra r , Departmental Examinations, United Provinces . unless exempted by the Governor on the rround that his knowled-e of Urdu or Kin:1! cr both as tested by the examinations nlready -^ssed by him is su ffic ie n t •
Provided that a person on probation whoso mother tongue is English sh all be required to r nss the Higher Standar! Examination in Urdu conduc by'.the '"•card of Examiners, Simla and a r indi Examination conducted by th Peristrar.Pe^artmt’-ta l Examinations , IV-.dt" 1 "hor'inc^ s .1C. Confirmation- ( l ) A rerson on probation sh a ll not *'c confirmed in his appointment t i l l -
(a) he has c^m^leted the prescribed - tr io l o f probation j(b) he h^s passed the examinations prescribed in rule V 7 or has
been exempted from rassinr such examinations ; and(c) The Governor is sa tis f ie 5 that he is f i t for confirmation in
other resnects•
(2) I f the - oricd o f probation o f a person appointed by .direct recruitment is extended on account o f failure to pass the examinations prescribed in rule I ’7 the confirmation sh a ll take e ffe c t on psssinr the examination, from the fir s t day o f the month following that in \hld i the examination is held.
(3) £L1 confirmations sh all be n o tifie d in the o f f ic ia l -a le t t e .
V ? -
. . . . Contd...page . . . 0
S3
cn c+
i n _ p t i i
m ( Monthly rate s of pay -(1 ) Hie scale of pay admi-ribu to a|WE-igon aonointed or selected for appoint® nt to the PDrvice jhal 1 be
( i) I'Ion1 3 Branch
fa's Director 3S# 1 ,700-100-2 ,000(b ) Deputy Director Ip . 1 ,200-50-1 ,500(c) Other mo Tiber s of the sorvic,
cel e ction tr-~de as, 17 00G-5o- 1,100Ordinary scale Bts. 3no- S6-500-
5 00_Sqo-30-90r-5 0- 1,000 with 'an of pic i.ney car at the Is.SOG stage „
( ii) hhmcn1 p Branch
Assistant D iroctqr(t-Jomen| B,s„ Bc-0- 25~ 30^
Provided that i
a nember of th- service appointed by d ' ract r '-cruitm. n t other th t one -trendy in the service of the Grown *iio?e age at Ithe tine 'o f apcoi^tnt nt a xce d s ?8 years, may be allowed in it ia l pay the minimum of the ~cile of pny -xi ni r? cibld to him und er rale 19 pi us me increment for each cormrr.e* ye*r by which h is ag: exco -d<? 28 ye or on the d ato of a-opoig'trccnt, sub/rc: to a maxisn-ini of £ ivo <uch increment «.
(2 ) The i^sistant Director rh "11 , in addition to h i^ pay e ithc - In th^ ^ le e t fs n grade or in the ordinary scale mentioned ( c) abov^, r-ee- a special pay not exce&iing Rs.100 per mon=om provided hi.q «sub=?tantiv; ; in the service plus the spec ini pay d ies not e vco ad 1 , lOO per -m u -
20 . Pay dusing probation - ( 1) a person appointed to the <?rvice by d irect recruitment vho is not already in the «=arvice of the 'Orown =hall during fe f i r s t year of probation draw the minimum pay of the post in the scalead mi osible to him under rule 19 or the pay f i ^ d und-r the proviso to that rule, as the case may be, ard 31 a ll receive h is f i r s t increment ; : j n h: h-,.’ aomoleted one ye ar of sarvicc and has ol <?> passed one of the two eximiiaai -v he chali receive th • - s? cond increment.';:' ^ 1 -) c -v ^
P cA -\ ’ u^ 1 1 Ov' C.c(2) If the increment is withheld from «uch a person durjn^ th-
tfiod of probation on account of h is failure to pass th: e -cam in at ion r pre ~’ r ib - ■yi in rule IT it shall, be allowed to him on passing th-.. c-raninatian with ' - -:ct from th - f ir s t day of th,r month following tfiot in which the e virninntiv. i :• V held Tha date o f 'h is subs-rjuent increments sh all be r..ckund fro-, th. i .t* of h is confirmation.
(3) The pay during probation of ->f ? ic e r - mo were a1 r--ady ie 'un,service of the Grown before r ••• cruit-rmt t a the =or^ica 4iaH be rogulat *the relevant rules referred to in rule 26 .
21. Over co as pay - No perron of non-A si atic domicile appoiv' f the service except Mr. 7.M, lust in shall be allowed O T r ^ v pay.
2 2 . ^election grade - ( 1) There -h ill be a solo ction gr-dr th-"-pay of which shall be in the scale of Rs. 1 ,0 0 0 -5 0 -1 , IDO to which ",J ■of the service who arc receiving a pay of He. 750 or more in the ora i t * ; .
scnlo shall bo e lig ib le .
(2) The sanctioned styongth of the e le c tio n gr~do (which 3>.
included in th " son ctio n o o f th' corvlcn) <£1*11 be two : provided .t the actual st-^ngth of the pel action grad o at any t fee m all b: /to ''.ted th nt t 't -i nun’cor of h : se lect inn gr^do held by o f f i c e r s In sr jv1.cc ■■•n ■' in 'b - Inc.ian Hue'■tien'd P 'ro lce combined w ill 't no tin t
ecd two.
(3) Ippointrrcnt to a A c t io n grodo post * o l l bo mcde on tho bo^i® of ao^iorulr’ a~i merit, seniority bo in? aon .«dd ered in cases q£ eau-’I rrrr i t . '11 o ffic e rs =hnil be con side rod to bo of equal merit who record of thr ir work and character arc conoid-rod to be f i t for pronotion to a e le c tio n grad e .
(4) >To member d iall be appointed to a selection gr<*i - post in other than a permanent capacity.
23. Criterion for crossing e ffic ien cy bar - 'To member of the servco ^iaLl be allowed to cro the e ff icioncy bar unlo rr h i? in t e r c it y i? certified ind unless he ha«- giv^n fu l l sat is f act ion by hi <5 work ojid conduct,
P ;JIT I I - 0TH3P PIOVISTTS
24. Con vis-in?? - 'To re comm-' ni at ion, either written or o ra l, othor than •any required under these rulo s &aLl bo taken into consideration. 21 y attemot on the part of a candid^to to e n list support d ire ctly or indirectly for h is C'tididature by other me m s nay make him liable to d i <rualif ic -t ion.
25. S m io ru ty - (1) Seniority of member-? of the service shnil bo determined in accordance with the date of the order of their =ubstontivo appointment to ths «crvico :
Provided th-it tho Govomor may ^ iroct thqt an o f f ic o r wh0 se period of probation extended f 0 r failure to prov-o h is fine or confirmation,be plac'd in the «v> i 0m.1t y 1. i ~t ne :<t below l.*o la ^ t -oaf irm.ji members.
( ? ) O bject to the nroviso to the fore going sub-rule the seniority of m3mbe"s appointed ^ibst ant ively on the --’.me d ^te b a ll be in accordance -it . the order in which th eir -rppointncnts are not if ied, .and ,4v-ill be determinedaS f O'! 1 0 W S
(a ) \ member appointed by p rom otion - h e l l be sen io r to t v - appoin ted b y tuunMcefcfapn esbaa& xto jp itezaxto
d lroct recruitment 1
(b) the re la tiv e seniority among themselves of member appointed by promotion =haLl be determinod by the ?ro vern or on tho be s is their relative position in the United Provinces 3iucotional
. ie r v ic e , Clas0 II , on tho date of th e ir appointment to the nervic- =nd
(c) the relative <=eniority of members appointed by d irect recruitment ’ ia ll be determined in accordance with rule 11 ?)
26. Regulation of p-».y, leave, allow-nee, pension, e tc . - Excepta? provided in these ru les, the p iy , leave, allowances, pen si on and other -'ond it ion g of service of the parsons appointed to the service shall bo regulated by the rules mo£e by tho Governor u^d ^ cause (b) of subu ?e ct ion (o\ of section 5>41 of the 4ct, and p e e in g theis^uo of such rules, by the
A *
Qf
k-u o
^ c o n t i n u e * in f o r c e by virt-je c f <ection ?76 o f the :ct ?n-< by -i 'accordance with the provision3 o f paragrarh 15( 2) o f the.- Oovprm:
( Co nroen cement -nd Transitory Provisions) Ordor, 19 -36 ,
o r o o r .
*>. H. rJffiER, S o c rc tirv ,
ORDSR..
In ssprcisc of tho po'-jo r? ? oof or ro-1 by cl au 00 (b) of oocti f the Gnverrnqni of Inf. io Act. 1: .35, tbo Governor of tho United Fro pnlei^od to arde- thot vo-.on ohol.l r.->: bo ol 1 g ib l0 for appoint-icn t
■;cnf «? Br-nch and .en oh-<11 00 bo obi * brio for a n o in t- br on oh of th0 U0 itc : 1 ? r ov i~ c : 0 1". ' i0 • '.t io - <v_ ~cr vi a 0 , Cl ao s I .
By or:or,
S. H. Z^HSSH,Grcrotor y„
mm
( Romesh chandra sn v ^ .o tn v ) ^ssttjj Uy. d irector( s _ - l )
D i r e c t c r a c c o f E du cation ,U .F 'liahabo. : *
n
APPEND'51-• a
( & e note ? b£">ov rule g )
if B riti^ i U niversities ie cogni^d by the Governor
Si^Lani
1 . Birmingham Unirar sity .
3, Eristol U n i^r sity,
3I Gambr id go U ni^r si ty.
4.4
Durham Uniter si ty.
s , Leeds University.
6, Livenpoob Un i ve r s it y.
V London University
3 . Manchester University,
9 , Oxford University.
S heading Uni versity.
/<heff io|d University,
tj it v> r«1 T l - .?■
12, University o f Wales *
Uni tot sity College cf North r-b,ie s, B-ngorp University College of s Aberyatwyth. ^University College of Sbuth* ind Monmouth shire. Cardiff, University College cf sea.
SCOTLAND
Si ingburgh University.
14f Glasgow University.
15, St. Andrews Uni 1*3 sity ,*
16. Aberdeen University,
IRSL AND
17, Oueen1 s University of Pol fa st.
18. ’ University o f Dublin (T rinity Coll ego).
no t - f c ' l o v rule
d i r cot trc a le o f fo
,—■>••? f~. +, j-':o be paid t o the 0 -
TJn i tod ? ro v i ".c e <=■\tna i
Im p lica t ion fo I ' r . i with th.
’m..1 n it ion fo?
ic at i o n .
I n te r v ie w f o e . * . . ( 3 s . 1q in fe ca se o f ^ n od u led( t o he p ai-- on 1 y b v c Tri id a t e 3 ( G 3 5 10 .
who i t p c T i le d f o r in te rv iew .^ ( 3 s. 15 in th.: c a s e >f o th e rc -nd id i t s s.
-T01E^ U1 f o e s must bo d -po s i t e d in a Government t r e a su r y or in abranch o f the Im p er ia l B.^nk o f In d ia under the hood "'CCT7T _ M i s c e l l ?neou <? Departnc nt a. 2 :<^min at ion fe e s_Fe e ? re ^1 i ccd by tho P r o v i n c i a l P u b l i c S erv ice Commission, TJnit.-a Provence e ,!
and only the treasury r e c e ip t? mould be furnished to the Commission.
J y i —
B3U0 i l l rT DZP •J'iTMIFT
^ovomfcor c ? 1946.
,To, 3- 1928/7!VL16L45 In pursuance of th . ~rov\ ^ i ' ' ~)f CI o:: g?
of aubu scction ( 1) of section 241 of the davc-roTGnt of Ii:l 1 a Ic e, 1035
(hvom or of the United rrovincos ift. pici -* d t > d i r c t th -t th • fo il ovr
anDtidnmt d"iaLl bo main in the United Frovince s A” ■jcation-'i rvico,
Glas? I, 3ul^ s, 1945, publ idicd w it: th i 3 department not if lent ion no,
E-1324,/TJ-136-40, dated March 14, 19 ‘i5 t
Vnond T 'n t
. In the la s t l in o of c l 01133 (I '' of rule 13 substitute figure !6I <n~i
I f i<gura * lo^ -j
By O ld-r
'T. Bupru, oGcreta^y.
UTTAR PRADESH SHASAN
e d u c a t io n s e c t io n —18
In pursuance of the provisions of clause (3) of Article 34S of the Constitution, the Governoris pleased to order tho publication of the following English translation of notification no. 308/15__18-92-20(25)-91, dated April IS, 1992:
No. 308/15— 18 92-20(25) 91April IS. 1992
In exercise of the powers ccnfci red by the pi cviso t o Article 309 of the Constitution and in supersession of all existing rules and orders cn the subject, the Governor is pleased to make the following rules regulating recruitment and ccr.ditions of km viee of -persons" appointed" to "th e "Uttar Pradesh Educational (General Education Cad. e) Service :
THE UTTAR PRADESH EDUCATIONAL (GENERAL EDUCATION CADRE) SERVICERULES, 1992Pajit I— General
1. Short title and commencement.— (1) These rules may be called ‘the Uttar Pradesh Educational (General Education Cadre) Service Rules, 1992’.
(2) They shall como into force at once.
2. status of the Service.— The Uttar Pradesh Educational (General Education Cadre) Serviceis a state service comprising Group ‘A ’ and Group ‘B ’ (Higher) posts.
3. Definitions.— In these rules, unless there is anything repugnant in the subject orcontext—
(а) “ appointing authority” means the Governor,
(б) “ Citizen, of India,” means a person who is or is deemed to be a citizen of India under Part II of the Constitution,
(c) “ Constitution” means the Constitution of India,(d) “ Commission” means the Uttar Pradesh Public Service Commission,(e) “ Government” means the State Government of Uttar Pradesh,(J) “ Governor” means the Governor of Uttar Pradesh,
(g) “ Member of the Service” moans a person substantively appointed under these rules orthe rules or orders in force prior to the comment mc-nt of these rules to a post in the cadre
of the service,(h) “ Service” means the Uttar Pradesh Edue; tional (General Education Cadre) Service,(i) “ Substantive appointment” means an appointment, not being an ad hoc appointment,
on a post in the c?dre of the service, made after selection in accordance with the rules and if there are no rules, in accordance with tho procedure prescribed for the timo being by executive instructions issued by the Government,
(j) “ Year of recruitment” means a period cf twelve months commencing from the first day of July of a calendar year.
Pajit II— Cadre
4. Cadre of Service.— (1) The strength of the service and cf each category of posts therein shall be such as may be determined by the Government frcm time to time.
(2) The strength of the seiviee ar.d of each catcgo~r of nests therein including the posts of Men's Branch and Women’s Branch shall, until orders vary mg the same are passed under sub- xnile (1), be as given in Appendix I :
Provided that—
(1) the appointing authority may leave unfilled or the Governor may hold in abeyance any vacant post, withou'. thereby entitling any person to compensation, or
(2) the Governor may create such additional permanent or temporary posts as lie mayoonsider proper. ^
Part I I I -
•5. Source of recruitment.— Recruitment to be made from the following sources :
(1) Director of Eilucatkn (Secondary), Director of Education (Basic), Uttar Piaclesh. Director, State O-uncil oi Educational Research ar.cl Training, Uttar Pradesh, Dircctrr, Adult Education, U:tar Pradesh ar.d Director, Urdu and Oriental Languages, Uttar Pradesh-
(2) Additional Dueetor of Education (Secondary). Additional Diiect'T oi Education Bi-sic), Addition^ 1 Director of Education (Correspondence course), Additional Director of Education (Non-FormalEducation), Additional DLrictor of Education (V>eati- nal Edu- cation), Additional Director cf Education (Hills) and Additional Director of Education (Women Education).
(3) Joint Director of Education (Finance, Training, Wi'men ar.d Basic Education), Secretary, B >arcl of High School and Intermediate Education, Uttar Pradesh, Dircctrr, State Educational Technology Institute, Lucknow and Principal, State Institute cf School Sports, Eaizabad.
(4) Director, State Institute cf Science Education .
(5) Deputy Directors of Education, Regional Deputy Director of Education, Regional Inspectress of Girls Schools, Principal, State Institute of Education. Allahabad. Additional Secretary, Board cf High School and Intermediate Education, Regional Offices, Additional Seoretary (Administration) at Headquarters. Secretary Boaid of Basic Education, Uttar Pradesh and Senior Adviser (Non.-Formal Education), State Institute of Education.
(G) Director, Bure;, u cf Psychology.Allahabad.
(7) Dis' iici Lisptcl or of Schools (Boys and Girls), Regional Assistant Director of Education (Basic), Principal and Senior Research Officer, Government Central Pedagogical Institute, Allahabad, Text-Books Officer, Additional Secrotary, Tort-Books, Additional Secretary (Recognition). Board of High School and Liter- mediate Education, Uttar Pradesh, Adviser (Non-Formal Education), Vice-Principal and Associate Director of State Institute of Education, Allahabad, Registrar, Departmental Examinations, Assistant Director of Education at Headquarters, Joint Secretary, Board of Basic Education, Uttar Pradesh, Principal Government Training College for Women, Allahabad.
-Recruitmentthe various categories of posts in the service sha.ll
By promotion tlu'ough the Selection com mittee from amongst substantively appointed Additional Directors mentioned at serial nos. 6 to 12 of the Appendix I. who have completed three years Service as such, on t-he first day of the year of recruitment.
By prcmotii n through the Selection Cc remittee from amongst persons who aie substantively appointed to the posts mentioned at serial numbers 13 to Ifi cf the Apncnriirr I and who. have completed. live v^ars s e r v i c e ,
as such, on the first day of the year of rccmit- ment.
B y promotion tlirough the Selection Cc m- mittee from amongst persons who are substantively appointed to the pests mentioned at serial numbers 18 to 23 of the Appendix I and who have completed five years si r vice, as such, on the first day of the year of reciuitmer.t.
B y transfer from amongst offices m<n- tioned at serial number (3) who possess the qualifications mentioned against the pests in the Appendix II.
By promotion through the Selection Committee from amongst persons who are substantively appointed to the posts mentioned at serial numbers 25 to 33 of the Appendix I and who have completed six years service, as such, on the first day of the year of recruitment.
By transfer from amongst ( fiicers mentioned at serial number (5) who possess the qualifications mentioned in the Appendix I I against the post.
B y promotion through the Selection Committee from amongst persons who are substantively appointed to the posts mentioned at serial numbers 44 to 63 of the Appendix I and who have completed six years service, as such, on the first day of the year of recruitment.
(S) Assistant Dirccuir. -State Institute <>t' Science Education.
(9) Professor of Mathematics at. the State Instituto of Science Education.
(10) Professor of Physics at tho State Institute of Science Education.
(11) Professor of Chemistry at the State Institute of Science Education.
(12) Professor of Botany at tho State Institute of Science Education.
(13) Senior Research Psychologist, Bureau of Psychology, Allahabad.
(14) Director, State Hindi Institute,Varanasi. - — - ............... ............. .......
(15) Principal, Government Basic training College, Varanasi.
(16) Principal, Government Constuctive Training College, Lucknow.
(17) Principal, English Language Teaching Institute, Allahabad.
(18) District Basic Education Officer, Associate Inspector of Schools, Principals, Government Intermediate Colleges (for Bovs or Girls), Assistant Deputy Direetor of Education, Personal Assistant to Director of Education (Secondary and Basic), Deputy Text- Books Officer, Deputy Secretary and Additional Deputy Secretary, Board of High School and Intermediate Education, Uttar Pradesh at Headquaters and Regional Offices, Assistant Deputy Director of Education (Correspondence Course), State Institute of Education, Uttar Pradesh, Allahabad, Education Expansion Officer, Vice Principal, Government Basic Training College, Varanasi, Research Professor, Government Basic Training College, Varanasi, Senior Research Professor State Institute of Education, Allahabad, Vice Principal/Professor, Government Central Pedagogical, Institute, Allahabad, Principal, Junior Basic Training Colleges, Officer on Special Duty (Xon-Formal Education), District Xon-Formal Education Officer, Associate Regional Inspectress of Girls Schools, Vico Principal and Professor Government Training Collego for Women, Allahabad, Principals for Government Training Colleges for Women.
(19) Science Promotion Officer, Professor State Institute of Science Education. Psychologist and Regional Psychologist, Processor and Associate Professor, English [Language, Teaching Institute, Assistant Director State Hindi Institute, Inspector Sanskrit Pathshalas, Uttar Pradesh, Inspector Arabic (Madarasas, Law Officer Directorate of Educ- bation Uttar Pradesh, Principal Government Physical Training College, Rampur, Professor Grafs Government Constructive Training College, Lucknow, Statistical Officer, State Institute
By transfer from amongst officers mentioned at serial number (7) who possess the qualifications mentioned against each post in the Appendix II,
(i) 5 0% by direct recruitment through the Combined State Services Examination conducted by the Commission.
(ii) 5 0 % by promotion, through the Commission from amongst substantively appointed—
(a) Head Masters, Government Higher Secondary Schools and Governerut Normal Schools and other equivalent posts of Men’s Teaching Branch,
(b) Head Mistress, Government Higher Secondary Schools for Girls and Government Girls Normal Schools and other equivalent posts of Women Teaching Branch, and
(c) Deputy Inspectors of Schools (Boys and Girls) and other equivalent posts on the inspecting and non-teaching side, in tho ratio of 61% , 22% and 17% respectively, who have completed three years servico, as such, on the first day of the year of recruitment.
B y transfer from amongst officers mentioned at serial numbor (18) who possess the qualification mentioned against each post in the Appendix II.
of Education and Directorate of Education.Uttar.Pradesh, Allahabad. ’ Principal, Government College cf physical Education foi' Women,Allahabad, Principal Government Women College of Home Secicnce, Allahabad and Principal. Government Nursery Training College, Allahabad and Agra, Reprography Officer:
Provid'd that it sufficient ri umber ol suitable eligible persons in rcspect of the pastes men i ioned at soria 1 nos. (1), (2), (3). (-3) and (7) are rot a rail;’hie for prrnu-tior.. t h<* reequisit If'ntfh of service may be relax*d by the Government.
6. Reservation.—Rescr vat ion for i he candidates belonging to the Scheduled Castes., Scheduled T ribes» r.d such other categories shall be in accordance with the orders of the Goverrnmoni in force at tlie. time .of.recruitment. — - -
Paht TV — Qualifications7. Nationality.—A candidate for direct recruitment to a post in the service must be —
(a) n, citizen of India, or(b) a T'beian refugee -who came over to India before the first Januarv, .1062 wittb tho
intention of permanently settling in India, orfc) a p?rson of Indian origin who has migrated from Pakistan, Burma, Sri Lanka tor any
of the East African countries of Kenya, Uganda and the United Republic of Tamzama (formerly Tanganyika and Zanjibar) with the intention of permanently settling in Ilr.dia :
Provided that a candidate belonging to category (b) or (c) above must be o perscon in whose favour a certificate of eligibility has been issued by the State Government :
Provided further that a ear.d;date belonging to category (6) will also bo required to obtain a certificate of eligibility granted by the Deputy Inspector General of Police, InteUiigence Branch, Uttar Pradesh :
Provided also that if a candidate belongs to category (c) above, no certificate o f eligibility •will be issued for a period of more than one year and the retention of such a candidatce in service beyond tho period of one year, shall bo subject to his acquiring Indian Citizenship.
N ote— A candidate in whose case a certificate of eligibility is necessary but tho sam«e has neither been issued nor refused may be admitted to an examination or interview and be may akso be provisionally appointed subject to the necessory certificate being obtained by him or isssued in his favour.
S. Academic qualification.— A candidates for direct recruitmont to the various posts in the service must possess tho following qualifications :
Post Qualification
(1) District Basic Education Officer.(2) Associate Inspector of Schools.(3) Dis.rict Non-Forma 1 Education Officer.(4) Assistant Deputy Director of Education.(5) Personal Assis'ant to Director of Edu
cation (Secondary ar.d Basic).(6) D : puty Text -Books Officer.
(7) Deputy Secretary and Additioal Deputy Secretary, Board of High School ard . Intermediate Education, Uitar Pradesh at Headquarters and Regional Offices.
(8) Assistant Deputy Director of Education (Correspondence Course) State Institute of Education, Uttar Pradesh, Allahabad.
(9) Education Expansion-Officer.(10) Senior Research Professor State Insti
tute of Education, Allahabad.C Q.
Essential:
A Post-graduate degree from a University established by law in India or a degree rocogmised by the Government as equivalent thereto.
Preferential :
L. T. Diploma of the Department of.Edluca lion, Uttar Pradesh or B. T. or B. Ed. ojr an equivalent degree of a University.
i,i 1 ) O tfice r on ftp-.ciul D u t y . (N<.>i;-1 ‘oj iu a i H d v .c a tio n ).
‘ ' i L i:‘ on:. 1 v.r.-^s vi■ h i S e i iO O i .
(1 3 ) P rin c ip a ls , Goverum oj:?. I m <im e d ir :<•.• Colleges (.For B o y s or G irls ).
•-> oc S T i l i i i l '-
(i) A Pos'.-grc.duat-e degree from a University established by law in India or a degree recognised by the Government as equivalent 1 hereto.
(ii) L. T. Diploma of the Department of Education, Uttar Pradesh, or B. T. or B. Ed. or an equivalent Degree of a University.
(iii) At least, ihree years’ exp?rier.ce as Head of a Higher Secondary or Normal School or in torching -Intermediate- or Higher Clast*ss or as p. lecturer in C. T. or L. T . Training College.
(U ) Vice-Principal Government Basic Training College, \arar.asi.
(15) R.'seareh Professor. Government B?sr.c Training College, Vr.rar.es:.
(10) Vice-Principal. Professor, Govern- mevit Centra,1 Pedogogie;' 1 Irs iiu^e, Allahabad.
(17) Principal, Junior Basic Training Colleges.(18) Vice-Principal ard Professor, Govern
m e n t Trc-ining College for -women, Alla ha br d.(19) Principals, Government R' gional Train
ing Colleges for women.
9. Preferential qualification.—A candidate who has :(i) the preferential qualification in rospeet of a post; mentioned in rulo S. or
(ii) served in the territorial Army for a minimum period of two years, or(iii) obtained a ‘B ’ certificate of National Cadet Corps,
shall, other thing being euqal, be given preference in the matter of direct recruitment!.10. Age.— A candidate for direct recruitment must have attained the age of twenty one years
and must not have attained the age of more than thirty-two years on the first day of July of thecalender year in which vacancies for direct recruitment are advertised by the Commission:
Provided that for the post of Principal, Government Intermediate Colleges (for Boys or Girls) a candidate must have attained the age of thirty years and must not have attained the age of more than thirty-five years on the first day of July of the calendar year in which vacancies for such posts are advertised by the Commission :
Provided further that the upper age limit in the case of candidates belonging to the Scheduled Castes, Scheduled Tribes and other categories as may be notified by tho Government from time to time shall be greater by such number of years as may be specified.
11. Character.— The charactor of a candidate for direct recruitment to a post in the servicemusT: be such as to render him suitable in all respects for employment in Government service.The appointing authority shall satisfy itself on this point.
N ote— Persons dismissed by the Union Government or a State Government or by a Local Authority or a Corporation or Body owned or controlled by tho Union Government or a State Government shall be ineligible for appointment to any post in the service. Persons convicted o fan offence involving moral turpitude shall also bo ineligible.
Essesniial '■
(i) A Post-graduate degree from a University established by law in India or a degree recognised by the Government as equivalent thereto.
(ii) L. T. D'ploma of the Department of Education, Utiar Pradesh.
Or
B. T. or B. Ed. or an equivalent degree of a University.
f)
12. Marital status.— A male candidate who hais more than ono wife living or a female candidate -who has married a man already having a wife liviing shall not be eligible for appointment; to a post in the service ;
Provided that the Governor may, if satisfied thiat there exist special grounds for doing so, exempt an v person from the operation of this rule.
13. Physical fitness.— No candidate shall be ap^pointed to a post in the service unless he be in good mental and bodily health and free from ;any physical defect likely to interfere with the efficient peifoimance cf his duties. Before a candidate is finallyappioved fcr appointment he shall be requiied to puss an examination b;y a Medical Board ;
Provided that a medical certificate cf fitness sshall not be required from a candidate recruited by promotion.
P art Y— Procedure for recruitment
14. Determination of vacancies.—The "appointing authority shall determine the number of vacancies to be filled during the course of the year ais also the number of vacancies to be icseivtd for the candidates belonging to the Scheduled Castes,, Scheduled Tribes and other categories under rule 6. The vacancies to be filled through the Commiission shall be intimated to them.
15. Procedure for direct recruitment.— (1) Application for permission to appear in the compstitive examination shall be invited by the Commiission in the pro forma prescribed in the advertisement.
(2) No candidate shall be admitted to the examination unless he holds a certificate of admi- sion, issued by the Commission.
(3) After the results of the written examination', have been, received and tabulated the Cf m- mission, shall, having regard to the need for securing dlue representation, of the candidates belonging to the Scheduled Castes, Scheduled Tribes and others under rule G, summer, for ir.teivkw such number of candidates as on the result of the written.: examination, have come up to the standard fix.’ d by the Commission, in this respect. The markss awarded to each candidate at the interview shall be added to the marks obtained by him in the written examination.
(4) The Commission shall prepare a list cf candidates in order cf their p! oficier.cy a s disclosed bv the aggregate of marks cbtah\ed by each candidate at the wi itter.r t xamir.ati<:n. t-r.d intei vkw and recommended such number of candidates as the.’y consider fit for appointment. II two or more candidates obtain equal marks in the aggregate, the name cf the candidate cbtau’.ir.g higher marks in the written, examination, shall be placed higher in the list. The number of names in the list shall be larger, but not larger by more than twem.ty-five p(r cent than, the number of vacancies. The Commission shall forward the list to the aippointir.g authority.
16. Procedure for recruitment by promotion through the Commission.— Pam ntm <; t by promotion through the Commission sha 11 be made on. t;he basis cf sen.ioi ity subj( cr to the i < jeeti< n of unfit in accoidancc with the Uttar Pradesh prcmtcticn by Selection ir c< r.fultatu r. will. Pul lie Service Commission (Procedure) Rules, 1970, as ame;r.dcd ficm time to time.
17. Procedure for recruitment by promotion throuigh the Selection Committee.— (1) Recruitment, by promotion to the post of Director of Education ((Seccndaiv), D in cK r of Education. (Basic), Director, State Ccur.cil fcr Educational Research ar:.d Tiair.ii g, Dhtetrr, Ac'.uit Ei'v.ci tj< i. and Director, Urdu and Oriental Languages shall be maule on the basis of incut tknugh a Selection Committee comprising :
(a) Chief Secretary . . . . . . Chairman.(b) Principal Secretary or Secretary cr both as the case may be, to the Member
Government in Education Department.(c) Secretary to the Government in the Persconnel Department . . Member.
(2) Recruitment by promotion to the posts men.ttioned at serial numbers 6 to 12 of Appendix- I. shall be made on the basis of merit and to the posts mentioned at serial l umbers 13 to 16, 18 to 23 and at serial numbers 25 to 33 shall be miad.e on the basis of seniority subjcct to the rejection of unfit through a Selection Committee ccnnprisir.g :
(a) Principal Secretary or Secretary cr both, as the case m ay be, to the. Governmentin Education Department. .
7T
(h) Secretary to the Government in ibe P’ erscr.r.el Depaitme-r.t cr hi.' r.cmir.eo netbelow the rank of Joint Secretary.
(c) Director of Education (Secondary), Uttfar Picdcsh.{d) Director of Education (Basic), Uttar Pradesh.
N ote— The Senior Secretary shall be the Choi inner, cf (he Selectiir Cf remittee.
(3) The appointing authority shall prepare elifgibil’ty list rr lists, os the rvsp r,''’ TTbe of the candidates in accordance with the Uttar Pradesh ! Pi r me tier Lv Sckclrirr.. (.Or; pi sts cuisid.e the purview of the Public Se; vice Crmmission) E'igibiilitv List, Bulrs. 19S6 ar.d pkee the some before the Selection Committee along with their Character rolls and such ctlur rcccrd pfitair.irg to them, as m ay be considered proper :
Provided that while preparing eligibility liists under this sub-rule where there arc twJ different feeding cadres’ : ' ' ------- - - - - - - ... ... ______
(i) bearing different poy scales, the cordid;ates belonging to the cadre ber.rirg higher payscales shall be pk.ced higher in the eligibility? list.
(ii) bearing the same pay scale the names o f ' the candidates shall be arranged in the eligibility list in order cf the date of their substantuve appointment in tbeir respective cadres.
(4) The Selection Committee shall consider thie cases cf the candidates cr the basis of the records , referred to in su.b-iule v3), ar.d if it ccnsiiders necessary, it may interview the candidates also.
(5) The Selection Committee shall prepare a list of selected candidates, arranged in order of seniority, and forward the same to the appointing aiuthority.
18. Combined select list.— If in any year of recruitment appointments are made both by direct recruitment and by promotion, a combined select list shall be prepared by taking the names of candidates from the relevant lists, in such mannier that the prescribed percentage is maintained the first name in the list being of the person appointed byr promotions.
PaHT VT— Appointment, probattion, confirmation and seniority
19. Appointment.— (1) Subject to the provisions of sub->ule (2) the appointing authority shall make appointment by taking the names of camdidates in tho order in which they stand "in the lists prepared under rules 15,16, 17 or 18 as thej case may be.
(2) Where, in any year of recruitment, appointments are to bo made by direct recruitment and by promotion, regular appointments shall not be made unless selections are mado from b oth the sources and a combined list is prepared in accorcdance with rule 18.
(3) If more than one order/of appointment are} issued in respect of any one selection, a combined order shall also be issued, mentioning thej names of the persons in order of seniorityas determined in the selection or, as the case may be, as it stood in the cadro from which they are promoted. I f the appointments are made both bjy direct recruitment and by promotion names shall be arranged in accordance with the cyclic ordeir referred to in rule 18.
20. . Probation .— (1) A person substantivelyy appointed to a post in the sorvico shall bo placed on probation for a period of two years.
(2) The appointing authority may, for reasons to be iecorded, extend tho period of probation in individual cases specifying the date up to whiclh the extension is granted:
Provided that, save in exceptional circumstaneses, the period of probation shall not be extended beyond one year and in no circumstance beyoncd two years.
(3) If it appears to the appointing authority att any time during or at the end of tho p-j iocl of probation or extended period of probation that a probationer has not made sufficient use of h i; opportunities or has otherwise failed to give satisfaction, he may be reverted to his substantivj po8t,if any, and if he does not hold a lien on any*- post, hie services may bo dispensed with*
(4) A probationer wh-o-isjreverted or whose 6erwices are dispensed with under sub-rule (3) shall not be entitled to any compensation.
(5) Tho appointing' authority may allow continuous service, rendered in an officiating or temporary capacity in a post included in the cadre or any other equivalent or higher post, to be taken into account for the purpose of computing the period of probation.
21. Confirmation.— (1) Subject fco the provisions of sub-rule (2) a probationer shall be confirmed in his appointment at the end of the period of probation of the extended period of probation, if—
(a) ho has passed the prescribed Departmental Examination.(b) he has successfully undergo?'.'} tho prescribed departmental training.(c) his work and conduct are reported to be satisfactory,(d) his integrity is certified, and
(e) the appointing authooritv is satisfied that he is otherwise fit for confirmation.
(2) Where in accordance'with the provisions of the Uttar Pradesh State Govornement Servant Confirmation Buies, 1991, confirmation is not nescessarv the O' dor under sub-rule (3) of rule o of those rules declaring that the person concerned has successfully completed the probation shall bo defined to be the order of confirmation.
22. Seniority.— Tho seniority of persons substantively appointed in the service shall be determined in accordance with the Uttar Pradesh State Government Servant Seniority Rules, 1991 as amended from time to time:
Provided that a combined seniority list of tho officers of lien ’s Branch and Women’s Branchas it existed prior to commencement of these rules shall be piepared in order of the date oftheir substantive appointment:
Provided further that if the dates of their substantivo appointment are the same, the candidate who are senior in age shall be placed higher in the seniority list.
P a st VXE— Pay etc.
23. Scales of pay-— (1) The scales of pay admissible to persons appointed to tho various ■■ategories of posts in the service shall bo such as may be determined by the Governemnt from time jo time.
(2) The scales of pay at the time of the commencement of these rules are given in Append'x-1
24. Pay during probation.— (1) Notwithstanding any provision in the Fundamental Buies ■o the contrary, a person on probation, if he is not already in permanent Government Service, ;hall be allowed his first increament in the time scale when he has completed one year of satis- actorv service, has passesd departmental examination and undergone trammg, where prescribed nd second increment after two years service when ho has completed the probationary period and s also confirmed :
Provided that if tbe period of probation is extended on account of failuro to give satisfaction uch extension shall not count for incremont unless the appointing authority directs otherwise.
(2) The pay during probation of a person who was already holding a post under tho Govern- nent, shall be regulated by the relevant Fundamental Buies :
Provided that, if the period of probation is extended on account of failure to give satisfaction, uch extension shall, not count for increment unless the appointing authority directs otherwise.
(3) The pay during probation or a person already in permanent Governenicnt aoivice shall be egulated by the relevant rules, applicablo generally to Government servants serving in connection rith the affairs of the State.
25. Criteria for crossing efficiency bar.— No person shall be allowed to cross the efficiency ar unless his work and conduct aro found to be satisfactory and his intergritv is certified.
P a s t V IU —Other 'provisions
26. Canvassing.— No recommendations, either written or oral, other than those required oder the rules applicable to the post or service will be taken into consideration. Any juvempt on ie part of a candidate ic eniist support directiy cr indirectly for his o?.r.d:df*.iire will disqualify i m for appointment.
27. Regulation of other Matters.—In regard to the matters not specifically covered b y these rales or by special orders. -persons appointed to The service sha.ll be governed by the rules r e f l a tions and orders applicable generally to government, servants serving in connection with the affairs of the State.
28. Relaxation from the conditions of service.— Where the Slate Government is satisfied that, the operation of auy iule regulating ihe conditions of service of persons appointed to the service causes, " „• hardship in any particular case, if; may, notwithstanding any.hing contained in the rules applicable to the case, by order dispensed with or relax the requirements of that rule to such extent and subject, to such conditions as it. may consider necessary for dealing with the case in a just and equitable manner :
Provided that commission shall be consulted before the requirements of the rule are dispensed with or relaxed.
29. Savings.— Nothing in these rules shall affect reservations and other concessions requiredto be provided tor the candidates belonging to the Scheduled Castes, Scheduled Tribes and other special-categories-of-persons in-accordance, with the orders of the Government, issued from time to time in this regard : ~ ---- ----- ----- ----------------
APPENDIX I [(& ee B u l b 4 ( 2 ) ]
Group ‘A ’ Posts
9
8 eria lqo .
N am e *r th e p o stN u m b e r o f p o sts
Scale o f p ayP e rm a n e n t
Tem po- T o ta l ra ry
1 o 3(a) 3(6) 3(e) 4
4 5 R a.5,900— 200— 6,700.
5 7 R s.3 ,700— 125— 4,700—150—5,000.
^ 3 7 R s.3,200— 100— 3,500—125— 4,875.
1 1 R s.3,200— 100— 3,500—125— 4,875.
32 16 48 Rs.3,000—100—3,500—125—4,750.
1 Director of Education, Uttar Pradesh, (Secondary)2 Director of Education (Basic). Uttar Pradesh3 Director, State Council for Educational Research and
Training, Uttar Pradesh.4 Director, Adult Education, Uttar Pradesh5 Director, Urdu and Oriental Languages Uttar Pradesh.
6 Additional Director of Education (Secondary)7 Additional Director of Education (Basio)8 Additional Direotor of Education (Co -. espondenoe
Course).9 Additional Direotor of Education (Non-Formal Eudu-
cation).10 Additional Director of Education (Vocational Education)11 Additional Direotor of Education (Hills) I12 Additional Director of Education (Women Education) J
13 Joint Direotor of Education (Finance, Training Basioand Women Education). I
14 Secretary, Board of High Soho >1 and Intermediate Edu- |oation, Uttar Pradesh, Allahabad. V
15 Director, State Educational Technology Institute,Lucknow
16 Principal, State Institute of School Sports, Faizabad
17 Direotor, State Institute of Science Education
18 Deputy Directors of Education and Regional Deputy ",Director of Education.
19 Regional Tnspeccress o* G'rk, Schoo*20 Principal, State Institute of Eduoation, Allahabad21 Additional Secretaries, Board of High School and Inter
mediate Education, Regional Offices and Additional Seoretary (Administration) at Head Quarters.
22 Seoretary, Board of Basio Education, Uttar Pradesh23 Senior Adviser (Non-Formal Education) State Institute
of Education, Uttar Pradesh.
24 D irecto r, B u reau o f Psychology, U t ta r P rad esh , A llah , a b ad .
1 I R s.3,000— 100— 3,500—125— 4,750.
10
(a) (b) 3 (o)
25
2728
303132
33
34
3o"
36
37
38
3940
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
District Inspector of Schools (Boys and Girls), Regional Assistant Director ot' Education (Basic.)
Principal and Se:iiop Research O fficer , Government Central Pedagogical Institute, A llahabad.
Text Books OfficerAdditional Secretary (Text Book) and Additional Sec-
retary (Recognition). Board of High School and Intermediate Education, Uttar Pradesh.
Advisor (Xon-Formal Education), Vice Principal and Associate Director of State Institute of Education, Allahabad.
Registrar, Departmental ExaminationA ssistant D irecto rs o f E d u c a t io n o t H eadquartersJoint Secretary, Board of Basic Education, Uttar
Pradesli.Principal. Government Training College for Women,
Allahabad. j
Assistant Director, State Institute of Science Education. . ___
'Professor of Mathmatics at the State Institute of Science Education.
Professor of Physics at the State Institute of Science Education.
Professor of Chemistry at the State Institute of Science Education.
Professor of Botany at the State Institute of Science Education.
Senior Research Psychologist, Bureau of Psychology, Allahabad.
Director, State Hindi Institute, Varanasi
Principal, Basic Training College, Varanasi
Principal, Government Constructive Training College, Lucknow.
Principal, English Language Teaching Institute, Allahabad.
District Basic Education Officer
Associate District Inspector of Schools
Principal. Government Intermediate Colleges (For Boys or Girls).
Assistant Deputy Director of Education
Personnel Assistant to Director of Education (Secondary and Basic).
Deputy Text-Booka Officer
Deputy Secretary and Additional Deputy Secretary* Board of High School and Intermediate Eduaation, Uttar Pradesh (Headquarters and Regional Offices),
Assistant Deputy Director of Education. (Correspondence Courso), State Institute of Education, Uttar Pradesh, Allahabad.
72 37 109 Rs.3,000— 100— 3,500— 125— 4,500.
Education Expansion Officer
Vice Principal, Government Basio Training College, Varanasi.
Research Professor, Government Basio Training College, Varanasi.
Senior Research Professor, State Institute of Education, Allahabad.
Vice Principal/Professor, Government Central Pedagogical ■ Institute, Allahabad.
Principal, Junior Basio Training Colleges
Officer.On-Special Duty (Non-Formal Education)
District Non-Formal Education Officer
Associate Rogional Inspectors of Girls Schools
Vice Principal, Government Training College for Wo* men, Allahabad.
Professor, Government Training College for Women, Allahabad.
Principal, Government Regional Training College for Women (Modinagar Ghaziabad), Jhanai and Luoknotr.
1 1 Rs.3,000— 100— 3,500—------ - 125— 4.500. ---------• • 1 1 Rs.3,000— 100— 3,500—
125— 1,500.1 1 Rs.3,000— 100— 3,500—
125— 4,500.1 1 Rs.3,000— 100— 3,500—
125— 4.500.1 1 Rs.3,000— 100— 3,500—
125— 4,500.o Rs.3,000— 100— 3,500—
125— 1,500.1 1 Rs.3,000— 100— 4,500—
125— 4,500.1 1 Rs.3,000— 100— 3,500—
125— 4,500.1 1 Rs.3,000— 100— 3,500—
125— 4,500.1 1 Rs.3,000— 100— 3,500—
125— 1,500.55 8 63 Rs.2,200— 75— 2 ,8 0 0 -
E.B.— 100— 4,000.51 51 Rs.2,200— 75— 2,800—
E.B.— 100— 4,000.206 438 644 Rs.2,200— 75— 2.SOO—
E.B.— 100— 4,000.7 3 10 Rs.2,200— 75— 2,800—
E.B.— 100— 4,000.1 1 o Rs.2,200— 75— 2,800—
E.B.— 100— 4,000.1 1 Rs.2,200— 75— 2 ,8 0 0 -
E.B.— 100—4,000.5 16 21 Rs.2,200— 75— 2,300—
E.B.— 100— 4,000.
6 6 R3.2.200— 75— 2,800— E.B .— 100— 4,000.
1 •• 1 Rs.2,200— 75— 2 ,8 0 0 - E.B.— 100— 4,000.
1 1 Rs.2,200— 75— 2,800— E.B.— 100— 4,000.
1 1 Rs.2,200— 75— 2,800— E.B.— 100— 4,000.
1 1 O Rs.2,200— 75— 2 ,8 0 0 - E.B ___100— 4,000.
8 1 9 Rs.2,200— 75— 2,800— E.B.— 100—4.000.
1 3 4 Rs.2,200— 75— 2 ,8 0 0 - E.B.— 100— t.ooo.
12 12 Rs.2,200— 75— 2 ,8 0 0 - E.B— 192— 1,000.
60 60 Rs.2,200— 75— 2,800— E.B.— 100— 4,000.
5 5 Rs.2,200— 75— 2,800 E.B.— 100— 1,000.
1 1 Rs.2,200— 75— 2,800— E.B.— 100— 4,000
1 1 Rs.2,200— 75— 2,800— E-B*—-100- 1,000
3 * * 3 Rs.2,200— 75— 2,800— E.B.— 100— 1,000.
11
1 3(a) 3(b) 3(c)
64 Science Promotion Officers
65 Professor, State Institute of Science Education
6f> Psychologist and Regional Psychologist
67 Professor and Associate Professor, English LanguageTeaching Institute, Uttar Pradesh, Allahabad
68 Assistant Director, State Hindi Institute, Varanasi
69 Inspector, Sanskrit P°,thshalas, Uttar Pradesh.
70 iDspoct'ir, Arabic Madarasa, Uttar Pradesh
71 Law Officer, Directorate of Education, Uttar Pradesh
72--Principal, Government Physical Training College, Rampur
73 Professor, Craft, Government Constructive TrainingCollege, Lucknow.
74 Statistical Officer, State Institute of Education andDirectorate of Education, Uttar Pradesh. Allahabad.
75 Principal, Government College of Physical Educationfor Women, Allahabad.
76 Principal, Government Women College of Home Science,Allahabad.
77 Principal, Government ^Nursery Training College ,Allahabad and Agra.
73 Reprography Officer
II 11 Rs.2.200— 75— 2,S00—E.B.— 100— 4,000.
3 10 R s.2.200—75— 2,800,E.B— 100—4.000.
13 15 R s.2,200— 75— 2.800—E.B.— 100— 4,000.
1 3 R s.2,200—75— 2,800-E.B.— 100— 4,000.
1 1 R s.2,200—75— 2,800-E.B .— 100—4,000
1 R s.2,200— 75— 2,800-E.B.— 100— 1,000.
1 R s 2,2 ' 0— 75.— 2,300E.B.— 100— 4,000.
1 1 Rs. 2,200—■75— 2,800-E.B.— 100—4,000.
. . — ” 1 -R s .2 ,200— 75— 2 ,8 0 0 -E.B.— 100— 4,000.
1 R s.2,200—75— 2,800- E.B.— 100— 4,000.
1 2 R 3.2,200—75— 2,800-E.B.— 100—4,000.
1 R s.2,200—75— 2,800- E.B— 100— 4,000.
1 Rs. 2,200—75— 2,800-E.B.— 100— 4,000
2 R s.2,200—75— 2,800—E.B.— 100— 4,000.
1 1 R s.2,200—75— 2,800—E.B.— 100— 1,000.
APPENDIX— II
(See Rule-5)
Serial Same of the post # •
Qualification
1 Director, State Institute of Science Education
2 Director, Bureau of Psychology, Allahabad.'
3 Assistant Director, State Institute of SecienceEducation.
4 Profess >r of Mathematics at the State Institute ofScience Education.
5 Professor of Physics at the State Institute ofSoience Education.
6 Professor of Chemistry at the State Institute ofScience Education.
7 Professeor of Botany at the State Institute of Science Education.
Senior Research Psychologist, Bureau of Psychology, Allahabad.
9 Director, State Hindi Institute, Varanasi.
10 Principal, Basio Training College, Varanasi.
post-graduate degree in science from a University established by Law in India or a degree recognised by the Government as equivalent thereto.post-graduate degree in Psychology or M. Ed. from a Univev .ity established by Law in India orja degree recognised b
the Government as equivalent thereto..post-graduate degree in Science from a University established by Law in India or a degree recognised by the Govemmenr as equivalent thereto.
post-graduate degree in Mathematics from a University estab lished by Law in India or a degree recognised by the Government as quivalent thereto.
A post-graduate degree in Physics from a University established by Law in India or a degree recognised by the Government aa equivalent thereto.
A post-graduate degree in chemistry from a University established by Law in India or a degree recognised by the Government as equivalent therato.
A post-graduate degree in Botany from a University established by Jaw in India or a dogree recognised by the Government a equivalent thereto.
A post-graduate degree in Psychology or M. Ed. from a U niversity established by l&w in India or a degree recognised by
- the Government as equivalent thereto.
A po3t-graduate degree in Hindi from a University established by/law in India or a degree recognised by tho Governement
~ aa equivalent thereto.(I) A post-graduate degree from a University established bv
law in India cr a degree recognised by the Government as equivalent thereto.
(II) Diploma in L. T . (Basic) from a University established by Law in India or a recognised Institution.
12
3
11 Principal, Government Constructive Training College, Lucknow.
12 Principal-English Language Teaching Institute, Allahabad.
13 Science Promotion Officer
14 Professor State^Institute of Science Education.
15 Psychologist and Regional Psychologists.
17
18
19
20
21
22
23
24
(i) A* p o s t - g r a d u a t e degrpe from a University established by Law in India or "quivalent.
(ii) Diploma in L. T. (Constructive) from 9 University established by law in India or a recognised Institution.A post-gradua’.a degree in English Literature from a Univer- litv established by law in India or a degree recognised by th« JovemmanS hs equivalent thereto.
A post-graduate degree in Science with at least three years experience on any of the following posts, namely Head Masters. Government Higher Secondary Schools or Government Normal Schools (Men General Branch), Head Mistress, Government Higher Secondary Schools for girls or Government Girls Normal Schools (Women Branch), Deputy Inspector ot' Schools (Boys and Girls) or any other equivalent posts on the inspecting and non-teaching side-
Ditto.
A post - granduate degree in Psychology or 'Education from a University established by law in India or a degree recongnised by the Government as equivalent thereto.
16 Professor and Associate Professor, English Language Teaching Institute, Uttar Pradesh Allha bad.
Assistant Direotor, State Hindi Varanasi.
Inspector,Pradesh.
Sanskrit Pathshalas, Uttar
A post-graduate degree in English with at least three years’ ex- orience on any of the following posts, namely Head Masters,
Government Higher Secondary School or Government Nonfaal School (Men General Branch). Head mistress. Government Higher Secondary Schools for Girls or Government Giris Normal Schools (Women Branch) Deputy Inspector bf Schools (Boys and Girls) or any other equivalent posts on the inspecting and non-teaching side.
Institute, . A Post-graduate degree in Hindi from a University established by law in India or a degree recognised by the Government or equivalent thereto with rest as above.
A post-graduate degree in sanskrit with at least three years of experience of working on the post of Assistant Inspector Sanskrit Pathshalas.
Inspector, Arabio Madarasas, Uttar Pradesh/
Directorate of Education, U,ttai
26
27
A Post-gradaate degree from a University established by law in India in Arabic or Persian.
A Post-graduate degree alongwith a degree in law from a University established by law in India.
A nost-graduate degree from a University established by law in India with Diploma in Physical Education recognised by the Government.
A post-graduate degree from a University established by law in India with Diploma in L. T. (Constructive) from a recognised institution.
A post-graduat" degree in Mathematics or Mathematical Statistics or Statistics or a degree recognised by the Government as equivalent thereto.
Principal, Government College or Physical Educa- A degree from University established by law in India and tion for women, Allahabad. ^ a Diploma or Certificate in Physical Education fr >m recog
nised College of Physical Education.A post-graduate degree with L. T. or B. T . or B. Ed. Degree
in Euthenics or degree or Diploma in Home Science or Household Art or House Craft or Domestic Science or Home Economics and Ten years teaching experience in the department or Institute or Teaching Training College.
Principal., Government Nursery Training College, A post-graduate d e g T e e with L. T. Specialization in Nursery Allahabad and Agra. Education or M. Ed. with Special Study in Nursery Educa
tion.Reprography Officer . . . . (i) A Science graduate from a University established by
Law in India or a degree recognised by he Government a« equivalent thore.(>i) L. T. diploma of the Department of Education, Uttar
Pradesh.Or
B. T. or B. Ed. or equivalent degree of a University
By order,KARN AIL SINGH,Principal Secretary.
Law Officer,Pradesh.
Principal, Government Physical Training College, Rampur.
Professor, Craft, Government Constructive Training College, Lucknow.
Statistical Officer, State Institute of Education and Directorate of Education, Uttar Pradesh, Allahabad.
Principal, Government Women CJllege of Himv. Science, Allahabad.
N otje— Published in tho Uttar Pradesh Gazette, dated 27-6-’ f): Copt forwarded for information :P. S. U. P .— 2 Gonl. (Eduoa! ion)— 8-7 -‘92— 1,000 (M).
Part, I-A
Annexure - VII
Number of Officers in the Directorate of Education
S.No.
Post Number of Officers
1st Survey (1973-74)
2nd Survey (1990-91)
Increase/Decrease
1. Director of Education 2 5 +32 . Additional Director of Education 2 7 +53. Joint Director of Education
(and other equivalent posts)5 8 +3
4. Deputy Director of Education (and equivalent posts)
19 49 +39
5. District Inspector of Schools (and equivalent posts)
54 120 +66
6. District Basic Education Officer 55 63 +87. Associate District Inspector of Schools 32 51 +198. Principal, Government Intermediate
College (for boys and girls)644
9. Assistant Deputy Director of Education
8 10 +2
10. Personal Assistant to Director of Education (Secondary and Basic)
2 2
11. Deputy Textbooks Officer 2 1 —12 . Deputy Secretary and Additional
Deputy Secretary, Board of High School and Intermediate Education, Uttar Pradesh (Headquarters and Regional Offices)
11 21 +10
13. Assistant Deputy Director of Education (Correspondence Course), State Institute of Education, U.P., Allahabad
6 +6
14. Education Expansion Officer 1 1 —15. Vice Principal, Government Basic
Training College, Varanasi— 1 —
16. Research Professor, Government Basic Training College, Varanasi
— 1 —
17. Senior Research Professor, State Institute of Education, Allahabad
— 2 —
18. Vice Principal/Professor, Government Central Pedagogical Institute, Allahabad
9
19. Principal, Junior Basic Training Colleges.
— 4 —
20. Officer on Special Duty (Non-Formal Education)
— 12 —
2 1 . District Non-Formal Education Officer - 60 -22 . Associate Regional Inspectors of Girls
Schools-- 5
23. Vice Principal, Government Training College for Women, Allahabad
-- 1
24. Professor, Government Training College for Women, Allahabad
— 1 —
25. Principal, Government, Regional Training College for Women (Modinagar, Ghaziabad), Jhansi and Lucknow
3
26. Science Promotion Officer 11 1127. Professor, State Institute of Science
Education— 10
28. Psychologist and Regional Psychologist
-- 15 —
29. Professor and Associate Professor, English Language Teaching Institute, Uttar Pradesh, Allahabad
3
30. Assistant Director, State Hindi Institute, Varanasi
1 -■*
31. Inspector, Sanskrit Pathshalas, Uttar Pradesh
1 1 —
32. Inspector, Arabic Madrasa, Uttar Pradesh
1 1
33. Law Officer, Directorate of Education, Uttar Pradesh
1 1 - -
34. Principal, Government Physical Training College, Rampur
1 —
35. Professor, Craft, Government Constructive Training College, Lucknow
1
36. Statistical Officer, State Institute of Education and Directorate of Education, Uttar Pradesh, Allahabad
2 2
37. Principal, Government College of Physical Education for Women, Allahabad
1
38. Principal, Government Women College of Home Science, Allahabad
— 1
39. Deputy Inspector of Schools 90 145 +5540. Principal, Government Nursery
Training College, Allahabad and Agra— 2 —
41. Deputy Inspector of Schools (Urdu Medium)
10 10 --
42. Reprography Officer — 1 --43. SDIs 1114 1672 +558
Source: Survey of Educational Administration, Uttar Pradesh
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a s
UTTAR PRADESHEDUCATIONAL ADMINISTRATIVE SET-UP AT THE SECRETARIAT LEVEL
M1NISJER OF EDUCATION1, SECONDARY I
er
MINISTER OF_STATE '(SECONDARY EON)
MINISTER OF STATE _ INDEPENDENT CHARGER
BASIC. ADULT. NFE4 SCERT]
---------- fSTA TE STANDING COMMITTEE ON EDUCATION
PRINCIPAL SECRETARY EDUCATION | BASIC. SEC.. ADULT. NFE AND SCERT,
SECRETARY 'BASIC EDN.
iDIRECtOR
BASIC EDN
DIRECTOR
SCERT
DIRECTOR]
ADULT & NFEJ
r _ . 1_ I SPECIAL SECRETARY
(D
r _ Z L _ .I SPECIAL ^SECRETARY
(2)
UNDER SECRETARY BASIC EDN.
PRIVATE SCHOOLS A SCERT
SPECIAL SECRETARY
(3)
_ DIRECTOR URDU & ORIENTAL LANGS
SPECIALSECRETARY
_ .SECRETARY SECONDARY'EDN
DIRECTORSECONDARYEDUCATION
SPECIAL 'se cre ta ry !
(2) I~r
_ JOINT SECRETARY ESTAB CLASS-I &
ABOVE. ADULT& NFE,
____JOINT SECRETARY _PVT.H.S./INTER COLLEGES
RECOG. ETC
OFFICER ON SPL OUTYl BASIC SHIKSHA
PARISHAD SCHOOLS. CENTRALLY SPONSO- ___RED SCHEMES
_ JOINT SECRETARY SECONDARY. GOVT.
H S. & INTTfe COLLEGES
SR. RESEARCH___ OFFICER____
PLAN. BUDGET & MONITORING
D r SECRETARYj Coordination and g e n e ra l
______________ J
I SECRETARYjESTABLISHMENT. (SECRETARIAT j
I EDN BRANCH)i
OFFICER ON SPECIAL DUTY
~ LIBRARIES
NfePA/P H T r » p /0 7 t te
Educational A
dministration
in U
ttar P
radesh
UTTAR PRADESH DIRECTORATE OF EDUCATION (BASIC)
ACCTS ACCTSOFFJCER OFFICERO P. F. PENS 1
I ESTA8
ASSISTANT ACCTS_ _ Of FJCER___
PENSION
NlEPA^P N T y if l^ O lM
Oi
'■ : 0'MDIRECTORATE OF EDUCATION (SECONDARY)
| DIRECTOR OF EDUCATION |
! SECONDARY
'T ‘
±.i AOOfTIONAL |L -PBK7QP _ i1 MOSI LUCKNOW Of f ICE I
ADDITIONAL I DIRECTOR |
. CONOARY J
A65tTi<5NAL___ DIRECTOR, _
'CORRESPONDENCE!EDUCATION
DY DtRECTORj J DY DIRECTOR
SANSKRIT j I ESTABLISHMENT
iM N O IF IN A N C q 4 ACCOUNTS I
^ OFFICE*
.— I-------JOINT DIRECTOR I
FINANCE !
^ y ! DIRECTOR
! SECONDARY
l _ ... 13)____
“'asSiY"'"DIRECTOR
FINANCE'4 LIFE INSURANCE
nJOINT DIRECTOR!
TRAININO I
iDY DIRECTOR: I iDY. DIRECTOR]I ---------- 11!---------H
SECONDARY I I I SECONDARYL__ l?J___ i t ____l?l,___ I
n r ASSTT-
j INSPECTOftJ____L
SANSKRIT
ASSTT. OY. DIRECTOR
PATHSHALA ! | FINANCE
j_ OIRECTOR *1 DIRECTOR
(ESTABLISHMENT^ |ESTABLISHM£NT_
ADOrDONALDIRECTOR
ADDITIONALDIRECTOR
v o c a t io n a l 'LUCKNOW OFFICE
ASSTTOIRECTOR
ASSTTDIRECTOR
t = <
OY DIRECTOR
CAMP (LUCKNOW __ OFFICJ2
A6STTDIRECTOR
DY. DIRECTOR
WOMEN
DY DIRECTOR |
VOCATIONAL I
CORRSPON j iESTABLISHMENT
I ASSTT | OIRECTOR
_NF Q.__
ii i
ASSTT. DY. j f STATISTICAL) . CiREPIP*] I
j i OFFICERs e c o n d a r y * '__________ :
le g a l
I o f f ic e r I
I ASSTT DY.I____ DIRECTOR_[CORRESPONDENCE i EDUCATION
J ASSTT. DY I I MONITORINGDIRECTOR: OFFICER
j FINANCE I j PLAN (1)
MONITORINGOFFICER
PLAN (2)
MONITORING OFFICER ,
: CORRESPONDENCE; ;CORRESPONDENCE OFFICER OFFICER*
ASSTT ACCOUNTS OFFICER JJFC
NIEPA/P N Tyagi/02199
hgarrusation and
Ad
min
istration
Educational Adm inistration in Uttar Pradesh
UTTAR PRADESH INSPECTORATE OF EDUCATION (BASIC)
DIRECTOR OF EDUCATION
BASIC- - - r - ----------- ■ -
........ ........1________ADDITIONAL 1 : ADDITIONAL .............J_____DIRECTOR | DIRECTOR 1 FINANCE
BASIC j : NFE 1CONTROLLER
i .....[ SECRETARY
I BOARD OF BASIC EDN
jREGIONAL ASSTT DIRECTOR1 J BASIC (17)" ' j
OISTRlCT EDN j DISTRICT POPULATION EDN OFFICER ONOFFICER i OFFICER OFFICER SPECIAL DUTY
BASIC (75) N F E (60) AT THE REGIONAL LEVEL (9 N F E AT THE REGIONAL LEVEL (12
[ DISTRICT |ACCO UNTS |
OFFICER (56)
DEPUTY INSPECTOR OF SCHOOLS/ ADDITIONAL DY INSPECTOR OF SCHOOLS (169)
SUB-DEPUTY INSPECTOR OF SCHOOLS (1577)
IPROJECTOFFICER
N F E(591)
N IE P A / P H T r*e « A X H 1 M
Organisation and Administration
UTTAR PRADESH IN S P E C TO R A TE O F ED U C A TIO N
(S E C O N D A R Y )
j DIRECTOR OF EDUCATION
SECONDARY j
i ADDITIONAL i| DIRECTOR j
I SECO NDARY |
ADDITIONALDIRECTOR
[I ’ " a d d i t i o n a l II D IRECTOR
CORRESPONDENCE EDUCATION
ADDITIONALDIRECTOR
AOOITIONALDIRECTOR
! SfcXHETARY ,BOARD O f HIGH 1
j SCH & INTERM EDIATE! EDUCATION *
j R EG IO N A L JOINT i D IREC TO R i (17)
DISTRICT INSPECTOR OF SCHOOLS j
; I
j REG IO NAL DEPUTY ! D IR EC TO R
(1 7 ,
ASSOCIATE DISTRICT | INSPECTOR OF SCHOOLS]
(56) j
i .. . j SCIENCE PROMOTION OFFICER
( 1 1 )
j ASSTT INSPECTOR OF | SANSKRIT PATHSHALAS ,
(11J_.......N lE P /V P N Tyag i/07799
a r i d a i a n t t r i i .> / r «v / / ( > f i
u>03
UTTAR PRADESH DIRECTORATE OF ADULT EDUCATION
DIRECTOR
ADULT EDUCATIONT-----------
STATE ADULT EDUCATION INSTITUTE
tRAiNING UNIT
i DEPUTY DIRECTOR 1
; GEN ADMINISTRATION j
fASSTT DIRECTOR j
ADULT EDUCATION^
DEPUTY DIRECTOR
MONITORING
......... : ...■ -
ASSTTDIRECTOR
TRAINING
T ' ACCOUNTSj OFFICER(Budget). . .
ASSISTANT j ACCOUNTS
OFFICER
ACCOUNTS OFFICER (Instruct)
ASSTT DIRECTOR
STATISTICS
RESEARCHOFFICER
PROGRAMMERCUM-OPERATOR
ASSISTANT 1 ASSISTANTACCOUNTS 1 RESEARCH
OFFICER | OFFICER
NIEPA/P N Ty»fl 1/02398
Fig. 5.5
UTTAR PRADESH DIRECTORATE OF URDU AND
ORIENTAL LANGUAGES
OIRECTOR
URDU AND ORIENTAL j LANGUAGES
j DY DIRECTOR
I URDU ;
! INSPECTOR
T ARABIC MADARSAS
Fig. 5.6
References
Census of India, 1951 and 1991.
Contents of two-week training programmes for Probation Officers of Educational Service, 1992.
Contents of training course of District Inspectors of Schools, 1973-74.
Contents of courses conducted by U.P. Academy of Administration for PCS Officers.
Education for All Document, 1995, U.P. Basic Education Project.
Education Department of Uttar Pradesh, Shiksha Ki Pragati 1990-91.
Education Department of Uttar Pradesh, Draft Eighth Five-Year Plan, 1992-97.
Johoor, M and Jagdev, G., 1970, The Organisation of the Government of Uttar Pradesh - A Study of State Administration, S. Chand & Co., Delhi.
NIEPA, Educational Administration in Uttar Pradesh Structures, Processes and Future Prospects, 1999.
Question paper-wise syllabus for U.P. Educational Service Probation Officers.
Selected Educational Statistics, 1998-99, MHRD, Government of India.
Statistical Abstract of U.P., 1992.
The United Provinces Educational Service Class I Rules, 1945.
The Uttar Pradesh Educational (General Education Cadre) Service Rules, 1972.
Training Contents of SIEMAT for PES Officers.
Training Contents of NIEPA's DEPA Programme.
Tiwari, D.D., Primary Education in Uttar Pradesh, Ram Narain Lai Beni Madho, Allahabad, 1976
NIEPA DC