Indian Kanoon - Search engine for Indian Law

Lok Sabha Debates

Discussion On The Motion To Consider Central Universities Laws (Amendment) ... on 23 October, 2008

>   Title : Discussion on the motion to consider Central Universities Laws (Amendment) Bill, 2008, as passed by Rajya Sabha (Bill Passed).

16.45 hrs. CENTRAL UNIVERSITIES LAWS (AMENDMENT) BILL , 2008   1646 ho urs THE MINISTER OF STATE IN THE MINISTRY OF HUMAN RESOURCE DEVELOPMENT (SHRIMATI D. PURANDESWARI): Sir, on behalf of Shri Arjun Singh, my senior colleague, I beg to move:

 “That the Bill further to amend the Banaras Hindu University Act, 1915, the Delhi University Act, 1922, the Jawaharlal Nehru University Act, 1966, the North-Eastern Hill University Act, 1973 and the University of Hyderabad Act, 1974, as passed by Rajya Sabha, be taken into consideration. ”   MR. DEPUTY-SPEAKER: Motion moved:

“That the Bill further to amend the Banaras Hindu University Act, 1915, the Delhi University Act, 1922, the Jawaharlal Nehru University Act, 1966, the North-Eastern Hill University Act, 1973 and the University of Hyderabad Act, 1974, as passed by Rajya Sabha, be taken into consideration. ” 1647 ¤ÉVÉä श्री gÉÉÒ संतोष ºÉÆiÉÉä­É गंगवार MÉÆMÉ´ÉÉ® ( बरेली ¤É®äãÉÉÒ): उपाध्यक्ष ={ÉÉvªÉFÉ महोदय, àÉcÉänªÉ, वैसे ´ÉèºÉä यह ªÉc बिल ÉʤÉãÉ बिलकुल ÉʤÉãÉBÉÖEãÉ छोटा UÉä]É- सा ºÉÉ है cè और +ÉÉè® इस <ºÉ बिल ÉʤÉãÉ में àÉå यह ªÉc कहा BÉEcÉ गया MɪÉÉ है cè कि ÉÊBÉE विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ की BÉEÉÒ वार्षिक ´ÉÉÉÌ­ÉBÉE रिपोर्ट ÉÊ®{ÉÉä]Ç कार्य BÉEɪÉÇ परिषद {ÉÉÊ®­Én के BÉEä निर्देशों ÉÊxÉnæ¶ÉÉå के BÉEä आधीन +ÉÉvÉÉÒxÉ तैयार iÉèªÉÉ® की BÉEÉÒ जाएगी VÉÉAMÉÉÒ और +ÉÉè® विचार ÉÊ´ÉSÉÉ® करेगी। BÉE®äMÉÉÒ* इसमें <ºÉàÉå लिखा ÉÊãÉJÉÉ है cè कि ÉÊBÉE अब +É¤É तक iÉBÉE यह ªÉc रिपोर्ट ÉÊ®{ÉÉä]Ç शायद ¶ÉɪÉn संसद ºÉƺÉn के BÉEä सदन ºÉnxÉ में àÉå नहीं xÉcÉÓ आती +ÉÉiÉÉÒ थी, lÉÉÒ, अब +É¤É इन <xÉ सभी ºÉ£ÉÉÒ विश्वविद्यालयों Éʴɶ´ÉÉÊ´ÉtÉÉãɪÉÉå की BÉEÉÒ रिपोर्ट ÉÊ®{ÉÉä]Ç सदन ºÉnxÉ में àÉå प्रस्तुत |ɺiÉÖiÉ की BÉEÉÒ जाएगी, VÉÉAMÉÉÒ, ऐसा AäºÉÉ इसमें <ºÉàÉå बताया ¤ÉiÉɪÉÉ गया MɪÉÉ है। cè* इसमें <ºÉàÉå हमारा càÉÉ®É कहना BÉEcxÉÉ यह ªÉc है cè कि ÉÊBÉE इन <xÉ विश्वविद्यालयों Éʴɶ´ÉÉÊ´ÉtÉÉãɪÉÉå की BÉEÉÒ कार्य BÉEɪÉÇ परिषद {ÉÉÊ®­Én और +ÉÉè® कार्य BÉEɪÉÇ के BÉEä विषय ÉÊ´É­ÉªÉ में àÉå भी £ÉÉÒ विचार ÉÊ´ÉSÉÉ® करना BÉE®xÉÉ चाहिए SÉÉÉÊcA कि ÉÊBÉE अगर +ÉMÉ® इसमें <ºÉàÉå कोई BÉEÉä<Ç सुझाव ºÉÖZÉÉ´É हो, cÉä, अन्य +ÉxªÉ कोई BÉEÉä<Ç बात ¤ÉÉiÉ करने BÉE®xÉä की BÉEÉÒ हो cÉä तो iÉÉä उस =ºÉ पर {É® भी £ÉÉÒ विचार ÉÊ´ÉSÉÉ® करना BÉE®xÉÉ चाहिए। SÉÉÉÊcA* यह ªÉc जो VÉÉä एक ABÉE लाइन ãÉÉ<xÉ का BÉEÉ विधेयक ÉÊ´ÉvÉäªÉBÉE है, cè, ये ªÉä सब ºÉ¤É विद्यालयों ÉÊ´ÉtÉÉãɪÉÉå पर {É® लागू ãÉÉMÉÚ हो, cÉä, यह ªÉc हम càÉ लोगों ãÉÉäMÉÉå की BÉEÉÒ समझ ºÉàÉZÉ में àÉå आता +ÉÉiÉÉ है। cè* हमारा càÉÉ®É आग्रह +ÉÉOÉc है cè कि ÉÊBÉE कल BÉEãÉ इन <xÉ विश्वविद्यालयों Éʴɶ´ÉÉÊ´ÉtÉÉãɪÉÉå में àÉå शिक्षा ÉʶÉFÉÉ के BÉEä स्तर ºiÉ® में àÉå भी £ÉÉÒ और +ÉÉè® अन्य +ÉxªÉ व्यवस्थाओं BªÉ´ÉºlÉÉ+ÉÉäÆ के BÉEä अनुसार +ÉxÉÖºÉÉ® भी £ÉÉÒ बहुत ¤ÉcÖiÉ सी ºÉÉÒ नयी xɪÉÉÒ- नयी xɪÉÉÒ बातें ¤ÉÉiÉå आएंगी। +ÉÉAÆMÉÉÒ* केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ होने cÉäxÉä के BÉEä कारण BÉEÉ®hÉ इन <xÉ विद्यालयों ÉÊ´ÉtÉÉãɪÉÉå का BÉEÉ सीधा ºÉÉÒvÉÉ मार्ग àÉÉMÉÇ निर्देश ÉÊxÉnæ¶É केन्द्र BÉEäxp से ºÉä होता cÉäiÉÉ है। cè* इन <xÉ विद्यालयों ÉÊ´ÉtÉÉãɪÉÉå में àÉå अगर +ÉMÉ® ऐसी AäºÉÉÒ कोई BÉEÉä<Ç समस्या ºÉàɺªÉÉ है cè तो iÉÉä उसके =ºÉBÉEä ऊपर >ó{É® भी £ÉÉÒ सदन ºÉnxÉ में àÉå विचार ÉÊ´ÉSÉÉ® होना cÉäxÉÉ चाहिए, SÉÉÉÊcA, यह ªÉc नहीं xÉcÉÓ हो cÉä कि ÉÊBÉE खाली JÉÉãÉÉÒ रिपोर्ट ÉÊ®{ÉÉä]Ç यहां ªÉcÉÆ ले ãÉä हो cÉä जाए। VÉÉA* उपयुक्त ={ɪÉÖBÉDiÉ यह ªÉc रहेगा ®cäMÉÉ कि ÉÊBÉE उनके =xÉBÉEä कार्यकलापों BÉEɪÉÇBÉEãÉÉ{ÉÉå के BÉEä ऊपर >ó{É® और +ÉÉè® विश्वविद्यालयों Éʴɶ´ÉÉÊ´ÉtÉÉãɪÉÉå में àÉå जिस ÉÊVÉºÉ ढंग fÆMÉ की BÉEÉÒ प्रक्रिया |ÉÉʵÉEªÉÉ अपनाई +É{ÉxÉÉ<Ç जा VÉÉ रही ®cÉÒ है, cè, उसके =ºÉBÉEä ऊपर >ó{É® भी £ÉÉÒ यहां ªÉcÉÆ विचार ÉÊ´ÉSÉÉ® हो cÉä तो iÉÉä ज्यादा VªÉÉnÉ उचित =ÉÊSÉiÉ रहेगा। ®cäMÉÉ* इन्हीं <xcÉÓ शब्दों ¶É¤nÉå के BÉEä साथ ºÉÉlÉ मैं àÉé इस <ºÉ विधेयक ÉÊ´ÉvÉäªÉBÉE का BÉEÉ समर्थन ºÉàÉlÉÇxÉ करता BÉE®iÉÉ हूं। cÚÆ*                                                                                                 (<ÉÊiÉ)            1648 hours PROF. BASUDEB BARMAN (MATHURAPUR): Mr. Deputy Speaker, Sir thank you very much for giving me this opportunity.

          Sir, I stand to support the Central Universities Laws (Amendment) Bill, 2008. I am putting forward certain suggestions.  I have some idea about most of the Central Universit ies A y Acts. I have noted, as many of my colleagues have noted, that there are some glaring differences between provisions of different Central Universit ies A y Acts.  I would suggest very humbly that the Government should take some steps to review the whole of the Central Universities Act s as a whole and come to some kind of a similarity because now there are a large number of Central Universities and other Central institutions where higher education is being imparted.  

          Now, while supporting these five Universities Bill, I would very humbly suggest that for the Annual Reports, I shall not be repeating, this should be applicable for all the five Universities[a90] .

 (k3/1650/brv-mkg) [R91]   This should be applicable to all the five Universities.

          In Page 2, paragraph 3, it has been stated:

“A copy of the annual report, as prepared under sub-section (1) shall also be submitted to the Central Government… ”   In my opinion, the following words may be added:

“A copy of the annual report, as prepared under sub-section (1) and considered” – I am repeating these words – “subsequently by the Executive Council under sub-section (2) shall also be submitted… ”   These words should be included because when the Court communicates its comments to the Executive Council, if such comments do not come and do not form part of this report, then, that will be an incomplete report which may be submitted to the Government. Therefore, the language should be:

“A copy of the annual report, as prepared under t h e sub-section (1) and considered subsequently by the Executive Council under  sub-section (2)…”   These words are to be added to all the Acts of all these Universities.

          Secondly, about the accounts, for all the Universities, the following words are to be added. If we come to that paragraph, if we take any University into consideration, we can find the words:

“A copy of the accounts , together  with the audit report, shall also be submitted to the Central Government.”             Here, I would like to add something to make it more appropriate.  I add: would like to say that :

“A copy of the accounts, together with the audit report and as   approved by the Court…”   If the accounts are not approved by the Court, they are not ta ken to will not be valid. As a  person who has spent all my his  life in the University education system, I feel that any account that is supported with the audit report should be approved by the Court and then that should be sent to the Central Government.

          There is another anomaly in page 3 in relation to the North-Eastern Hill University. You may see that it is provided here:

“A copy of the annual accounts together with the report of the Comptroller and Auditor-General, shall also be submitted… ”   Th ere i is s a deviation. For all the Universities, as I have suggested, the accounts along with the audit report as approved by the Court will be presented. But here it is mentioned: “along with the report of the C&AG.” I do not know the reason for this variation. I think all these should be uniform. Here also, the procedure for the other  Universities should be followed.

          I am adding a few other things. Now, the Sixth Pay Commission for the Central Government employees has given its report and it has been implemented. Following this, the University Grants Commission appointed one Committee for the pay revision of the teachers of the Universities. The Committee has since given its recommendations. What I want to point out is that the pay revision ambition of the officers of the Universities had not been taken care of by the Committee , which would create much difficulty for such officers , thus affecting the higher education system of the country. With all modesty at my command, I would say that the role of the officers like the Registrar, the Controller of Examinations, the Inspector of Colleges and others has not been  given due weightage by the Committee. We all know that the University officers and the University Faculty members work in unison for achieving the goal of higher learning and research by the students. Therefore, the officers need not be neglected.

          I would also like to point out that till the Fifth Pay Commission, the University officers were given the same scales of pay and other financial dues as the Professors, Readers and L Lecturers were given.  So, I would urge upon the Government to treat the different categories of officers at par with the relevant cadres of the Faculty so far as the pay-scales and other financial compensations are concerned.

 (l3/1655/ksp/cp) [R92]             This is very much vital for the smooth running of all the universities and colleges and this should be taken up very seriously by the Government. The Government should advise the University Grants Commission so that the pay scales of officers are brought at par with those of the faculty members.

          I would now like to draw the kind attention of this august House and the Government in particular to allocation of funds for the education sector as a whole. I feel that the education system should be considered as a comprehensive one and should not be treated compartmentwise.

          I would also like to draw your kind attention to the fact that expanded facilities … (Interruptions)

SHRI VARKALA RADHAKRISHNAN (CHIRAYINKIL): Mr. Deputy-Speaker, Sir, I am on a point of order. We have been given a Supplementary List of Business just now in which it is stated that Dr. Anbumani Ramadoss will move a Bill and get it passed, but we do not have a copy of this Bill. It was not included in the List of Business that was circulated in the morning.

MR. DEPUTY-SPEAKER: We will see it later.

SHRI VARKALA RADHAKRISHNAN (CHIRAYINKIL): Sir, this is not a private company or a board. This is a duly constituted House under the Constitution. The Government cannot bring Bills like this at any time they want. This is not proper. … (Interruptions)

MR. DEPUTY-SPEAKER: I will see that later on.

SHRI VARKALA RADHAKRISHNAN ( CHIRAYINKIL): Now a Supplementary List of Business is given without even circulating the copy of the Bill.

MR. DEPUTY-SPEAKER: Radhakrishnanji, please listen to me. You can raise this objection when we take up that matter and I will listen to you at that time.

… (Interruptions)

MR. DEPUTY-SPEAKER: Nothing should be recorded except the speech of Prof. Basudeb Burman.

(Interruptions) * … (Not recorded) MR. DEPUTY-SPEAKER: Radhakrishnanji, please take your seat. Nothing is going on record.

(Interruptions) * … (Not recorded) 16 .58 h r ours .   

(Shri Varkala Radhakrishnan in the Chair) MR. CHAIRMAN (SHRI VARKALA RADHAKRISHNAN): Now I am a different man.

… (Interruptions)

SHRI K. FRANCIS GEORGE (IDUKKI): Mr. Chairman, Sir, I would like to make a submission.

MR. CHAIRMAN (SHRI VARKALA RADHAKRISHNAN): I will hear you afterwards. Please take your seat.

          Prof. Basudeb Burman, you can continue now.

PROF. BASUDEB BARMAN (MATHURAPUR): Sir, I very much enjoyed the situation when some of my hon. colleagues interfered during the period when I was speaking, thanks to all of them.

*Not recorded           I was saying that I would like to draw your attention to the fact that expanded facilities should be provided to primary and secondary education so that they would prepare for the entry of large number of boys and girls into higher education in the coming years. That calls for proportionately higher allocation for higher education sector also. I would recall the suggestion put forward by our first Education Minister Maulana Abul Kalam Azad. In his first Budget speech on education, he said:

 “The Budget provision for education should be at least equal to that of defence.”   [R93]     (m3/1700/rs/nsh) [r94] What we see today is that it is less than one-third of the Budget provisions for Defence.  Allocation for education is less than one-third in comparison to that of Defence.

  17.00 hrs.           In the Common Minimum Programme, it was provided that at least six per cent of the GDP should be allocated for education.   W When we know that different Education Commissions, particularly, the Radhakrishnan Commission and the Kothari Commission, have recommended for ten per cent of the GDP for the sector of education and when the Common Minimum Programme provides at least allows for six per cent of the GDP for education, what we see for the last few five years plans is that the allocation was only 2.1 per cent, 2.6 per cent, 2.8 per cent and seldom it was 3 per cent or more.

          What is the situation this financial year, that is, 2008-09? This is around 3.57 per cent of the GDP and we could know from the Government whe that n this will be gradually raised to six per cent.  I do not know when this six per cent GDP allocation will be there for education.

 Also the availability of funds to Central and State universities appears to be very much unequal.   

          I would like to say that such differences should be minimal. Central or State, urban or rural educational institutions should be treated on the same basis and there should be no need to have model schools, model colleges or model universities as in my opinion, such model institutions only enhance discrimination of infrastructure and facilities so far as imparting of quality education is concerned.   What for allocation of funds for education is a mea imed nt?  It should reach all of our students without any differentiation like elite or non-elite, rich or poor , or urban or rural.  

          At present, as we all know, about nine per cent of our young men and women in the age group of 18 and 23 years go for higher education, including technical, medical, law and management education.  In some developing countries, the figure is around 16 per cent, for example, in Malaysia. In some developed countries, for example, USA and Sweden, it is more than 50 per cent.  This clearly indicates where our mission nation stands so far as education is concerned.

          I would like to draw the attention of the hon. Colleagues of this House that 2001 Census arrived at a literacy rate level of around 65 per cent, that is, for the population of 102 crores at that point of time, over 36 crore people were illiterate.  This is persisting since our Independence. 

          In 1947, you may recall, our population was 35 crore after division of India and the literacy rate was around 20 per cent.  That means, at that point of time, 28 crore people were illiterate.  In 2001, more than 36 crore people were illiterate. While the percentage of literate people has will increase d from 20 to 65, in absolute terms, the number of illiterate people increased from 28 crores to 36 crores.  This is all because we did not pay any heed to one of the provisions of our Constitution.

          You will recall that article 46 of the Constitution, under the Directive Principles of State Policy, was not given due importance which provided for ‘Right to Education ’ about which we are now clamouring.  What is that provision?  The provision states that within ten years of adoption of the Constitution, that is, from 26th January 1950 to 26th January 1960, within that span of time, all children up to the age of 14 years shall be compulsorily going to school and without any fees.  That provision was not materialised.  Why?  It was because the Parliament did not pass any Act.  Why?  It was because the Government did not consider that that provision has to be materialised because under any provision under of the Directive Principles of State Policy we would require passing of an Act by the Parliament.

          Of late it has started and though it appears that we have missed the bus.  More than 36 crore illiterate people in 2001 and more than 8 25 per cent of the people below the poverty line are two inter-related things.  That is why, article 46 was so important, but the Government s after Governments, till 2000 or 200 1 5 or 200 2 4 or 2003 did not take this provision very seriously.[r95]  (n3/1705 [r96]   /rcp/rjs)           It is heartening to some extent to note that some measures including Sarva Shiksha Abhiyan and Mid-Day Meals Scheme have been taken up, which I believe will be taken up more seriously and will be implemented on a ‘ m Mission M mode ’ operation basis in the interest of all our people, especially in the interest of the weaker sections.  I am speaking these things in connection with this Bill because education is a comprehensive thing.  We cannot compromise on education.  At the same time, we cannot differentiate between our rural boys and girls and urban boys and girls; we cannot differentiate between the students who are coming from the rich families and from the poor families.  Therefore, it is the responsibility and the duty of the Central and State Governments that all are treated equally as far as possible. Discrimination must not be there. And the first thing i s n this regard is that .  The allocation of funds for education must be higher.  It should at least be equal to that for defence. 

          I support this Bill.  Thank you very much.

(ends)   1706 hours SHRI K.S. RAO (ELURU): Sir, I rise to support the Bill.  Every one of us is aware that education is the best instrument for the poor to come up in their lifetime, for bringing a transformation in the society.  We have been seeing that in spite of their sweating all the time, 24 hours, wife, husband and children, everybody, there are millions of families who could not purchase one cent of land or who could have a house.  But if all of them were to be educated in a right way, if all of them were to be imparted skills to generate wealth, there could have been a very good transformation by now in this country.  We have neglected this part of education and providing skills to the citizens of this country. 

          I am happy that during the tenure of Shri Rajiv Gandhi, he realized the importance of human resource development.  No nation can prosper unless the human beings are talented, their skills, their competence, their ability to generate wealth is increased. Now, at least, the Government has realized the need of allocating more funds since a couple of years.  As my friend Shri Barman has said, I am also of the opinion that the budgetary allocation for human resource development must be substantial without which, no matter what we do in this country, we cannot prosper. 

          In this context, the quality education is equally important without which education and literacy have no meaning at all.  There may be 90 per cent people who are educated; that may be called literacy. The definition of 'literacy' also is not proper.  So, I think, unless the quality education is given to the people of this country, you cannot improve the quality of life in this country, the quality of the nation in this country, the quality of the citizens in this country.  So, with a view to produce better quality in education, and keeping in view the shortage of funds with the State Governments, and the poor quality of education that is being given in certain Universities, the Government of India has come out with a good proposal of bringing Central Universities in almost every State.  I am very happy about it.  The allocation also is being made to the Central Universities in a very substantial quantity.  But, Sir, mere allocation of funds is no solution at all.  It must be seen how these funds are being utilized by those Universities. 

          It has come to the knowledge of many of us through the newspapers and media that some of the Universities have been misusing these funds.  They are not putting them to proper use.  They are not looking into the priorities. If they were to utilize these funds which are being given in a huge quantity for improving a laboratory, for improving a library, for improving the quality of the teaching staff, the methods of teaching, for R&D, or for creating an ambiance for the students to feel that they must learn to improve the competitive spirit and to think in an innovative way, then I can understand. But in some Universities, they do not utilize these funds for these purposes.  It is because the funds have come, they use them for constructing a good compound wall, or a guest house.  They are using the funds in a very very wrong manner. 

          The reason why I support this is that there must be a check on them.  There must be a feeling on the Heads of Departments that there will be a check on their using these funds.[r97]    (o3/1710/lh-rps) [H98]             Here, the Minister has brought that part in this Bill which has been missing in these four or five Universities. 

          Sir, the pity is that some of these Universities have not submitted their accounts for years together, not one or two years; they think that it is not their responsibility; they think that they have got a liberty; they think that they have come from a high standard; and they think that they have got an authority to spend money in any manner as they want.  That should not be there. 

          With this Bill, a feeling will come into their mind that somebody is watching them.  That fear must be there in every institution.  Without that, they will not use the funds properly.

          I really support this Bill for bringing transparency by way of laying their annual audited accounts on the Table of the House. It is not that all the Members of Parliament will see every Report that has been laid here but the fact that it is being laid on the Table of the House will go into their mind that even if one Member of Parliament goes through their Report and finds some mistakes in it, they will be taken to task.  So, that feeling must be there.  I am happy about that.

          Apart from this, I am of the opinion that the allocation of the budget must also be improved.  For quite a long time I have been telling that the entire revenue of this country must be utilised only for education, health and welfare schemes, etc.  The Ministries like Railways, Petroleum, Industry, and Communication must be able to generate wealth on their own, and the revenue should not be utilised by these Ministries.  So, I wish that a considerable part of the revenue, it can be 20 per cent or 30 per cent, must be provided for education and health care programmes.

          I have mentioned several times in this House that today’s system of education is irrelevant to India’s needs.  This system was brought by the Britishers in those days to serve their needs and to exploit this country and men.  So, I am of the firm opinion that technical education is more important, and provision of skills to people is more important.  No citizen should be left without acquiring skills so that by the time he comes out of the Institute, he must be confident that he does not need the support of anybody and he does not need to beg anybody for employment.  If employment comes to him, it is good; it employment does not come to him, then he must be able to live by having self-employment.  So, Sir, I would request the hon. Minister to concentrate more on technical education and providing skills. 

          I am happy that in the last Budget has found the means and provided Rs.1600 crore for improvement of skills in this country but I do not know whether that Rs. 1600 crore has been allotted is only to satisfy the public or really intended to increase the skill of the people.  I would like to know as to how much of that money has been put on increasing the skill.  I wish to know from the hon. Minister whether that particular amount which has been provided in the Budget has been really put to use, and how many people have been given skills in this country. 

          Finally, I wish that the same thing should be applied to several other Central Government Institutes.  Let it be Laboratories or Institutes.  There must be transparency; there must be an audit of their accounts. Their audited accounts must be laid on the Table of this House. 

          With these words, I support this Bill and I also congratulate the hon. Minister for bringing transparency in these Universities.

          Thank you.

                                                                                                (ends) 1714 ¤ÉVÉä श्री gÉÉÒ राम ®ÉàÉ कृपाल BÉßE{ÉÉãÉ यादव ªÉÉn´É ( पटना {É]xÉÉ)  : महोदय, àÉcÉänªÉ, आज +ÉÉVÉ केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ विधियां ÉÊ´ÉÉÊvɪÉÉÆ ( संशोधन ºÉƶÉÉävÉxÉ) विधेयक, ÉÊ´ÉvÉäªÉBÉE, 2008 के BÉEä समर्थन ºÉàÉlÉÇxÉ में àÉå बोलने ¤ÉÉäãÉxÉä के BÉEä लिए ÉÊãÉA मैं àÉé खड़ा JÉ½É हुआ cÖ+ÉÉ हूं। cÚÆ*           महोदय, àÉcÉänªÉ, यह ªÉc बिल ÉʤÉãÉ बहुत ¤ÉcÖiÉ छोटा UÉä]É है, cè, मगर àÉMÉ® बहुत ¤ÉcÖiÉ महत्वपूर्ण àÉci´É{ÉÚhÉÇ है। cè* मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE इस <ºÉ बिल ÉʤÉãÉ के BÉEä माध्यम àÉÉvªÉàÉ से ºÉä सरकार ºÉ®BÉEÉ® ने xÉä कुछ BÉÖEU अच्छी +ÉSUÉÒ चीजों SÉÉÒVÉÉå का BÉEÉ समावेश ºÉàÉÉ´Éä¶É करने BÉE®xÉä का BÉEÉ प्रयास |ɪÉÉºÉ किया ÉÊBÉEªÉÉ गया MɪÉÉ है, cè, जिसका ÉÊVɺÉBÉEÉ मैं àÉé समर्थन ºÉàÉlÉÇxÉ करता BÉE®iÉÉ हूं। cÚÆ* आज +ÉÉVÉ हमारे càÉÉ®ä देश nä¶É में àÉå तीन iÉÉÒxÉ- स्तरीय ºiÉ®ÉÒªÉ शिक्षा ÉʶÉFÉÉ की BÉEÉÒ व्यवस्था BªÉ´ÉºlÉÉ है। cè*  [R99]  (p3/1715/har/mmn) [r100]     प्राइमरी, |ÉÉ<àÉ®ÉÒ, माध्यमिक, àÉÉvªÉÉÊàÉBÉE, हायर cɪɮ- सैकेंडरी ºÉèBÉEåb®ÉÒ और +ÉÉè® विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ स्तर ºiÉ® पर {É® हमारे càÉÉ®ä देश nä¶É में àÉå शिक्षा ÉʶÉFÉÉ दी nÉÒ जा VÉÉ रही ®cÉÒ है। cè* हमारा càÉÉ®É देश nä¶É गरीब MÉ®ÉÒ¤É और +ÉÉè® अशिक्षित +ÉÉʶÉÉÊFÉiÉ है। cè* मैं àÉé विस्तार ÉʴɺiÉÉ® से ºÉä कुछ BÉÖEU कहना BÉEcxÉÉ नहीं xÉcÉÓ चाहता SÉÉciÉÉ हूं cÚÆ लेकिन ãÉäÉÊBÉExÉ ऐसा AäºÉÉ लगता ãÉMÉiÉÉ है cè कि ÉÊBÉE 60 वर्ष ´É­ÉÇ की BÉEÉÒ आजादी +ÉÉVÉÉnÉÒ के BÉEä बाद, ¤ÉÉn, शिक्षा ÉʶÉFÉÉ का BÉEÉ जैसा VÉèºÉÉ स्तर ºiÉ® हमारे càÉÉ®ä देश nä¶É में àÉå होना cÉäxÉÉ चाहिए SÉÉÉÊcA था lÉÉ वैसा ´ÉèºÉÉ आज +ÉÉVÉ नहीं xÉcÉÓ है। cè* विश्व Éʴɶ´É के BÉEä कई BÉE<Ç देशों nä¶ÉÉå से ºÉä शिक्षा ÉʶÉFÉÉ के BÉEä मामले àÉÉàÉãÉä में àÉå हमारा càÉÉ®É देश nä¶É पीछे {ÉÉÒUä है। cè* इसलिए <ºÉÉÊãÉA यह ªÉc एक ABÉE चिंता ÉËSÉiÉÉ का BÉEÉ विषय ÉÊ´É­ÉªÉ है। cè*           शिक्षा ÉʶÉFÉÉ हमारा càÉÉ®É संवैधानिक ºÉÆ´ÉèvÉÉÉÊxÉBÉE अधिकार +ÉÉÊvÉBÉEÉ® है cè और +ÉÉè® इस <ºÉ अधिकार +ÉÉÊvÉBÉEÉ® के BÉEä होने cÉäxÉä के BÉEä बावजूद ¤ÉÉ´ÉVÉÚn भी £ÉÉÒ हम càÉ लोगों ãÉÉäMÉÉå को BÉEÉä अच्छे +ÉSUä स्तर ºiÉ® की BÉEÉÒ शिक्षा ÉʶÉFÉÉ नहीं xÉcÉÓ दे nä पाये {ÉɪÉä हैं, cé, यह ªÉc एक ABÉE चिंता ÉËSÉiÉÉ का BÉEÉ विषय ÉÊ´É­ÉªÉ है। cè* शिक्षा ÉʶÉFÉÉ के BÉEä बिना ÉʤÉxÉÉ आदमी +ÉÉnàÉÉÒ आगे +ÉÉMÉä नहीं xÉcÉÓ बढ़ ¤Éfà सकता ºÉBÉEiÉÉ है। cè* शिक्षा ÉʶÉFÉÉ के BÉEä बिना ÉʤÉxÉÉ किसी ÉÊBÉEºÉÉÒ समाज ºÉàÉÉVÉ की BÉEÉÒ तरक्की iÉ®BÉDBÉEÉÒ नहीं xÉcÉÓ हो cÉä सकती, ºÉBÉEiÉÉÒ, किसी ÉÊBÉEºÉÉÒ प्रदेश |Énä¶É और +ÉÉè® किसी ÉÊBÉEºÉÉÒ देश nä¶É की BÉEÉÒ तरक्की iÉ®BÉDBÉEÉÒ नहीं xÉcÉÓ हो cÉä सकती। ºÉBÉEiÉÉÒ* आज +ÉÉVÉ दुनिया nÖÉÊxɪÉÉ में àÉå शिक्षा ÉʶÉFÉÉ के BÉEä क्षेत्र FÉäjÉ में àÉå कंप्टीशन BÉEÆ{]ÉÒ¶ÉxÉ बढ़ा ¤ÉfÃÉ है cè और +ÉÉè® अगर +ÉMÉ® हमारी càÉÉ®ÉÒ शिक्षा ÉʶÉFÉÉ का BÉEÉ स्तर ºiÉ® ऊंचा >óÆSÉÉ नहीं xÉcÉÓ होगा cÉäMÉÉ तो iÉÉä दुनिया nÖÉÊxɪÉÉ में àÉå चाहे SÉÉcä आर्थिक +ÉÉÉÌlÉBÉE लड़ाई ãɽÉ<Ç हो, cÉä, सामाजिक ºÉÉàÉÉÉÊVÉBÉE लड़ाई ãɽÉ<Ç हो cÉä या ªÉÉ देश nä¶É को BÉEÉä आगे +ÉÉMÉä बढ़ाने ¤ÉfÃÉxÉä की BÉEÉÒ बात ¤ÉÉiÉ हो, cÉä, वह ´Éc आगे +ÉÉMÉä नहीं xÉcÉÓ बढ़ ¤Éfà सकता। ºÉBÉEiÉÉ*           ऐसा AäºÉÉ नहीं xÉcÉÓ है cè कि ÉÊBÉE हमारा càÉÉ®É देश nä¶É आगे +ÉÉMÉä नहीं xÉcÉÓ बढ़ा ¤ÉfÃÉ है। cè*  इन <xÉ 60 वर्षों ´É­ÉÉç में àÉå हमारा càÉÉ®É देश nä¶É आगे +ÉÉMÉä बढ़ा ¤ÉfÃÉ है। cè*  हमारे càÉÉ®ä देश nä¶É में àÉå एक ABÉE से ºÉä एक ABÉE बड़े ¤É½ä विद्वान ÉÊ´ÉuÉxÉ हुए cÖA हैं, cé, वैज्ञानिक ´ÉèYÉÉÉÊxÉBÉE हैं cé और +ÉÉè® उन्हीं =xcÉÓ के BÉEä कारण BÉEÉ®hÉ देश nä¶É आगे +ÉÉMÉä भी £ÉÉÒ बढ़ा ¤ÉfÃÉ है, cè, लेकिन ãÉäÉÊBÉExÉ आबादी +ÉɤÉÉnÉÒ के BÉEä अनुपात +ÉxÉÖ{ÉÉiÉ में àÉå हम càÉ विश्व Éʴɶ´É- स्तरीय ºiÉ®ÉÒªÉ शिक्षा ÉʶÉFÉÉ अपने +É{ÉxÉä लोगों ãÉÉäMÉÉå को BÉEÉä नहीं xÉcÉÓ दे nä पा {ÉÉ रहे ®cä हैं। cé* इसका <ºÉBÉEÉ कारण BÉEÉ®hÉ शिक्षा ÉʶÉFÉÉ में àÉå सरकार ºÉ®BÉEÉ® के BÉEä बजटीय ¤ÉVÉ]ÉÒªÉ प्रावधान |ÉÉ´ÉvÉÉxÉ का BÉEÉ नाकाफी xÉÉBÉEÉ{ÉEÉÒ होना cÉäxÉÉ है। cè* हमारे càÉÉ®ä एक ABÉE साथी ºÉÉlÉÉÒ बता ¤ÉiÉÉ रहे ®cä थे lÉä और +ÉÉè® मैं àÉé उनकी =xÉBÉEÉÒ बातों ¤ÉÉiÉÉå का BÉEÉ समर्थन ºÉàÉlÉÇxÉ कर BÉE® रहा ®cÉ हूं। cÚÆ* आज +ÉÉVÉ जब VÉ¤É हम càÉ शिक्षा ÉʶÉFÉÉ के BÉEä स्तर ºiÉ® और +ÉÉè® शिक्षा ÉʶÉFÉÉ की BÉEÉÒ गुणवत्ता MÉÖhÉ´ÉkÉÉ को BÉEÉä बढ़ाना ¤ÉfÃÉxÉÉ चाहते SÉÉciÉä हैं cé तो iÉÉä हमें càÉå अपनी +É{ÉxÉÉÒ व्यवस्था BªÉ´ÉºlÉÉ ठीक ~ÉÒBÉE करनी BÉE®xÉÉÒ पड़ेगी। {ɽäMÉÉÒ*                  सभापति ºÉ£ÉÉ{ÉÉÊiÉ जी, VÉÉÒ, मैं àÉé आपके +ÉÉ{ÉBÉEä माध्यम àÉÉvªÉàÉ से ºÉä सरकार ºÉ®BÉEÉ® और +ÉÉè® माननीय àÉÉxÉxÉÉÒªÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ का BÉEÉ ध्यान vªÉÉxÉ इस <ºÉ ओर +ÉÉä® आकृष्ट +ÉÉBÉßE­] करना BÉE®xÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE आज +ÉÉVÉ हम càÉ जो VÉÉä शिक्षा ÉʶÉFÉÉ पर {É® पैसा {ÉèºÉÉ खर्च JÉSÉÇ कर BÉE® रहे ®cä हैं cé वह ´Éc अपनी +É{ÉxÉÉÒ जीडीपी VÉÉÒbÉÒ{ÉÉÒ का BÉEÉ 6 प्रतिशत |ÉÉÊiɶÉiÉ ही cÉÒ खर्च JÉSÉÇ कर BÉE® रहे ®cä हैं। cé* इसे <ºÉä बढ़ाकर ¤ÉfÃÉBÉE® हमें càÉå 20 प्रतिशत |ÉÉÊiɶÉiÉ करना BÉE®xÉÉ चाहिए। SÉÉÉÊcA* मगर àÉMÉ® भारत £ÉÉ®iÉ सरकार ºÉ®BÉEÉ® अपने +É{ÉxÉä स्तर ºiÉ® पर {É® अगर +ÉMÉ® 20 प्रतिशत |ÉÉÊiɶÉiÉ खर्च JÉSÉÇ करने BÉE®xÉä की BÉEÉÒ कोशिश BÉEÉäÉÊ¶É¶É करेगी BÉE®äMÉÉÒ तो iÉÉä जो VÉÉä एमाउंट AàÉÉ=Æ] उसने =ºÉxÉä सैंक्शन ºÉéBÉD¶ÉxÉ किया ÉÊBÉEªÉÉ है cè उसे =ºÉä बढ़ाना ¤ÉfÃÉxÉÉ पड़ेगा। {ɽäMÉÉ* हालांकि cÉãÉÉÆÉÊBÉE यूपीए ªÉÚ{ÉÉÒA सरकार ºÉ®BÉEÉ® ने xÉä बहुत ¤ÉcÖiÉ सारी ºÉÉ®ÉÒ योजनाओं ªÉÉäVÉxÉÉ+ÉÉäÆ को BÉEÉä लागू ãÉÉMÉÚ करने BÉE®xÉä का BÉEÉ काम BÉEÉàÉ किया ÉÊBÉEªÉÉ है, cè, बहुत ¤ÉcÖiÉ सारी ºÉÉ®ÉÒ राशि ®ÉÉ榃 भी £ÉÉÒ उपलब्ध ={ÉãɤvÉ कराई BÉE®É<Ç है, cè, बहुत ¤ÉcÖiÉ प्रयास |ɪÉÉºÉ भी £ÉÉÒ कर BÉE® रही ®cÉÒ है, cè, लेकिन ãÉäÉÊBÉExÉ बहुत ¤ÉcÖiÉ प्रयास |ɪÉÉºÉ करने BÉE®xÉä के BÉEä बावजूद ¤ÉÉ´ÉVÉÚn भी £ÉÉÒ हम càÉ समझते ºÉàÉZÉiÉä हैं cé कि ÉÊBÉE हमें càÉå पीछे {ÉÉÒUä रह ®c जाना VÉÉxÉÉ पड़ {ɽ रहा ®cÉ है। cè*              महोदय, àÉcÉänªÉ, àÉcÉänªÉÉ, मैं àÉé एक ABÉE उदाहरण =nÉc®hÉ देना näxÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE पिछले ÉÊ{ÉUãÉä दिनों ÉÊnxÉÉå माननीय àÉÉxÉxÉÉÒªÉ प्रधान |ÉvÉÉxÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ ने xÉä एक ABÉE निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ कि ÉÊBÉE हम càÉ देश nä¶É के BÉEä हर c® स्टेट º]ä] में àÉå एक ABÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ खोलने JÉÉäãÉxÉä का BÉEÉ काम BÉEÉàÉ करेंगे BÉE®åMÉä और +ÉÉè® तकनीकी iÉBÉExÉÉÒBÉEÉÒ शिक्षा ÉʶÉFÉÉ को BÉEÉä अच्छे +ÉSUä स्तर ºiÉ® का BÉEÉ बनाने ¤ÉxÉÉxÉä के BÉEä लिए, ÉÊãÉA, उत्कृष्ट =iBÉßE­] शिक्षा ÉʶÉFÉÉ देने näxÉä के BÉEä लिए ÉÊãÉA हम càÉ तकनीकी iÉBÉExÉÉÒBÉEÉÒ संस्थानों ºÉƺlÉÉxÉÉå की BÉEÉÒ भी £ÉÉÒ व्यवस्था BªÉ´ÉºlÉÉ अलग +ÉãÉMÉ से ºÉä करने BÉE®xÉä का BÉEÉ काम BÉEÉàÉ करेंगे। BÉE®åMÉä* इसी <ºÉÉÒ निर्णय ÉÊxÉhÉÇªÉ के BÉEä अनुसार +ÉxÉÖºÉÉ® देश nä¶É में àÉå 14 विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ और +ÉÉè® 8 आईआईटीज +ÉÉ<Ç+ÉÉ<Ç]ÉÒVÉ स्थापित ºlÉÉÉÊ{ÉiÉ करने BÉE®xÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ गया MɪÉÉ है। cè* महोदया, àÉcÉänªÉÉ, मेरा àÉä®É सौभाग्य ºÉÉè£ÉÉMªÉ है cè कि ÉÊBÉE मैं àÉé जिस ÉÊVÉºÉ प्रदेश |Énä¶É से ºÉä आता +ÉÉiÉÉ हूं cÚÆ वहां ´ÉcÉÆ भी £ÉÉÒ एक ABÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ देने näxÉä की BÉEÉÒ बात ¤ÉÉiÉ की BÉEÉÒ गयी MɪÉÉÒ है, cè, बिहार ÉʤÉcÉ® को BÉEÉä भी £ÉÉÒ एक ABÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ देने näxÉä की BÉEÉÒ बात ¤ÉÉiÉ कही BÉEcÉÒ गयी MɪÉÉÒ है। cè* मैं àÉé उसके =ºÉBÉEä लिए ÉÊãÉA माननीय àÉÉxÉxÉÉÒªÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ के BÉEä प्रति |ÉÉÊiÉ और +ÉÉè® माननीय àÉÉxÉxÉÉÒªÉ प्रधान |ÉvÉÉxÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ के BÉEä प्रति |ÉÉÊiÉ आभार +ÉÉ£ÉÉ® व्यक्त BªÉBÉDiÉ करना BÉE®xÉÉ चाहता SÉÉciÉÉ हूं। cÚÆ* बिहार ÉʤÉcÉ® जैसे VÉèºÉä पिछड़े ÉÊ{ÉU½ä प्रदेश |Énä¶É द्वारा uÉ®É बहुत ¤ÉcÖiÉ सालों ºÉÉãÉÉå से ºÉä यह ªÉc मांग àÉÉÆMÉ होती cÉäiÉÉÒ आ +ÉÉ रही ®cÉÒ थी lÉÉÒ कि ÉÊBÉE वहां ´ÉcÉÆ भी £ÉÉÒ एक ABÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ की BÉEÉÒ स्थापना ºlÉÉ{ÉxÉÉ की BÉEÉÒ जाए। VÉÉA* वहा ´ÉcÉ अब +É¤É एक ABÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ खोलने JÉÉäãÉxÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ गया MɪÉÉ है। cè* उन =xÉ 14 राज्यों ®ÉVªÉÉå में àÉå महाराष्ट्र, àÉcɮɭ]Å, पश्चिम {ÉÉζSÉàÉ बंगाल, ¤ÉÆMÉÉãÉ, राजस्थान, ®ÉVɺlÉÉxÉ, भोपाल, £ÉÉä{ÉÉãÉ, ग्रेटर OÉä]® नोएडा xÉÉäAbÉ( उत्तर =kÉ® प्रदेश |Énä¶É) , , अमृतसर +ÉàÉßiɺɮ( पंजाब {ÉÆVÉɤÉ) , , गुवाहाटी, MÉÖ´ÉÉcÉ]ÉÒ, कोयम्बटूर BÉEÉäªÉà¤É]Ú®( तमिलनाडु iÉÉÊàÉãÉxÉÉbÖ) , , मैसूर, àÉèºÉÚ®, गुजरात, MÉÖVÉ®ÉiÉ, केरल BÉEä®ãÉ और +ÉÉè® भुवनेश्वर £ÉÖ´ÉxÉ䶴ɮ का BÉEÉ चयन SɪÉxÉ किया ÉÊBÉEªÉÉ गया MɪÉÉ है। cè* जैसा VÉèºÉÉ मैंने àÉéxÉä बताया ¤ÉiÉɪÉÉ कि ÉÊBÉE 8 आईआईटीज +ÉÉ<Ç+ÉÉ<Ç]ÉÒVÉ खोलने JÉÉäãÉxÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ उसमें =ºÉàÉå है cè और +ÉÉè® हमें càÉå सौभाग्य ºÉÉè£ÉÉMªÉ प्राप्त |ÉÉ{iÉ हुआ cÖ+ÉÉ है cè कि ÉÊBÉE बिहार ÉʤÉcÉ® में àÉå भी £ÉÉÒ एक ABÉE आईआईटी +ÉÉ<Ç+ÉÉ<Ç]ÉÒ खोलने JÉÉäãÉxÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ गया MɪÉÉ है cè और +ÉÉè® हमारे càÉÉ®ä संसदीय ºÉƺÉnÉÒªÉ क्षेत्र FÉäjÉ पटना {É]xÉÉ में àÉå खोलने JÉÉäãÉxÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ गया MɪÉÉ ह,् c,è जो VÉÉä एक ABÉE स्वागत º´ÉÉMÉiÉ योग्य ªÉÉäMªÉ कदम BÉEnàÉ है। cè*[r101]  (q3/1720/ind-krr) [I102]             लेकिन ãÉäÉÊBÉExÉ मैं àÉé कहना BÉEcxÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE पटना {É]xÉÉ में àÉå आईआईटी +ÉÉ<Ç+ÉÉ<Ç]ÉÒ खोलने JÉÉäãÉxÉä के BÉEä लिए ÉÊãÉA जितनी ÉÊVÉiÉxÉÉÒ राशि ®ÉÉ榃 का BÉEÉ आबंटन +ÉɤÉÆ]xÉ किया ÉÊBÉEªÉÉ गया MɪÉÉ है, cè, वह ´Éc बहुत ¤ÉcÖiÉ कम BÉEàÉ है cè और +ÉÉè® इस <ºÉ वजह ´ÉVÉc से ºÉä मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE इस <ºÉ काम BÉEÉàÉ को BÉEÉä करने BÉE®xÉä में àÉå देर nä® लग ãÉMÉ सकती ºÉBÉEiÉÉÒ है। cè* जितनी ÉÊVÉiÉxÉÉÒ त्वरित i´ÉÉÊ®iÉ गति MÉÉÊiÉ से ºÉä आप +ÉÉ{É चाहते SÉÉciÉä हैं cé कि ÉÊBÉE विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ और +ÉÉè® आईआईटीज +ÉÉ<Ç+ÉÉ<Ç]ÉÒVÉ का BÉEÉ कार्य BÉEɪÉÇ प्रारम्भ |ÉÉ®à£É करके BÉE®BÉEä पढ़ाई {ÉfÃÉ<Ç प्रारम्भ |ÉÉ®à£É हो cÉä जाए, VÉÉA, वह ´Éc काम BÉEÉàÉ शायद ¶ÉɪÉn जल्दी VÉãnÉÒ नहीं xÉcÉÓ हो cÉä सकता ºÉBÉEiÉÉ है। cè*           मैं àÉé एक ABÉE उदाहरण =nÉc®hÉ देना näxÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE आपने +ÉÉ{ÉxÉä 11 वीं ´ÉÉÓ पंचवर्षीय {ÉÆSÉ´É­ÉÉﻃ योजना ªÉÉäVÉxÉÉ में àÉå जो VÉÉä आईआईटीज +ÉÉ<Ç+ÉÉ<Ç]ÉÒVÉ खोलने JÉÉäãÉxÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ है, cè, उसमें =ºÉàÉå आपने +ÉÉ{ÉxÉä आईआईटीज +ÉÉ<Ç+ÉÉ<Ç]ÉÒVÉ के BÉEä लिए ÉÊãÉA दो nÉä हजार cVÉÉ® करोड़ BÉE®Éä½ रुपयों âó{ɪÉÉå का BÉEÉ प्रावधान |ÉÉ´ÉvÉÉxÉ किया ÉÊBÉEªÉÉ है, cè, लेकिन ãÉäÉÊBÉExÉ जो VÉÉä राशि ®ÉÉ榃 आपने +ÉÉ{ÉxÉä आबंटित +ÉɤÉÆÉÊ]iÉ की BÉEÉÒ है, cè, वह ´Éc बहुत ¤ÉcÖiÉ ही cÉÒ कम BÉEàÉ है। cè* वित्तीय ÉÊ´ÉkÉÉÒªÉ वर्ष ´É­ÉÇ 2008-09 में àÉå मात्र àÉÉjÉ 50 करोड़ BÉE®Éä½ रुपए âó{ÉA का BÉEÉ आबंटन +ÉɤÉÆ]xÉ किया ÉÊBÉEªÉÉ है। cè* जहां VÉcÉÆ दो nÉä हजार cVÉÉ® करोड़ BÉE®Éä½ रुपया âó{ɪÉÉ आईआईटी +ÉÉ<Ç+ÉÉ<Ç]ÉÒ खोलने JÉÉäãÉxÉä के BÉEä लिए ÉÊãÉA खर्च JÉSÉÇ होना cÉäxÉÉ है, cè, वहां ´ÉcÉÆ केवल BÉEä´ÉãÉ 50 करोड़ BÉE®Éä½ रुपए âó{ÉA का BÉEÉ आबंटन +ÉɤÉÆ]xÉ किया ÉÊBÉEªÉÉ गया MɪÉÉ है। cè* क्या BÉDªÉÉ ऐसा AäºÉÉ मुमकिन àÉÖàÉÉÊBÉExÉ हो cÉä सकता ºÉBÉEiÉÉ है cè कि ÉÊBÉE आप +ÉÉ{É आईआईटी +ÉÉ<Ç+ÉÉ<Ç]ÉÒ खोल JÉÉäãÉ देंगे nåMÉä और +ÉÉè® उसमें =ºÉàÉå बच्चे ¤ÉSSÉä पढ़ेंगे {ÉfÃåMÉä? एक ABÉE आईआईटी +ÉÉ<Ç+ÉÉ<Ç]ÉÒ की BÉEÉÒ स्थापना ºlÉÉ{ÉxÉÉ में àÉå 707 करोड़ BÉE®Éä½ रुपयों âó{ɪÉÉå का BÉEÉ खर्चा JÉSÉÉÇ आएगा +ÉÉAMÉÉ और +ÉÉè® आप +ÉÉ{É मात्र àÉÉjÉ 50 करोड़ BÉE®Éä½ रुपया âó{ɪÉÉ दे nä रहे ®cä हैं। cé* क्या BÉDªÉÉ इतने <iÉxÉä पैसे {ÉèºÉä से ºÉä आईआईटीज +ÉÉ<Ç+ÉÉ<Ç]ÉÒVÉ की BÉEÉÒ स्थापना ºlÉÉ{ÉxÉÉ संभव ºÉÆ£É´É हो cÉä सकती ºÉBÉEiÉÉÒ है cè? मंत्री àÉÆjÉÉÒ जी VÉÉÒ का BÉEÉ और +ÉÉè® प्रधान |ÉvÉÉxÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ को BÉEÉä इस <ºÉ बारे ¤ÉÉ®ä में àÉå विचार ÉÊ´ÉSÉÉ® करना BÉE®xÉÉ चाहिए। SÉÉÉÊcA* हम càÉ अधिक +ÉÉÊvÉBÉE से ºÉä अधिक +ÉÉÊvÉBÉE राशि ®ÉÉ榃 आबंटित +ÉɤÉÆÉÊ]iÉ करेंगे, BÉE®åMÉä, तभी iÉ£ÉÉÒ प्रधानमंत्री |ÉvÉÉxÉàÉÆjÉÉÒ जी VÉÉÒ ने xÉä और +ÉÉè® यूपीए ªÉÚ{ÉÉÒA की BÉEÉÒ सरकार ºÉ®BÉEÉ® ने xÉä जो VÉÉä सपना ºÉ{ÉxÉÉ देखा näJÉÉ है, cè, वह ´Éc पूरा {ÉÚ®É हो cÉä पाएगा। {ÉÉAMÉÉ* अगर +ÉMÉ® इस <ºÉ काम BÉEÉàÉ को BÉEÉä इतने <iÉxÉä पैसे {ÉèºÉä से ºÉä करेंगे, BÉE®åMÉä, तो iÉÉä जिस ÉÊVÉºÉ काम BÉEÉàÉ को BÉEÉä पांच {ÉÉÆSÉ साल ºÉÉãÉ लगने ãÉMÉxÉä हैं, cé, उसे =ºÉä करने BÉE®xÉä में àÉå 15-20 साल ºÉÉãÉ लगेंगे। ãÉMÉåMÉä* अगर +ÉMÉ® आप +ÉÉ{É चाहते SÉÉciÉä हैं cé कि ÉÊBÉE केंद्रीय BÉEåpÉÒªÉ विश्वविद्यालय, Éʴɶ´ÉÉÊ´ÉtÉÉãɪÉ, आईआईटी +ÉÉ<Ç+ÉÉ<Ç]ÉÒ और +ÉÉè® आईआईएम +ÉÉ<Ç+ÉÉ<ÇAàÉ के BÉEä माध्यम àÉÉvªÉàÉ से ºÉä शिक्षा ÉʶÉFÉÉ ग्रहण OÉchÉ करके BÉE®BÉEä हमारे càÉÉ®ä बच्चे ¤ÉSSÉä क्वालिटी BÉD´ÉÉÉÊãÉ]ÉÒ और +ÉÉè® क्वांटिटी BÉD´ÉÉÆÉÊ]]ÉÒ से ºÉä हमारे càÉÉ®ä देश nä¶É के BÉEä विकास ÉÊ´ÉBÉEÉºÉ में àÉå अपना +É{ÉxÉÉ योगदान ªÉÉäMÉnÉxÉ दें, nå, तो iÉÉä इस <ºÉ राशि ®ÉÉ榃 को BÉEÉä बढ़ाने ¤ÉfÃÉxÉä की BÉEÉÒ आवश्यकता +ÉɴɶªÉBÉEiÉÉ है। cè*           महोदय, àÉcÉänªÉ, मैं àÉé निवेदन ÉÊxÉ´ÉänxÉ कर BÉE® रहा ®cÉ हूं cÚÆ कि ÉÊBÉE हमारे càÉÉ®ä देश nä¶É में àÉå 32 से ºÉä 33 प्रतिशत |ÉÉÊiɶÉiÉ लोग ãÉÉäMÉ गरीबी MÉ®ÉÒ¤ÉÉÒ की BÉEÉÒ रेखा ®äJÉÉ से ºÉä नीचे xÉÉÒSÉä अपनी +É{ÉxÉÉÒ गुजर MÉÖVÉ®- बसर ¤ÉºÉ® करते BÉE®iÉä हैं। cé* वे ´Éä अपने +É{ÉxÉä बच्चों ¤ÉSSÉÉå की BÉEÉÒ शिक्षा ÉʶÉFÉÉ को BÉEÉä अफोर्ड +É{ÉEÉäbÇ नहीं xÉcÉÓ कर BÉE® सकते ºÉBÉEiÉä हैं। cé* मुझे àÉÖZÉä जानकारी VÉÉxÉBÉEÉ®ÉÒ मिली ÉÊàÉãÉÉÒ है cè कि ÉÊBÉE अब +É¤É शिक्षा ÉʶÉFÉÉ और +ÉÉè® महंगी àÉcÆMÉÉÒ होने cÉäxÉä जा VÉÉ रही ®cÉÒ है, cè, बच्चों ¤ÉSSÉÉå की BÉEÉÒ फीस {ÉEÉÒºÉ दुगुनी nÖMÉÖxÉÉÒ होने cÉäxÉä वाली ´ÉÉãÉÉÒ है। cè* आम +ÉÉàÉ आदमी +ÉÉnàÉÉÒ इतनी <iÉxÉÉÒ ज्यादा VªÉÉnÉ फीस {ÉEÉÒºÉ कैसे BÉEèºÉä दे nä पाएगा। {ÉÉAMÉÉ* बहुत ¤ÉcÖiÉ से ºÉä अभिभावक +ÉÉʣɣÉÉ´ÉBÉE हैं, cé, जो VÉÉä अपने +É{ÉxÉä बच्चों ¤ÉSSÉÉå को BÉEÉä दो nÉä वक्त ´ÉBÉDiÉ की BÉEÉÒ रोटी ®Éä]ÉÒ भी £ÉÉÒ मुहैया àÉÖcèªÉÉ करवाने BÉE®´ÉÉxÉä में àÉå असमर्थ +ɺÉàÉlÉÇ हैं, cé, वे ´Éä कैसे BÉEèºÉä दुगुनी nÖMÉÖxÉÉÒ फीस {ÉEÉÒºÉ को BÉEÉä वहन ´ÉcxÉ कर BÉE® पाएंगे {ÉÉAÆMÉä? इससे <ºÉºÉä हर c® बच्चे ¤ÉSSÉä को BÉEÉä शिक्षित ÉʶÉÉÊFÉiÉ करने BÉE®xÉä में àÉå व्यवधान BªÉ´ÉvÉÉxÉ उत्पन्न =i{ÉxxÉ हो cÉä सकता ºÉBÉEiÉÉ है। cè* मैं àÉé मंत्री àÉÆjÉÉÒ जी VÉÉÒ का BÉEÉ ध्यान vªÉÉxÉ आकर्षित +ÉÉBÉEÉÌ­ÉiÉ करना BÉE®xÉÉ चाहूंगा SÉÉcÚÆMÉÉ कि ÉÊBÉE आज +ÉÉVÉ स्थिति ÉκlÉÉÊiÉ यह ªÉc है cè कि ÉÊBÉE विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ और +ÉÉè® महाविद्यालयों àÉcÉÉÊ´ÉtÉÉãɪÉÉå में àÉå पढ़ाने {ÉfÃÉxÉä वाले ´ÉÉãÉä जो VÉÉä टीचर ]ÉÒSÉ® हैं, cé, वे ´Éä अपना +É{ÉxÉÉ निजी ÉÊxÉVÉÉÒ कोचिंग BÉEÉäÉËSÉMÉ सैंटर ºÉé]® खोल JÉÉäãÉ कर BÉE® अपना +É{ÉxÉÉ अलग +ÉãÉMÉ व्यवसाय BªÉ´ÉºÉÉªÉ कर BÉE® रहे ®cä हैं। cé* देश nä¶É में àÉå बड़े ¤É½ä पैमाने {ÉèàÉÉxÉä पर {É® टीचर्स ]ÉÒSɺÉÇ द्वारा uÉ®É अपने +É{ÉxÉä निजी ÉÊxÉVÉÉÒ कोचिंग BÉEÉäÉËSÉMÉ सैंटर्स ºÉé]ºÉÇ चलाए SÉãÉÉA जा VÉÉ रहे ®cä हैं। cé* कालेज BÉEÉãÉäVÉ का BÉEÉ टीचर ]ÉÒSÉ® कालेज BÉEÉãÉäVÉ से ºÉä अनुपस्थित +ÉxÉÖ{ÉÉκlÉiÉ हो cÉä कर BÉE® अपने +É{ÉxÉä कोचिंग BÉEÉäÉËSÉMÉ सैंटर ºÉé]® में àÉå बच्चों ¤ÉSSÉÉå को BÉEÉä पढ़ाता {ÉfÃÉiÉÉ है। cè* जिनके ÉÊVÉxÉBÉEä अभिभावक +ÉÉʣɣÉÉ´ÉBÉE अपने +É{ÉxÉä बच्चों ¤ÉSSÉÉå को BÉEÉä उन =xÉ कोचिंग BÉEÉäÉËSÉMÉ सैंटर्स ºÉé]ºÉÇ में àÉå पढ़ा {ÉfÃÉ सकते ºÉBÉEiÉä हैं, cé, उनके =xÉBÉEä बच्चे ¤ÉSSÉä बाहर ¤ÉÉc® पढ़ {Éfà कर BÉE® लाभ ãÉÉ£É उठा =~É लेते ãÉäiÉä हैं, cé, लेकिन ãÉäÉÊBÉExÉ जिनके ÉÊVÉxÉBÉEä माँ àÉÉÄ- बाप ¤ÉÉ{É अपने +É{ÉxÉä बच्चों ¤ÉSSÉÉå को BÉEÉä वहां ´ÉcÉÆ भेजने £ÉäVÉxÉä में àÉå असमर्थ +ɺÉàÉlÉÇ हैं, cé, उनके =xÉBÉEä बच्चों ¤ÉSSÉÉå को BÉEÉä अच्छी +ÉSUÉÒ शिक्षा ÉʶÉFÉÉ नहीं xÉcÉÓ मिल ÉÊàÉãÉ पाती {ÉÉiÉÉÒ है, cè, क्योंकि BÉDªÉÉåÉÊBÉE टीचर्स ]ÉÒSɺÉÇ सरकारी ºÉ®BÉEÉ®ÉÒ संस्थाओं ºÉƺlÉÉ+ÉÉäÆ में àÉå बच्चों ¤ÉSSÉÉå को BÉEÉä अच्छे +ÉSUä ढंग fÆMÉ से ºÉä नहीं xÉcÉÓ पढ़ाते {ÉfÃÉiÉä हैं। cé* इस <ºÉ वजह ´ÉVÉc से ºÉä गरीब MÉ®ÉÒ¤É के BÉEä बच्चों ¤ÉSSÉÉå को BÉEÉä जो VÉÉä क्वालिटी BÉD´ÉÉÉÊãÉ]ÉÒ शिक्षा ÉʶÉFÉÉ मिलनी ÉÊàÉãÉxÉÉÒ चाहिए, SÉÉÉÊcA, वह ´Éc नहीं xÉcÉÓ मिल ÉÊàÉãÉ पाती {ÉÉiÉÉÒ है। cè* मैं àÉé आपसे +ÉÉ{ɺÉä निवेदन ÉÊxÉ´ÉänxÉ करना BÉE®xÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE आप +ÉÉ{É इस <ºÉ प्रकार |ÉBÉEÉ® की BÉEÉÒ परिपाटी {ÉÉÊ®{ÉÉ]ÉÒ पर {É® अंकुश +ÉÆBÉÖE¶É लगाने ãÉMÉÉxÉä का BÉEÉ काम BÉEÉàÉ करें BÉE®å और +ÉÉè® ऐसा AäºÉÉ कानून BÉEÉxÉÚxÉ बनाने ¤ÉxÉÉxÉä का BÉEÉ प्रावधान |ÉÉ´ÉvÉÉxÉ करें BÉE®å कि ÉÊBÉE सरकारी ºÉ®BÉEÉ®ÉÒ संस्थानों ºÉƺlÉÉxÉÉå में àÉå पढ़ाने {ÉfÃÉxÉä वाले ´ÉÉãÉä टीचर्स ]ÉÒSɺÉÇ अपने +É{ÉxÉä निजी ÉÊxÉVÉÉÒ संस्थाओं ºÉƺlÉÉ+ÉÉäÆ में àÉå न xÉ पढ़ा {ÉfÃÉ सकें। ºÉBÉEå* एम्स AàºÉ सरकारी ºÉ®BÉEÉ®ÉÒ अस्पताल +ɺ{ÉiÉÉãÉ में àÉå ऐसा AäºÉÉ प्रावधान |ÉÉ´ÉvÉÉxÉ है cè कि ÉÊBÉE वहां ´ÉcÉÆ के BÉEä डाक्टर्स bÉBÉD]ºÉÇ अपनी +É{ÉxÉÉÒ निजी ÉÊxÉVÉÉÒ प्रेक्टिस |ÉäÉÎBÉD]ºÉ नहीं xÉcÉÓ कर BÉE® सकते ºÉBÉEiÉä हैं। cé* ऐसा AäºÉÉ ही cÉÒ शिक्षा ÉʶÉFÉÉ के BÉEä क्षेत्र FÉäjÉ में àÉå भी £ÉÉÒ होना cÉäxÉÉ चाहिए। SÉÉÉÊcA* अगर +ÉMÉ® हम càÉ ऐसे AäºÉä नहीं xÉcÉÓ करेंगे, BÉE®åMÉä, तो iÉÉä मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE देश nä¶É के BÉEä नौजवानों xÉÉèVÉ´ÉÉxÉÉå के BÉEä साथ ºÉÉlÉ और +ÉÉè® बच्चों ¤ÉSSÉÉå के BÉEä भविष्य £ÉÉÊ´É­ªÉ के BÉEä साथ ºÉÉlÉ खिलवाड़ ÉÊJÉãÉ´Éɽ होगा। cÉäMÉÉ*[I103]  (r3/1725/sk-san [r104]   )              मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE आपने +ÉÉ{ÉxÉä बच्चों ¤ÉSSÉÉå की BÉEÉÒ हायर cɪɮ एजुकेशन, AVÉÖBÉEä¶ÉxÉ, बाहर ¤ÉÉc® जाकर VÉÉBÉE® पढ़ने {ÉfÃxÉä और +ÉÉè® टेक्नीकल ]äBÉDxÉÉÒBÉEãÉ संस्थानों ºÉƺlÉÉxÉÉå में àÉå गरीब MÉ®ÉÒ¤É बच्चों ¤ÉSSÉÉå के BÉEä पढ़ने {ÉfÃxÉä के BÉEä लिए ÉÊãÉA बैंकों ¤ÉéBÉEÉå के BÉEä माध्यम àÉÉvªÉàÉ से ºÉä ऋण jÉ@hÉ उपलब्ध ={ÉãɤvÉ कराने BÉE®ÉxÉä का BÉEÉ काम BÉEÉàÉ किया ÉÊBÉEªÉÉ है cè और +ÉÉè® पैसे {ÉèºÉä में àÉå बढ़ोत्तरी ¤ÉfÃÉäkÉ®ÉÒ भी £ÉÉÒ की BÉEÉÒ है। cè* यह ªÉc बहुत ¤ÉcÖiÉ अच्छा +ÉSUÉ कदम BÉEnàÉ है। cè* वर्ष ´É­ÉÇ 2003-04 में àÉå 4550 करोड़ BÉE®Éä½ रुपए âó{ÉA दिए ÉÊnA गए MÉA थे, lÉä, 2005-06 में àÉå 10 , ,000 करोड़ BÉE®Éä½ रुपए âó{ÉA बढ़ाए ¤ÉfÃÉA हैं cé और +ÉÉè® इससे <ºÉºÉä लाभ ãÉÉ£É हुआ cÖ+ÉÉ है। cè* मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE यह ªÉc बहुत ¤ÉcÖiÉ अच्छा +ÉSUÉ काम BÉEÉàÉ किया ÉÊBÉEªÉÉ है cè लेकिन ãÉäÉÊBÉExÉ इसमें <ºÉàÉå कुछ BÉÖEU और +ÉÉè® भी £ÉÉÒ करने BÉE®xÉä की BÉEÉÒ जरूरत VÉ°ô®iÉ है। cè* मैं àÉé माननीय àÉÉxÉxÉÉÒªÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ का BÉEÉ ध्यान vªÉÉxÉ आकृष्ट +ÉÉBÉßE­] करना BÉE®xÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE हम càÉ हायर cɪɮ एजुकेशन AVÉÖBÉEä¶ÉxÉ दे nä रहे ®cä हैं cé और +ÉÉè® मात्र àÉÉjÉ 5000 छात्र UÉjÉ पीएचडी {ÉÉÒASÉbÉÒ कर BÉE® पाते {ÉÉiÉä हैं cé जबकि VɤÉÉÊBÉE पड़ोसी {ɽÉäºÉÉÒ देश nä¶É चीन, SÉÉÒxÉ, जिसे ÉÊVɺÉä हमसे càɺÉä बाद ¤ÉÉn में àÉå आजादी +ÉÉVÉÉnÉÒ मिली ÉÊàÉãÉÉÒ थी, lÉÉÒ, हर c® साल ºÉÉãÉ 25 , ,0000 छात्र UÉjÉ पीएचडी {ÉÉÒASÉbÉÒ कर BÉE® लेते ãÉäiÉä हैं cé और +ÉÉè® अमेरिका +ÉàÉäÉÊ®BÉEÉ में àÉå 35 , ,000 छात्र UÉjÉ पीएचडी {ÉÉÒASÉbÉÒ कर BÉE® लेते ãÉäiÉä हैं। cé* मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ इस <ºÉ स्टैंडर्ड º]ébbÇ को BÉEÉä और +ÉÉè® बढ़ाना ¤ÉfÃÉxÉÉ होगा cÉäMÉÉ क्योंकि BÉDªÉÉåÉÊBÉE 5000 नाकाफी xÉÉBÉEÉ{ÉEÉÒ है। cè* इस <ºÉ संबंध ºÉƤÉÆvÉ में àÉå और +ÉÉè® ज्यादा VªÉÉnÉ व्यवस्था BªÉ´ÉºlÉÉ करने BÉE®xÉä की BÉEÉÒ आवश्यकता +ÉɴɶªÉBÉEiÉÉ है। cè* अगर +ÉMÉ® हम càÉ ऐसा AäºÉÉ करेंगे BÉE®åMÉä तभी iÉ£ÉÉÒ दूसरों nںɮÉå देशों nä¶ÉÉå से ºÉä मुकाबला àÉÖBÉEɤÉãÉÉ कर BÉE® सकेंगे। ºÉBÉEåMÉä* अब +É¤É तो iÉÉä हमारा càÉÉ®É कम्पीटिशन BÉEà{ÉÉÒÉÊ]¶ÉxÉ दुनिया nÖÉÊxɪÉÉ से ºÉä हो cÉä गया MɪÉÉ है cè इसलिए <ºÉÉÊãÉA इस <ºÉ पर {É® ध्यान vªÉÉxÉ देने näxÉä की BÉEÉÒ जरूरत VÉ°ô®iÉ है। cè* अगर +ÉMÉ® ऐसा AäºÉÉ नहीं xÉcÉÓ होगा cÉäMÉÉ तो iÉÉä आपका +ÉÉ{ÉBÉEÉ सपना ºÉ{ÉxÉÉ अधूरा +ÉvÉÚ®É रह ®c जाएगा VÉÉAMÉÉ और +ÉÉè® आप +ÉÉ{É अपने +É{ÉxÉä प्रयासों |ɪÉɺÉÉå से ºÉä अच्छा +ÉSUÉ काम BÉEÉàÉ नहीं xÉcÉÓ कर BÉE® पाएंगे। {ÉÉAÆMÉä*           मैं àÉé मंत्री àÉÆjÉÉÒ जी VÉÉÒ से ºÉä निवेदन ÉÊxÉ´ÉänxÉ करना BÉE®xÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE आपने +ÉÉ{ÉxÉä बिहार ÉʤÉcÉ® में àÉå केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ बनाने ¤ÉxÉÉxÉä का BÉEÉ निर्णय ÉÊxÉhÉÇªÉ लिया ÉÊãɪÉÉ है। cè* मैं àÉé आपका +ÉÉ{ÉBÉEÉ ध्यान vªÉÉxÉ आकृष्ट +ÉÉBÉßE­] करना BÉE®xÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ है cè और +ÉÉè® बिहार ÉʤÉcÉ® की BÉEÉÒ आवाम +ÉÉ´ÉÉàÉ बहुत ¤ÉcÖiÉ दिनों ÉÊnxÉÉå से ºÉä मांग àÉÉÆMÉ कर BÉE® रही ®cÉÒ है cè कि ÉÊBÉE पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ को BÉEÉä ही cÉÒ केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ बनाया ¤ÉxÉɪÉÉ जाए। VÉÉA* लेकिन ãÉäÉÊBÉExÉ आज +ÉÉVÉ तक iÉBÉE इस <ºÉ तरफ iÉ®{ÉE ध्यान vªÉÉxÉ नहीं xÉcÉÓ दिया ÉÊnªÉÉ गया MɪÉÉ है। cè* कई BÉE<Ç बार ¤ÉÉ® माननीय àÉÉxÉxÉÉÒªÉ मंत्री àÉÆjÉÉÒ ने xÉä स्वयं º´ÉªÉÆ इसी <ºÉÉÒ सदन ºÉnxÉ में àÉå आश्वासन +Éɶ´ÉɺÉxÉ दिया ÉÊnªÉÉ कि ÉÊBÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ बना ¤ÉxÉÉ रहे ®cä हैं। cé* यह ªÉc अच्छा +ÉSUÉ कदम BÉEnàÉ है cè लेकिन ãÉäÉÊBÉExÉ केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यायल Éʴɶ´ÉÉÊ´ÉtÉɪÉãÉ में àÉå पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ को BÉEÉä नहीं xÉcÉÓ ले ãÉä रहे ®cä हैं cé इसलिए <ºÉÉÊãÉA हमने càÉxÉä यह ªÉc मांग àÉÉÆMÉ की BÉEÉÒ है cè क्योंकि BÉDªÉÉåÉÊBÉE पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ में àÉå पर्याप्त {ɪÉÉÇ{iÉ जगह VÉMÉc भी £ÉÉÒ है। cè* आपको +ÉÉ{ÉBÉEÉä केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ के BÉEä लिए ÉÊãÉA लगभग ãÉMÉ£ÉMÉ 300-400 एकड़ ABÉE½ जमीन VÉàÉÉÒxÉ चाहिए SÉÉÉÊcA जो VÉÉä ऑलरेडी +ÉÉìãÉ®äbÉÒ पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ में àÉå है। cè* यह ªÉc सब ºÉ¤É कन्डीशन BÉExbÉÒ¶ÉxÉ पूरी {ÉÚ®ÉÒ करता BÉE®iÉÉ है। cè* यह ªÉc देश nä¶É को BÉEÉä सबसे ºÉ¤ÉºÉä पुराना {ÉÖ®ÉxÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ है। cè* देश nä¶É के BÉEä सब ºÉ¤É विश्वविद्यालयों Éʴɶ´ÉÉÊ´ÉtÉÉãɪÉÉå में àÉå पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ एक ABÉE ऐसा AäºÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ है cè जो VÉÉä 1917 में àÉå स्थापित ºlÉÉÉÊ{ÉiÉ हुआ cÖ+ÉÉ था। lÉÉ* इसका <ºÉBÉEÉ अपना +É{ÉxÉÉ स्टेटस º]ä]ºÉ है। cè* वर्ष ´É­ÉÇ 1955 तक iÉBÉE नेपाल xÉä{ÉÉãÉ के BÉEä छात्र UÉjÉ पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ में àÉå शिक्षा ÉʶÉFÉÉ ग्रहण OÉchÉ करते BÉE®iÉä थे। lÉä* यही ªÉcÉÒ नहीं xÉcÉÓ आज +ÉÉVÉ भी £ÉÉÒ पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ में àÉå थाईलैण्ड, lÉÉ<ÇãÉèhb, जापान, VÉÉ{ÉÉxÉ, श्रीलंका gÉÉÒãÉÆBÉEÉ और +ÉÉè® अफ्रीका +É|ÉEÉÒBÉEÉ जैसे VÉèºÉä विदेशी ÉÊ´Énä¶ÉÉÒ देशों nä¶ÉÉå के BÉEä लिए ÉÊãÉA पांच {ÉÉÆSÉ परसेंट {É®ºÉå] आरक्षण +ÉÉ®FÉhÉ की BÉEÉÒ व्यवस्था BªÉ´ÉºlÉÉ है। cè* वहां ´ÉcÉÆ अच्छा +ÉSUÉ माहौल àÉÉcÉèãÉ है cè और +ÉÉè® इसकी <ºÉBÉEÉÒ ख्याति JªÉÉÉÊiÉ भी £ÉÉÒ है। cè* यहां ªÉcÉÆ 300 एकड़ ABÉE½ जमीन VÉàÉÉÒxÉ है cè और +ÉÉè® इस <ºÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ की BÉEÉÒ एक ABÉE कंडीशन BÉEÆbÉÒ¶ÉxÉ है cè जिसमें ÉÊVɺÉàÉå 80 परसेंट {É®ºÉå] छात्रों UÉjÉÉå की BÉEÉÒ कैम्पस BÉEèà{ÉºÉ में àÉå रहने ®cxÉä की BÉEÉÒ व्यवस्था BªÉ´ÉºlÉÉ है। cè* मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ के BÉEä लिए ÉÊãÉA जो VÉÉä मापदंड àÉÉ{ÉnÆb है, cè, यह ªÉc इसे <ºÉä पूरा {ÉÚ®É करता BÉE®iÉÉ है। cè* पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ में àÉå मेडिकल àÉäÉÊbBÉEãÉ स्टडी, º]bÉÒ, लॉ ãÉÉì स्टडी, º]bÉÒ, टीचर्स ]ÉÒSɺÉÇ ट्रेनिंग ]ÅäÉËxÉMÉ और +ÉÉè® पारंपरिक {ÉÉ®Æ{ÉÉÊ®BÉE विषयों ÉʴɭɪÉÉå के BÉEä साथ ºÉÉlÉ 32 व्यावसायिक BªÉɴɺÉÉÉʪÉBÉE कोर्स BÉEÉäºÉÇ की BÉEÉÒ पढ़ाई {ÉfÃÉ<Ç होती cÉäiÉÉÒ है। cè* इसका <ºÉBÉEÉ एकेडमिक ABÉEäbÉÊàÉBÉE स्टैंडर्ड º]ébbÇ कम BÉEàÉ नहीं xÉcÉÓ है, cè, यह ªÉc केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ के BÉEä समानांतर ºÉàÉÉxÉÉÆiÉ® है। cè* यहां ªÉcÉÆ के BÉEä सैंकड़ों ºÉéBÉE½Éå शिक्षकों ÉʶÉFÉBÉEÉå और +ÉÉè® विद्यार्थियों ÉÊ´ÉtÉÉÉÌlɪÉÉå ने xÉä दुनिया nÖÉÊxɪÉÉ भर £É® में àÉå ख्याति JªÉÉÉÊiÉ प्राप्त |ÉÉ{iÉ की BÉEÉÒ है। cè* माननीय àÉÉxÉxÉÉÒªÉ मंत्री àÉÆjÉÉÒ जी, VÉÉÒ, आप +ÉÉ{É इसे <ºÉä बिहार ÉʤÉcÉ® के BÉEä लोगों ãÉÉäMÉÉå की BÉEÉÒ फीलिंग्स {ÉEÉÒÉËãÉMºÉ के BÉEä अनुसार +ÉxÉÖºÉÉ® देखें näJÉå और +ÉÉè® पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ को BÉEÉä केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ बनाने ¤ÉxÉÉxÉä का BÉEÉ काम BÉEÉàÉ करें, BÉE®å, आपका +ÉÉ{ÉBÉEÉ बहुत ¤ÉcÖiÉ बड़ा ¤É½É उपकार ={ÉBÉEÉ® होगा। cÉäMÉÉ*           सभापति ºÉ£ÉÉ{ÉÉÊiÉ जी, VÉÉÒ, आप +ÉÉ{É बार ¤ÉÉ®- बार ¤ÉÉ® घंटी PÉÆ]ÉÒ बजा ¤ÉVÉÉ रहे ®cä हैं cé इसलिए <ºÉÉÊãÉA मैं àÉé ज्यादा VªÉÉnÉ वक्त ´ÉBÉDiÉ न xÉ लेते ãÉäiÉä हुए cÖA एक ABÉE बात ¤ÉÉiÉ इस <ºÉ विश्वास Éʴɶ´ÉÉºÉ के BÉEä साथ ºÉÉlÉ कहना BÉEcxÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE हमारी càÉÉ®ÉÒ फीलिंग्स {ÉEÉÒÉËãÉMºÉ इसके <ºÉBÉEä साथ ºÉÉlÉ हैं। cé* डा. bÉ. राजेन्द्र ®ÉVÉäxp प्रसाद |ɺÉÉn यहां ªÉcÉÆ के BÉEä विद्यार्थी ÉÊ´ÉtÉÉlÉÉÔ रह ®c चुके SÉÖBÉEä हैं। cé* श्री gÉÉÒ लालू ãÉÉãÉÚ प्रसाद |ɺÉÉn जी VÉÉÒ यहां ªÉcÉÆ के BÉEä विद्यार्थी ÉÊ´ÉtÉÉlÉÉÔ रह ®c चुके SÉÖBÉEä हैं cé और +ÉÉè® अनेक +ÉxÉäBÉE राजनेता ®ÉVÉxÉäiÉÉ और +ÉÉè® साइंटिस्ट ºÉÉ<ÆÉÊ]º] यहां ªÉcÉÆ पढ़ाई {ÉfÃÉ<Ç कर BÉE® चुके SÉÖBÉEä हैं। cé* वहां ´ÉcÉÆ के BÉEä कर्मचारी BÉEàÉÇSÉÉ®ÉÒ और +ÉÉè® टीचर्स ]ÉÒSɺÉÇ एजिटेशन AÉÊVÉ]ä¶ÉxÉ कर BÉE® रहे ®cä हैं। cé*[r105]  (s3/1730/bks-ak [b106]   )           इसलिए <ºÉÉÊãÉA अंत +ÉÆiÉ में àÉå मेरा àÉä®É निवेदन ÉÊxÉ´ÉänxÉ है cè कि ÉÊBÉE पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ को BÉEÉä केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ का BÉEÉ दर्जा nVÉÉÇ दीजिए nÉÒÉÊVÉA और +ÉÉè® बिहार ÉʤÉcÉ® की BÉEÉÒ अवाम +É´ÉÉàÉ और +ÉÉè® पटना {É]xÉÉ की BÉEÉÒ जनता VÉxÉiÉÉ की BÉEÉÒ जो VÉÉä मांग àÉÉÆMÉ रही ®cÉÒ है, cè, उसे =ºÉä पूरा {ÉÚ®É करने BÉE®xÉä का BÉEÉ काम BÉEÉàÉ कीजिए। BÉEÉÒÉÊVÉA* इन्हीं <xcÉÓ चंद SÉÆn शब्दों ¶É¤nÉå के BÉEä साथ ºÉÉlÉ और +ÉÉè® विश्वास Éʴɶ´ÉÉºÉ के BÉEä साथ ºÉÉlÉ मैं àÉé कहना BÉEcxÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE निश्चित ÉÊxÉÉζSÉiÉ रूप °ô{É से ºÉä आप +ÉÉ{É केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ उत्कृष्ट =iBÉßE­] बनाइये, ¤ÉxÉÉ<ªÉä, इन्हें <xcå अधिक +ÉÉÊvÉBÉE से ºÉä अधिक +ÉÉÊvÉBÉE राशि ®ÉÉ榃 दीजिए nÉÒÉÊVÉA और +ÉÉè® भारत £ÉÉ®iÉ की BÉEÉÒ जो VÉÉä अवाम, +É´ÉÉàÉ, बुद्धिजीवी ¤ÉÖÉÊrVÉÉÒ´ÉÉÒ और +ÉÉè® नौजवान xÉÉèVÉ´ÉÉxÉ हैं, cé, उन्हें =xcå उत्कृष्ट =iBÉßE­] शिक्षा ÉʶÉFÉÉ देकर näBÉE® देश nä¶É और +ÉÉè® दुनिया nÖÉÊxɪÉÉ में àÉå कम्पीट BÉEà{ÉÉÒ] करने BÉE®xÉä का BÉEÉ मौका àÉÉèBÉEÉ दीजिए। nÉÒÉÊVÉA* आपने +ÉÉ{ÉxÉä मुझे àÉÖZÉä बोलने ¤ÉÉäãÉxÉä का BÉEÉ मौका àÉÉèBÉEÉ दिया, ÉÊnªÉÉ, इसके <ºÉBÉEä लिए ÉÊãÉA मैं àÉé आपको +ÉÉ{ÉBÉEÉä धन्यवाद vÉxªÉ´ÉÉn देता näiÉÉ हूं। cÚÆ* (<ÉÊiÉ)     1731 hours SHRI B. MAHTAB (CUTTACK): Mr. Chairman, Sir, at the outset I should thank the hon. Minister for bringing this Bill to this House after it has been passed in the Rajya Sabha. Though the pursuit is very grand, yet the scope has been very limited. Hence, some Members have said that this Bill has a very limited purpose. But, I believe, that though it may appear to be very limited relating to the functioning of certain Central Universities and submission of audited accounts and their Annual Report, yet it has a larger scope to develop our Central Universities and to look into the functioning of our Central Universities, which we have in our country.

          This Bill will empower the Parliament and our Standing Committee -- which looks after higher education, namely, Human Resource Development -- to go into the Annual Reports and the audited accounts, which was not possible earlier. I do not know, but for some historical reason certain Universities were not submitting these reports and their audited accounts to the Parliament. All these Universities were being financed by the UGC, and it was anticipated that these higher educational institutions will excel and will function in a better way and there will not be any cause for the Parliament to intervene.

          For historical reason, the Banaras Hindu University was established in 1915; the Delhi University was established in 1922; the Jawaharlal Nehru University was established in 1966; the North-Eastern Hill University was established in 1973; and the University of Hyderabad was established in 1974, and these Universities were not submitting their Annual Reports nor the audited accounts. After this amendment is passed by this House and made into a law, these five Central Universities will lay their Annual Reports and audited accounts before both the Houses of Parliament. This is the limited idea of this Bill, and there is no doubt about it. But while we deliberate on this subject on higher education of Central Universities, what is the position today in our country? Today, India has 20 Central Universities, and 18 are funded by the UGC that are spread over nine States, Delhi and Puducherry.

          Recently, after the National Knowledge Commission came out with a Report, the Prime Minister had made a very forthcoming declaration that the Government plans to setup 30 Universities across the country. There will be a Central University in every State, that is, those States that do not have any Central University will have one. It means that one Central University in 16 States, and around 14 new Central Universities that will come up in those States where land will be provided free.[r107]  (t3/1735/sh-hcb) [r108]   Orissa has the misfortune of not having any Central University. We have been demanding before the Central Government that the criteria that have been fixed to put up a Central University should take up those areas where higher education percentage is low and where students are migrating to other States to get higher education, whose number is very large. In that respect, Orissa is one. A number of students migrate to Allahabad , (Benaras ), Hyderabad, Mumbai, and even to Chennai, Bangalore; they go to get higher education not only in humanities and science faculties, but also in technical education. A number of Oriya boys also move abroad to get educated in higher education. So, there is a necessity and also because Orissa has a larger concentration of Scheduled Tribes, a special University should be set up to keep their customs and traditions in view, which can be part of a curriculum, and it should be not an identical Central University like JNU or Delhi University. It should be specified for specific region keeping the local people in view, the indigenous people in view. In that respect, the Central University should come up. It is not multiplying or duplicating Central Universities, but we should have better Universities which should cater to the indigenous interests of those areas.

          I would like to know what is happening to this new idea which the Prime Minister had floated of setting up Central Universities in 16 States; around 14 States have already declared to give free land. Has any progress been made? Do you have any funds? What is the time plan, I would like to know, on this aspect.

          Here, I am reminded of our former President Dr. A.P.J. Abdul Kalam, who has rightly observed and I quote:

“Empowerment of higher education is the need of the hour. Higher education needs to be empowered as this alone can lead to sustainable social, economic and political development of society with some equity.”             Why I am quoting this is that certain sections, I should not say it is a general one, of the policy-makers think that investment in higher education is not required. They consider the expenditure on higher education as unproductive, and Universities should be asked to generate their own funds even to meet their day to day expenditure. I am sure, our Minister does not subscribe to this view. We also demand that more funds should be provided through Plan for higher education. In a country like ours, funding is required for higher education. Funding also is required and more stress should be given for primary education and for elementary education. We are not in such a state today that the Universities can generate their own funds to run higher education.

          We have a University in my constituency, in my hometown, where from Mr. Panda also hails and who, at one point of time, was the President of the Students Union. It is a Unitary University named Ravenshaw Unitary University. But what is the position today? It has been enacted and a law has been framed and it is a Unitary University. We proudly say that anyone who is someone in Orissa is a Rawenshawian, and it has completed more than 130 years. It has been converted to a University in the last three two to three five  years. But the financial position of that University is so precarious that it is very difficult to maintain their own buildings, what to talk of excelling in education. [r109]  (u3/1740/kmr/mm) [KMR110]   But what is the situation today in the country? We have certain universities which are unable to sustain themselves annually. They get hardly Rs.20 crore to Rs.30 crore from UGC. At the same time we have universities which have a deposit of more than Rs.300 crore. Pune University, for instance, has a deposit of Rs.300 crore. Mumbai University, for instance, is investing in shares. This is the position.

          In our country I would say education is one of the most powerful instruments for imparting knowledge, developing skills and inculcating proper attitude and value towards life and society. Despite globalisation, liberalisation and privatisation, higher education has remained by and large rudimentary and scientifically unplanned with little emphasis on acquisition of optimum knowledge and skills.

          In our country, higher education provides access to only eight per cent of the youth in the age group of 18 to 23 years. Growth of employment in the private sector has increased from 1.24 per cent in 1991-92 to around three per cent in 2001-02 as against the public sector recording a fall from 1.5 per cent to a negative of 0.2 per cent. According to the Human Development Report for 2007, our country ranks 128 in the list of 177 countries of world covered by the survey. This is the socioeconomic backbone.

          A developing country like India needs a policy of taking up self-employment and entrepreneurial career to the challenges of growing unemployment. Therefore, there is a need to pump in more funds to universities including Central universities.  Financing the universities is a major challenge today. Our attitude towards educational institutions is influenced by our perception of the institution and its rich historical perspective. For instance, Punjab Technical University, Jalandhar; Kurukshetra University; Indraprastha University in Delhi; UP Technical University, Lucknow; Madurai Kamaraj University; Anna University; all these are in the same lines as the Pune University and Mumbai University who have more than Rs.100 crore as reserve. But we have other universities which are languishing.

          I am told  Banaras Hindu University, I would like to get an answer from the Minister if she can provide us, received Rs.500 crore within the last six years both from public and private. The money, I am sure, must have been spent wisely, properly, but the Minister has to ensure that it is done transparently. I am reminded that when Annual Report would be submitted before the House, Audited Accounts are submitted before the House, a little amount of interference from the Government side also will be there. But, I am of the opinion, I think most Members will be of that opinion, that there should be little interference from the Administration. The autonomy of university is essential towards  safeguarding  the academic interest and ensuring quality education.

          I conclude by saying that through this Bill no attempt be made to encourage political interference in selections, appointments, and day to day administration. I support the Bill .

   Thank you.

(ends) (w3/1745/spr-sb) MR. CHAIRMAN (SHRI VARKALA RADHAKRISHNAN): Prof. M. Ramadoss. Before you begin, I have to tell you that if you kindly cooperate, we can finish this Bill.  Otherwise, we will not be able to finish it today. All the speakers are from the ruling party. They are the only people who are present here; all others have gone. . Actually, it is the duty and concern of the Treasury Benches to see that the Bill is passed.

SHRI S.K. KHARVENTHAN (PALANI): I am here.

MR. CHAIRMAN: You are only a Member to speak.  Hence, you are there and you happened to be in the list of speakers.  Since Prof. Ramadoss  happened to be in the list, he is there. But nobody else is there.  Dr. Anbumani Ramadoss with the new agenda. It has also to be passed.  Will it be possible?

… (Interruptions)

SHRI KHARABELA SWAIN (BALASORE):  They want that when we come to power, we pass this Bill because if this is not to be passed today, probably,  in the 14th Lok Sabha, it will not be passed.  That  is what I think.  … (Interruptions)

MR. CHAIRMAN:  This is the position.  I have explained the position.   The eleventh hour agenda has also come.    Only the Minister is there, but nobody else is there from the Treasury Benches.   It is their lookout to see that the Bill is passed today.

THE MINISTER OF STATE IN THE MINISTRY OF FINANCE AND MINISTER OF STATE IN THE MINISTRY OF PARLIAMENTARY AFFAIRS (SHRI PAWAN KUMAR BANSAL):   W We may sit till the time the Bill is passed.

MR. CHAIRMAN:  This is not the proper thing.   Remaining Members must also be here.   It is the concern of the Treasury Benches to see that the Bill is passed,  not the Opposition.

SHRI KHARABELA SWAIN (BALASORE):   We are cooperating and we are not asking for quorum also… … (Interruptions)

MR. CHAIRMAN:  Yes, they are cooperating and they are not asking for quorum also.

… (Interruptions)

1747 hours PROF. M. RAMADASS (PONDICHERRY): Mr. Chairman, Sir, I support the Central Universities Laws (Amendment) Bill, 2008.  The Bill has the objective of   bringing two amendments to five Central  Universities in the country, namely,  the Banaras Hindu University Act, the Delhi University Act, the Jawaharlal Nehru University Act, the North-Eastern Hill University Act, and the University  of Hyderabad Act, 1974.  Now, the Statutes of these Central Universities hitherto did not have the provision that the Executive Council and the Senate after passing the annual report and the  annual account of the university should lay a copy of these Acts and the rules before Parliament.  This has been a big lacuna in these universities but it lacks or smacks of the accountability on the part of the university. These Central  Universities were created by Parliament and therefore they are accountable to both Houses of Parliament on the activities  performed by the Central Universities as well as their annual income and expenditure because the  expenditure is sanctioned by Parliament and the expenditure incurred and spent by the university should be in the know of two Houses of Parliament. In all the other Central Universities, this practice is in vogue, and therefore, this Bill seeks to fill a big gap that existed so far after their creation.  Therefore,  I welcome and appreciate the hon. Minister for finding out this lacuna and ensuring the accountability of the university to Parliament.  

          While appreciating it, I should also say that this house must be provided with the annual accounts and the annual accounts must reflect the real  income and  expenditure of the universities. [r111]  (x3/1750/vp/mkg) [p112]   Of course, the expenditures are met out of the funds provided by the Budget of the Ministry of Human Resource Development. But the incomes of the universities are not sufficient enough to meet the growing expenditure, and to provide for both the plan and the non-plan expenditure. It is in that context that we have to look into the performance of the universities also. When the expenditure is not sufficient, the universities would not be able to provide the necessary infrastructure.

          Today, higher education plays a vital role and in that higher education sector, it is the central universities which are supposed to provide qualitative and relevant education. The State universities are haunted by paucity of funds; they are not able to organize a number of innovative courses that are required for the emerging society. That is why, the Central Government, with a view to provide national uniformity in the syllabus and curriculum, taking into account the national educational needs, have started the Central Universities. But the Central Universities at least must be equipped with adequate funds.

          When we go to most of the areas, we get a complaint that funds are not available, or if the funds are available, they are unable to use it for various projects. So, we should make adequate funds through Parliament; and Madam also knows that long back in 1964, the Kothari Commission had rightly talked about 10 per cent of the GDP; as one of the Members said, it was only 6 per cent of the GDP that must be earmarked for development of education.

          Our Common Minimum Programme has rightly acknowledged that at least this Government would be able to provide 6 per cent of the GDP or the national income as expenditure for education. But of course, only now we are crawling to reach the level of about 4-4.5 per cent; and that itself is a great achievement of the Ministry of Human Resource Development; no other Government in this country has reached that level of expenditure. This Government feels that health and education are the two important parameters for human resource development of this country. If you want to create a knowledge society as we are aiming for, or if you are aiming for a developed nation status by 2020, as envisaged by Dr. Abdul Kalam, we should be able to provide for more and more funds for these universities. But unfortunately the debate is such that the higher education is left behind. In our pre-occupation with the elementary and primary education which is very important, we should not leave the universities to the lurch because higher level of technical manpower and scientific manpower has to come from the universities, especially the Central Universities.

          Therefore, at any cost, this Parliament should provide – the Ministry should provide – more and more funds and also we must examine the ways and means of financing the Central Universities in other ways, as it is existing in foreign countries – how they are able to finance, how they are able to help the students, the students of the disadvantaged sections of the students, and others, in the matter of financing higher education.

          So, it is not merely the submission of accounts that is important. But the accounts of the universities must reflect the ground realities with respect to their income and expenditure. There is an imperative need that the infrastructure in the universities must be created more and more.

          Madam, you had visited Pondicherry University; you must have had the opportunity to see the infrastructure that had been developed in the Pondicherry University.  But still it is not sufficient enough to provide adequate facilities for students to have on-the-job training or on-the-job learning, etc. Therefore, every university must be provided such funds as to create enough infrastructure that will take care of the needs of the students. Therefore, the expenditure side and the income side must take into account the growing needs of finance for higher education.

          As regards the Annual Report, I would like to tell you this. If you look into the Annual Reports which have already been submitted here, they are all mere rituals of what had been done in the last 10 years, repeatedly, without any startling conclusions or findings that they had made. In the Annual Report, they give only the usual things. But have you come across in any Annual Reports, anywhere, where they have given an evaluation of what the university has done? Suppose you take the Pondicherry University, which has been in existence for the last 22 years; has the Annual Report of that University that has been given to you, gives the details of number of students or the number of manpower that has been created, who are all working in different areas of economic activities?  [p113]  (y3/1755/rk-cp) [R114]   How many scientists have been produced; how many IAS or IPS officers have been produced?  Do you have any such data from the Central Universities?  I hope that you do not have that because the Annual Report does not reflect that.  These Reports give information as to how many faculties are there, how many students are there, how many rooms and buildings are there. That is not the Annual Report in the right sense of the term.  It should contain more than what the public does not know about the Central Universities. Therefore, you should insist that the Central Universities must invariably prepare an evaluation report of their activities every year and submit to the Parliament so that the Parliament then should be able to judge whether giving Rs.50 crore to the Central University of Hyderabad is justified or not.  If they feel that the Central University is only raising unemployables, people with no quality, people who cannot even understand what is happening in the country then why should the Government spend the hard earned tax-payers’ money on these universities?  So, the Annual Report that they prepare, you should insist on them, must reflect the relevance of education which they impart.  

I should tell you that most of the Central Universities are still offering half of the traditional courses which have no relevance to the modern conditions. That is why there is a growing disenchantment even among the youth of this country.  The extremists and other such activities that are going on in the country is the reflection of the inability of the university graduates, post-graduates and doctorates who are unable to get a job in the job market. Therefore, the Central Universities should set an example by providing quality education, excellent education so that there is one-to-one correspondence between education and employment.  The moment you finish the course you should be able to get the job.

          In the Anna University and in various IITs even before the students could complete the examination of the fourth year, they are placed in foreign countries or in excelled institutions.  Why should the same thing not happen in the Central Universities where we are spending so much of money?  Therefore, Madam, you should concentrate on the quality professors. 

          We have experimented a novel system of education in Pondicherry University to which I would like to present your attention.  We have introduced what is called a community college. A community college as the constituent college of Pondicherry University provides the skilled as well as semi-skilled labour out of the colleges.  In America about 56 per cent of the graduates are from the community colleges. We should be able to create such colleges.  It has been a successful experiment.  We are offering two years degree programme, diploma programmes, post-graduate diploma programmes which match the demand and supply of skilled as well as unskilled manpower required for the society.  Therefore, the community college of Pondicherry University should be replicated in all the other Central Universities so that at least half of the students who are coming out of the universities have that background of skill education.

          Another point to which I would like to bring your attention is, some of the Central Universities happen to be affiliated universities.  Instead of being unique unitary university they happen to be affiliated universities. How many colleges can they affiliate? If they affiliate hundreds of colleges; self-financing colleges, deemed college, autonomous colleges and various other colleges, the Central Universities become merely examining bodies. They do not have time to concentrate on quality research and development.

MR. CHAIRMAN (SHRI VARKALA RADHAKRISHNAN): We have approached 6 o’clock.  If the House agrees we will extend the time otherwise I will have to adjourn the House.

SEVERAL HON. MEMBERS: Yes, Sir.

MR. CHAIRMAN: The time of the House is extended by one hour.

PROF. M. RAMADASS (PONDICHERRY): Therefore, Madam, there should be no affiliation of colleges and they should be told about this phenomenon.

          The Ministry of Human Resource Development is just conferring the deemed university status to colleges.  I earnestly appeal to you that you do not dilute the quality of higher education by conferring deemed university status on sub-standard colleges.  Colleges which do not satisfy even the prescribed norms are all conferred the deemed university status by the University Grants Commission.[R115]  (z3/1800/rc/nsh) 1 [R116]  8.00 hrs. I would like you to probe into these cases to see how the criteria, the guidelines and the rules and regulations have been violated by these institutions. 

          Finally, I am told that the University Grants Commission has received the 11th Plan proposals.  They have constituted various committees.  They have gone to the Central Universities, collected the data and they have decided the amount and all that.  But even after two years, the funds have not been released to the Central Universities.  Therefore, kindly look into this matter and try to see that all the Central Universities get their funding in time so that their activities do not suffer and the Central Universities contribute to the rapid development of this country and the society.

                                                                                       (ends)   MR. CHAIRMAN (SHRI VARKALA RADHAKRISHNAN): Hon. Members, there is no Member from the Panel of Chairman present in the House now.  So, I would request a senior Member to be in the Chair till I come back.

18 .02 h ours .                      

*(Shri P.S. Gadhavi in the Chair)           * He is not a Member of Panel of Chairmen.

1803 hours SHRI S.K. KHARVENTHAN (PALANI): Sir, first of all, I want to congratulate and appreciate our hon. Union Minister of State in the Ministry of Human Resource Development for amending the Central Universities Laws with respect to submission of the Annual Report as well as the Accounts.  Out of four Universities, with respect to Banaras Hindu University, a mention has been made in Section 13A.(1)  for submission of the Annual Report.  In this Section, a sub-clause (2) has been added saying that they have to submit the Annual Report to the Court and the Court have to communicate its comments to the Executive Council.  Then, it says that the annual report will be forwarded to the Government as well as to the Parliament.  I want to know from the Minister whether the report will be submitted to the Government after the verification by the Executive Council or before its verification.

          Further, out of four Universities, with respect to Hyderabad University, it has been stated separately that the annual report must be sent to the Central Government as also the annual accounts along with the report of the Comptroller and Auditor-General.  For other universities, they have mentioned the Audit Report.  So, that has to be clarified.

          Furthermore, as it is dealing with the University, I want to mention Section 3 of the University Grants Commission Act which was enacted by Parliament.  Under this Act, the Government of India has given power to the UGC to grant deemed university status to qualified institutions throughout the country to those who are applying for this status.  The University Grants Commission after thorough inspection by a team and after proper verification is giving the deemed university status.  It is done under an Act.  But recently, the All India Council for Technical Education has sent a letter saying that deemed university status to be given to various colleges with its permission.  I would like to know from the hon. Minister how a circular by AICTE will prevail over Section 3 of the University Grants Commission Act which was enacted by Parliament. 

          I would like to mention how it is affecting the education system in Tamil Nadu.[R117]  (a4/1805/snb-rjs) [R118]             When Kalaignar was the Chief Minister for the fourth time in the State of Tamil Nadu a university by the name Ambedkar was established for providing legal education. At that time the university status was obtained from the University Grants Commission. But now various law colleges are being opened without the permission of the State Government and without proper affiliation from Ambedkar Law University. For example, one engineering college by the name Shastra has been declared as Deemed University and they are starting law colleges and again another engineering college by the name Savitha has also been declared as a Deemed University and they are also starting law courses without the permission of the State Government and also without the permission of the Ambedkar Law University. Ambedkar Law University Act, Section (6) clearly states that without the permission of the law university no institution can have the right to start law courses. In Tamil Nadu as per Law University rules the students from such colleges cannot enrol before the Bar Council of Tamil Nadu. The University Grants Commission is giving permission to a number of unqualified colleges as Deemed Universities. So, I would like to request the hon. Minister of Education that without the permission of the State Government a deemed university should not be allowed to start law courses. They are engineering colleges and they should not be allowed to start courses on law without permission.

          Sir, these are my few submissions and I support the Bill.

          Thank you.

(ends) 1806 hours       DR. C. KRISHNAN (POLLACHI): Sir, thank you very much for giving me this opportunity to speak on the Central University (Amendment) Bill. I welcome this Bill as it would be very useful in imparting very quality education in the country comparable to foreign countries.

          Sir, not only audit, expenditure and receipts of money spent for purposes of education should be brought to the notice of the Central Government, but also the quality of teachers and their working during the college hours should also be brought under the supervision of the Central Government.

18 .07 h ours .

(Shri Varkala Radhakrishan in the Chair)           Sir, apart from educational qualification we should also have the freedom of speech and expression in the country in a manner that is applicable for all the communities. In the State of Tamil Nadu, not only in that State but all over the country, all the citizens of India should be given equal respect and their interest should be protected, wherever they live in the world. For instance, for making a speech in Tamil Nadu Shri Vaiko, the leader of the Tamils, has been arrested at present and put in jail. This is for making a speech in favour of the Tamils in Sri Lanka.

(Interruptions) * … (Not recorded) (b4/1810/ru-rps) MR. CHAIRMAN (VARKALA RADHAKRISHNAN):  What can I do?

… (Interruptions)

DR. C. KRISHNAN (POLLACHI): This is not a democratic way by which one can be arrested and kept in jail.… (Interruptions)

THE MINISTER OF STATE IN THE MINISTRY OF FINANCE AND MINISTER OF STATE IN THE MINISTRY OF PARLIAMENTARY AFFAIRS                (SHRI PAWAN KUMAR BANSAL ): Sir, the Bill relates to some amendments.    He has to speak only on those amendments.… (Interruptions)

DR. C. KRISHNAN : (POLLACHI): Release Mr. Vaiko. This is anti-democratic attitude.  … (Interruptions)

* Not recoreded   SHRI J.M. AARON RASHID (PERIYAKULAM): Sir, the portion which is not relevant to the Bill should be expunged.… (Interruptions)

MR. CHAIRMAN: I will go into the record and if he has mentioned anything which is not about the Bill, it will not be on record. Now, nothing will go on record.  Only that portion which is referring to the Bill will be on record.

(Interruptions) * … (Not recorded) DR. C. KRISHNAN : (POLLACHI): Mr. Vaiko should be released.  … (Interruptions)

MR. CHAIRMAN:  Shri Mani Charenamei may speak now. 

… (Interruptions)

MR. CHAIRMAN:  Shri Mani Charenamei, your speech alone will go on record.

(Interruptions) * … (Not recorde d)                           * Not recorded (ends)   1811 hours SHRI MANI CHARENAMEI (OUTER MANIPUR):  Thank you. Sir, I rise to support the Central Universities Laws (Amendment) Bill, 2008.  While supporting the Bill, I would like to raise certain issues pertaining to the Central Universities. … (Interruptions)

MR. CHAIRMAN:  I have already said that the portions which do not refer to the Bill will be expunged from the record.

… (Interruptions)

SHRI RAVICHANDRAN SIPPIPARAI (SIVAKASI): Sir, we have every right to speak in a democratic country.  We have every liberty to speak here.… (Interruptions) Arresting Mr. Vaiko is undemocratic and unjustified.… (Interruptions)

1811 hours 1 8 .11 hrs. (At this stage, Dr. C. Krishnan and some other hon. Members came and stood near the Table.) … (Interruptions)

MR. CHAIRMAN:  He should confine himself only to the Bill.  But he is not doing so. … (Interruptions)

1 8.11 hrs. 1811 hours                      (Mr. Deputy-Speaker in the Chair) MR. DEPUTY-SPEAKER:  Please go back to your seats.

… (Interruptions)

1 8.1 2 hrs. 1812 hours (At this stage, Dr. C. Krishnan and some other hon. Members went back to their seats.) … (Interruptions)

MR. DEPUTY-SPEAKER:  I will look into the record.  I will expunge whatever is objectionable.

… (Interruptions)

MR. DEPUTY-SPEAKER:  Shri Charenamei, please continue.

SHRI MANI CHARENAMEI (OUTER MANIPUR): :  Education is the equalizing factor to bring the uneducated at par with the educated and to bring the poor at par with the rich.… (Interruptions)

MR. DEPUTY-SPEAKER:  You may speak for only five minutes as I have a long list of Members who want to speak.

SHRI MANI CHARENAMEI (OUTER MANIPUR): :  Sir, as there was a lot of disturbance in the House, I should be given extra time to speak.

          In Manipur, unprecedented situation is prevailing in the Central University. The tribal students numbering about 300 have vacated the University.  The tribal population in Manipur is 34 per cent and reservation for tribals, according to Central norms, is 7.5 per cent.   There have been agitations since the upgradation of Manipur University to Central University.  The State Government has also recommended this matter to the Centre for e[U119] ffecting an amendment.

(c4/1815/rbn/har) [MSOffice120]   But when I went through this Amendment, I found that the Central Government is not yet prepared to bring any amendment to this effect.  So, I would like to mention that the Central University opened in Manipur is not able to cater to the needs of the tribal people, particularly to the tribal students.  Out of 187 faculty members, there are only three tribals in the faculty.  So, even though there is 7.5 per cent reservation for them, but in reality it is not even one per cent.  So, this is discrimination.  We request the Ministry to take necessary steps to amend the University Act or to introduce Indira Gandhi Central University exclusively for the tribal people.  Without this, there is no place for the tribal people to get proper education even though we speak of right to education and right to quality education. 

          The University authorities are manipulating rules. They are not recruiting tribals; and they have not taken steps to undertake special drive to recruit Scheduled Tribes.  In Manipur, the percentage of Scheduled Caste population is only two per cent, but the reservation, according to the Central rules, is fifteen per cent, whereas for 34 per cent tribal population the reservation is only 7.5 per cent.  Only two per cent of the population belong to general category in Manipur.  The rest belong to OBC, which has got 27 per cent reservation.  So, altogether we have a reservation of 49.5 per cent.  The rest should have gone to general community or it should be open to all. Besides 15 per cent and 7.5 per cent, the rest are being manipulated by the majority community. 

          So, if this kind of manipulation takes place in the Central University, where will the tribal people go?  Where is the future for the tribal people of the State? Education is the most important factor to bring the poor people to the higher level.  If this thing continues, we do not see any future in Manipur, except a doom in the near future.  So, we request and urge our hon. Minister to expedite the opening of a separate Central University for the tribal people or extend a campus of this Indira Gandhi Tribal University in Manipur at the earliest because so many people are outside the University and they have refused to come back.  More than 300 students are now languishing without any education.  So, this may be given serious consideration by the Government.  Thank you.

(ends) 1819 ¤ÉVÉä श्री gÉÉÒ रतिलाल ®ÉÊiÉãÉÉãÉ कालीदास BÉEÉãÉÉÒnÉºÉ वर्मा ´ÉàÉÉÇ ( धन्धुका vÉxvÉÖBÉEÉ) :  उपाध्यक्ष ={ÉÉvªÉFÉ महोदय, àÉcÉänªÉ, केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ विधियां ÉÊ´ÉÉÊvɪÉÉÆ ( संशोधन ºÉƶÉÉävÉxÉ) विधेयक, ÉÊ´ÉvÉäªÉBÉE, 2008 जो VÉÉä प्रस्तुत |ɺiÉÖiÉ किया ÉÊBÉEªÉÉ गया MɪÉÉ है, cè, मैं àÉé इसका <ºÉBÉEÉ समर्थन ºÉàÉlÉÇxÉ करता BÉE®iÉÉ हूं। cÚÆ* दुनिया nÖÉÊxɪÉÉ में àÉå जल VÉãÉ- शक्ति, ¶ÉÉÎBÉDiÉ, विद्युत ÉÊ´ÉtÉÖiÉ- शक्ति ¶ÉÉÎBÉDiÉ की BÉEÉÒ तरह iÉ®c आज +ÉÉVÉ शिक्षा ÉʶÉFÉÉ- शक्ति ¶ÉÉÎBÉDiÉ का BÉEÉ महत्व àÉci´É बढ़ ¤Éfà गया MɪÉÉ है cè और +ÉÉè® शिक्षा ÉʶÉFÉÉ को BÉEÉä बढ़ावा ¤ÉfÃÉ´ÉÉ देना näxÉÉ अति +ÉÉÊiÉ- आवश्यक +ÉɴɶªÉBÉE है। cè* आज +ÉÉVÉ देश nä¶É के BÉEä अंदर +ÉÆn® बहुत ¤ÉcÖiÉ सारी ºÉÉ®ÉÒ यूनिवर्सिटीज ªÉÚÉÊxÉ´ÉÉ̺É]ÉÒVÉ बनी ¤ÉxÉÉÒ हैं cé और +ÉÉè® इनके <xÉBÉEä अंदर +ÉÆn® बहुत ¤ÉcÖiÉ सारे ºÉÉ®ä कॉलिज BÉEÉìÉÊãÉVÉ हैं cé और +ÉÉè® इन <xÉ यूनिवर्सिटीज ªÉÚÉÊxÉ´ÉÉ̺É]ÉÒVÉ को BÉEÉä ग्रांट्स OÉÉÆ]弃 दी nÉÒ जाती VÉÉiÉÉÒ हैं। cé* लेकिन ãÉäÉÊBÉExÉ दुख nÖ&JÉ के BÉEä साथ ºÉÉlÉ कहना BÉEcxÉÉ पड़ {ɽ रहा ®cÉ है cè कि ÉÊBÉE इन <xÉ यूनिवर्सिटीज ªÉÚÉÊxÉ´ÉÉ̺É]ÉÒVÉ के BÉEä अंदर +ÉÆn® जो VÉÉä कॉलिज BÉEÉìÉÊãÉVÉ आते +ÉÉiÉä हैं cé उनमें =xÉàÉå एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ का BÉEÉ जो VÉÉä प्रतिनिधित्व |ÉÉÊiÉÉÊxÉÉÊvÉi´É होना cÉäxÉÉ चाहिए, SÉÉÉÊcA, रिजर्वेशन ÉÊ®VÉ´Éæ¶ÉxÉ का BÉEÉ जो VÉÉä कोटा BÉEÉä]É होना cÉäxÉÉ चाहिए, SÉÉÉÊcA, आजादी +ÉÉVÉÉnÉÒ के BÉEä 61 वर्ष ´É­ÉÇ बाद ¤ÉÉn भी £ÉÉÒ वह ´Éc पूरा {ÉÚ®É नहीं xÉcÉÓ हुआ cÖ+ÉÉ है। cè* अनुसूचित +ÉxÉÖºÉÚÉÊSÉiÉ- जाति, VÉÉÉÊiÉ, जनजाति VÉxÉVÉÉÉÊiÉ के BÉEä पढ़े {ÉfÃä- लिखे ÉÊãÉJÉä लोग, ãÉÉäMÉ, पीएचडी {ÉÉÒASÉbÉÒ किये ÉÊBÉEªÉä हुए cÖA लोग, ãÉÉäMÉ, आज +ÉÉVÉ कॉलिज BÉEÉìÉÊãÉVÉ के BÉEä अंदर +ÉÆn® नियुक्ति ÉÊxɪÉÖÉÎBÉDiÉ नहीं xÉcÉÓ पा {ÉÉ रहे ®cä हैं। cé* मैं àÉé एक ABÉE स्कूल ºBÉÚEãÉ के BÉEä कार्यक्रम BÉEɪÉǵÉEàÉ में àÉå गया MɪÉÉ था। lÉÉ* वहां ´ÉcÉÆ एक ABÉE पीएचडी {ÉÉÒASÉbÉÒ टीचर ]ÉÒSÉ® प्राइमरी |ÉÉ<àÉ®ÉÒ स्कूल ºBÉÚEãÉ में àÉå कार्यरत BÉEɪÉÇ®iÉ था। lÉÉ*[r121]  (d4/1820/ind-tkd) [I122]             महोदय, àÉcÉänªÉ, मेरी àÉä®ÉÒ इस <ºÉ बिल ÉʤÉãÉ के BÉEä जरिए VÉÉÊ®A मांग àÉÉÆMÉ है cè कि ÉÊBÉE सरकार ºÉ®BÉEÉ® जहां VÉcÉÆ ग्रांट OÉÉÆ] देती näiÉÉÒ है, cè, वहां ´ÉcÉÆ अगर +ÉMÉ® रिजर्वेशन ÉÊ®VÉ´Éæ¶ÉxÉ कोटा BÉEÉä]É पूरा {ÉÚ®É नहीं xÉcÉÓ होता, cÉäiÉÉ, तो iÉÉä उसकी =ºÉBÉEÉÒ ग्रांट OÉÉÆ] को BÉEÉä बंद ¤ÉÆn कर BÉE® देना näxÉÉ चाहिए। SÉÉÉÊcA* जो VÉÉä कालेज BÉEÉãÉäVÉ सरकार ºÉ®BÉEÉ® की BÉEÉÒ नीतियों xÉÉÒÉÊiɪÉÉå का BÉEÉ पालन {ÉÉãÉxÉ नहीं xÉcÉÓ करता BÉE®iÉÉ है, cè, उसकी =ºÉBÉEÉÒ मान्यता àÉÉxªÉiÉÉ रद्द ®q कर BÉE® देनी näxÉÉÒ चाहिए, SÉÉÉÊcA, लेकिन ãÉäÉÊBÉExÉ ऐसा AäºÉÉ आज +ÉÉVÉ तक iÉBÉE नहीं xÉcÉÓ हुआ cÖ+ÉÉ है। cè* संचालक ºÉÆSÉÉãÉBÉE लोग ãÉÉäMÉ आज +ÉÉVÉ भी £ÉÉÒ एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ विद्यार्थियों ÉÊ´ÉtÉÉÉÌlɪÉÉå को BÉEÉä अपने +É{ÉxÉä कालेज BÉEÉãÉäVÉ में àÉå प्रवेश |É´Éä¶É नहीं xÉcÉÓ देना näxÉÉ चाहते SÉÉciÉä हैं। cé* आपको +ÉÉ{ÉBÉEÉä ताज्जुब iÉÉVVÉÖ¤É होगा cÉäMÉÉ कि ÉÊBÉE गुजरात MÉÖVÉ®ÉiÉ में àÉå दो nÉä विद्यार्थियों ÉÊ´ÉtÉÉÉÌlɪÉÉå ने xÉä आईएएस +ÉÉ<ÇAAºÉ परीक्षा {É®ÉÒFÉÉ पास {ÉÉºÉ की BÉEÉÒ और +ÉÉè® दोनों nÉäxÉÉå ही cÉÒ अनुसूचित +ÉxÉÖºÉÚÉÊSÉiÉ जाति VÉÉÉÊiÉ की BÉEÉÒ परीक्षा {É®ÉÒFÉÉ में àÉå पास {ÉÉºÉ हुए cÖA हैं। cé* जो VÉÉä तेजस्वी iÉäVɺ´ÉÉÒ विद्यार्थी ÉÊ´ÉtÉÉlÉÉÔ परीक्षा {É®ÉÒFÉÉ पास {ÉÉºÉ करके BÉE®BÉEä कालेज BÉEÉãÉäVÉ में àÉå पढ़ाने {ÉfÃÉxÉä लायक ãÉɪÉBÉE हैं, cé, उन्हें =xcå नौकरी xÉÉèBÉE®ÉÒ नहीं xÉcÉÓ मिलती ÉÊàÉãÉiÉÉÒ है। cè* एक ABÉE सर्वे ºÉ´Éæ होना cÉäxÉÉ चाहिए SÉÉÉÊcA कि ÉÊBÉE कौन BÉEÉèxÉ से ºÉä कालेज BÉEÉãÉäVÉ ने xÉä आज +ÉÉVÉ तक iÉBÉE रिजर्वेशन ÉÊ®VÉ´Éæ¶ÉxÉ कोटा BÉEÉä]É पूरा {ÉÚ®É नहीं xÉcÉÓ किया ÉÊBÉEªÉÉ है cè तथा iÉlÉÉ कोटा BÉEÉä]É पूरा {ÉÚ®É न xÉ करने BÉE®xÉä का BÉEÉ क्या BÉDªÉÉ कारण BÉEÉ®hÉ है। cè* मैं àÉé अनुसूचित +ÉxÉÖºÉÚÉÊSÉiÉ जाति, VÉÉÉÊiÉ, अनुसूचित +ÉxÉÖºÉÚÉÊSÉiÉ जनजाति VÉxÉVÉÉÉÊiÉ पार्लियामेंटरी {ÉÉÉÌãɪÉÉàÉå]®ÉÒ कमेटी BÉEàÉä]ÉÒ का BÉEÉ चेयरमैन SÉäªÉ®àÉèxÉ हूं। cÚÆ* मैंने àÉéxÉä देश nä¶É के BÉEä सभी ºÉ£ÉÉÒ हिस्सों ÉÊcººÉÉå में àÉå दौरा nÉè®É किया ÉÊBÉEªÉÉ है। cè* हर c® जगह VÉMÉc से ºÉä एक ABÉE ही cÉÒ उत्तर =kÉ® मिलता ÉÊàÉãÉiÉÉ है cè कि ÉÊBÉE स्यूटेबल ºªÉÚ]ä¤ÉãÉ कैंडिडेट BÉEéÉÊbbä] नहीं xÉcÉÓ मिलता ÉÊàÉãÉiÉÉ है। cè* यह ªÉc कॉमन BÉEÉìàÉxÉ संटेंस ºÉÆ]åºÉ हर c® जगह VÉMÉc सुनने ºÉÖxÉxÉä को BÉEÉä मिलता ÉÊàÉãÉiÉÉ है। cè* यह ªÉc कह BÉEc कर BÉE® एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ लोगों ãÉÉäMÉÉå को BÉEÉä दूर nÚ® रखा ®JÉÉ जाता VÉÉiÉÉ है। cè*           इसी <ºÉÉÒ तरह iÉ®c से ºÉä युनिवर्सिटी ªÉÖÉÊxÉ´ÉÉ̺É]ÉÒ के BÉEä अंदर +ÉÆn® एडमिशन AbÉÊàɶÉxÉ के BÉEä बारे ¤ÉÉ®ä में àÉå भी £ÉÉÒ निश्चित ÉÊxÉÉζSÉiÉ कोटा BÉEÉä]É होना cÉäxÉÉ चाहिए। SÉÉÉÊcA* ऐसे AäºÉä ही cÉÒ जिन ÉÊVÉxÉ बड़े ¤É½ä प्राइवेट |ÉÉ<´Éä] कालेजिज BÉEÉãÉäÉÊVÉVÉ को BÉEÉä मान्यता àÉÉxªÉiÉÉ मिली ÉÊàÉãÉÉÒ हैं, cé, जहां VÉcÉÆ की BÉEÉÒ फीस {ÉEÉÒºÉ अनुसूचित +ÉxÉÖºÉÚÉÊSÉiÉ जाति VÉÉÉÊiÉ तथा iÉlÉÉ जनजाति VÉxÉVÉÉÉÊiÉ के BÉEä लोग ãÉÉäMÉ भर £É® नहीं xÉcÉÓ सकते ºÉBÉEiÉä हैं। cé* वहां ´ÉcÉÆ युनिवर्सिटी ªÉÖÉÊxÉ´ÉÉ̺É]ÉÒ को BÉEÉä जो VÉÉä ग्रांट OÉÉÆ] दी nÉÒ जाती VÉÉiÉÉÒ है, cè, उसमें =ºÉàÉå व्यवस्था BªÉ´ÉºlÉÉ होनी cÉäxÉÉÒ चाहिए SÉÉÉÊcA कि ÉÊBÉE एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ विद्यार्थियों ÉÊ´ÉtÉÉÉÌlɪÉÉå की BÉEÉÒ फीस {ÉEÉÒºÉ उस =ºÉ ग्रांट OÉÉÆ] में àÉå से ºÉä दी nÉÒ जाए। VÉÉA* तभी iÉ£ÉÉÒ ये ªÉä लोग ãÉÉäMÉ अच्छी +ÉSUÉÒ पढ़ाई {ÉfÃÉ<Ç प्राप्त |ÉÉ{iÉ कर BÉE® सकेंगे। ºÉBÉEåMÉä* कैम्पस BÉEèà{ÉºÉ में àÉå कॉमन BÉEÉìàÉxÉ इंटरव्यू <Æ]®BªÉÚ होता cÉäiÉÉ है। cè* मैं àÉé पूछना {ÉÚUxÉÉ चाहता SÉÉciÉÉ हूं cÚÆ कि ÉÊBÉE कितने ÉÊBÉEiÉxÉä एसटी AºÉ]ÉÒ और +ÉÉè® एससी AºÉºÉÉÒ विद्यार्थियों ÉÊ´ÉtÉÉÉÌlɪÉÉå को BÉEÉä कैम्पस BÉEèà{ÉºÉ इंटरव्यू <Æ]®BªÉÚ में àÉå सिलेक्ट ÉʺÉãÉäBÉD] किया ÉÊBÉEªÉÉ जाता VÉÉiÉÉ है। cè* आज +ÉÉVÉ भी £ÉÉÒ लोगों ãÉÉäMÉÉå की BÉEÉÒ मानसिकता àÉÉxÉÉʺÉBÉEiÉÉ नहीं xÉcÉÓ बदली ¤ÉnãÉÉÒ है। cè* भले £ÉãÉä ही cÉÒ हर c® रोज ®ÉäVÉ अमेंडमेंट +ÉàÉåbàÉå] किया ÉÊBÉEªÉÉ जाए, VÉÉA, लेकिन ãÉäÉÊBÉExÉ जब VÉ¤É तक iÉBÉE लोगों ãÉÉäMÉÉå की BÉEÉÒ मानसिकता àÉÉxÉÉʺÉBÉEiÉÉ बदली ¤ÉnãÉÉÒ नहीं xÉcÉÓ जाएगी, VÉÉAMÉÉÒ, तब iÉ¤É तक iÉBÉE एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ लोगों ãÉÉäMÉÉå को BÉEÉä फायदा {ÉEɪÉnÉ पहुंचने {ÉcÖÆSÉxÉä वाला ´ÉÉãÉÉ नहीं xÉcÉÓ है। cè*           We have to have only one mission that without proper education, our nation will not become a powerful nation. अगर +ÉMÉ® हमें càÉå देश nä¶É को BÉEÉä शक्तिशाली ¶ÉÉÎBÉDiɶÉÉãÉÉÒ बनाना ¤ÉxÉÉxÉÉ है, cè, तो iÉÉä गांव MÉÉÆ´É के BÉEä अंतिम +ÉÆÉÊiÉàÉ छोर UÉä® के BÉEä किनारे ÉÊBÉExÉÉ®ä जो VÉÉä लोग ãÉÉäMÉ हैं, cé, उन्हें =xcå हमें càÉå शिक्षा ÉʶÉFÉÉ उपलब्ध ={ÉãɤvÉ करानी BÉE®ÉxÉÉÒ चाहिए। SÉÉÉÊcA* गांव MÉÉÆ´É में àÉå स्कूल ºBÉÚEãÉ हैं, cé, तो iÉÉä शिक्षक ÉʶÉFÉBÉE नहीं xÉcÉÓ हैं। cé* शिक्षक ÉʶÉFÉBÉE हैं, cé, तो iÉÉä स्कूल ºBÉÚEãÉ की BÉEÉÒ छत UiÉ नहीं xÉcÉÓ है। cè* स्कूलों ºBÉÚEãÉÉå में àÉå टेबल, ]ä¤ÉãÉ, कुर्सी BÉÖEºÉÉÔ नहीं xÉcÉÓ है। cè* गुजरात MÉÖVÉ®ÉiÉ में àÉå इन <xÉ पांच {ÉÉÆSÉ सालों ºÉÉãÉÉå के BÉEä अंदर +ÉÆn® एक ABÉE लाख ãÉÉJÉ बीस ¤ÉÉÒºÉ हजार cVÉÉ® प्राइमरी |ÉÉ<àÉ®ÉÒ टीचर्स ]ÉÒSɺÉÇ भर्ती £ÉiÉÉÔ किए ÉÊBÉEA गए। MÉA* अभी +É£ÉÉÒ भी £ÉÉÒ 12 हजार cVÉÉ® टीचर्स ]ÉÒSɺÉÇ की BÉEÉÒ भर्ती £ÉiÉÉÔ होने cÉäxÉä वाली ´ÉÉãÉÉÒ है। cè* ऐसे AäºÉä ही cÉÒ देश nä¶É के BÉEä सभी ºÉ£ÉÉÒ राज्यों ®ÉVªÉÉå में àÉå प्राइमरी |ÉÉ<àÉ®ÉÒ स्कूल ºBÉÚEãÉ से ºÉä ले ãÉä कर BÉE® हायर cɪɮ सैकेंडरी ºÉèBÉEåb®ÉÒ तक iÉBÉE तथा iÉlÉÉ उच्च =SSÉ शिक्षा ÉʶÉFÉÉ में àÉå एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ विद्यार्थियों ÉÊ´ÉtÉÉÉÌlɪÉÉå के BÉEä लिए ÉÊãÉA अच्छी +ÉSUÉÒ शिक्षा ÉʶÉFÉÉ की BÉEÉÒ व्यवस्था BªÉ´ÉºlÉÉ करनी BÉE®xÉÉÒ चाहिए। SÉÉÉÊcA* मैं àÉé समझता ºÉàÉZÉiÉÉ हूं cÚÆ कि ÉÊBÉE माननीय àÉÉxÉxÉÉÒªÉ मंत्री àÉÆjÉÉÒ जी VÉÉÒ सबसे ºÉ¤ÉºÉä पहले {ÉcãÉä इस <ºÉ बारे ¤ÉÉ®ä में àÉå सोचेंगी ºÉÉäSÉåMÉÉÒ और +ÉÉè® सबसे ºÉ¤ÉºÉä पहले {ÉcãÉä रिजर्वेशन ÉÊ®VÉ´Éæ¶ÉxÉ कोटा BÉEÉä]É पूरा {ÉÚ®É करने BÉE®xÉä के BÉEä लिए ÉÊãÉA काम BÉEÉàÉ करेंगी BÉE®åMÉÉÒ और +ÉÉè® जो VÉÉä ऐसा AäºÉÉ न xÉ करे, BÉE®ä, उसकी =ºÉBÉEÉÒ मान्यता àÉÉxªÉiÉÉ रद्द ®q की BÉEÉÒ जाए। VÉÉA* हमारी càÉÉ®ÉÒ कमेटी BÉEàÉä]ÉÒ ने xÉä माननीय àÉÉxÉxÉÉÒªÉ प्रधानमंत्री |ÉvÉÉxÉàÉÆjÉÉÒ जी VÉÉÒ से ºÉä मिल ÉÊàÉãÉ कर BÉE® प्रार्थना |ÉÉlÉÇxÉÉ की BÉEÉÒ थी lÉÉÒ और +ÉÉè® इसके <ºÉBÉEä इम्प्लिमेंटेशन <ÉÎà{ãÉàÉå]ä¶ÉxÉ के BÉEä लिए ÉÊãÉA हमने càÉxÉä एक ABÉE अलग +ÉãÉMÉ मंत्रालय àÉÆjÉÉãÉªÉ बनाने ¤ÉxÉÉxÉä के BÉEä लिए ÉÊãÉA भी £ÉÉÒ कहा BÉEcÉ था, lÉÉ, ताकि iÉÉÉÊBÉE एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ लोगों ãÉÉäMÉÉå को BÉEÉä आगे +ÉÉMÉä आने +ÉÉxÉä में àÉå सहायता ºÉcɪÉiÉÉ मिल ÉÊàÉãÉ सके। ºÉBÉEä* तभी iÉ£ÉÉÒ हम càÉ कह BÉEc सकते ºÉBÉEiÉä हैं cé कि ÉÊBÉE एससी AºÉºÉÉÒ और +ÉÉè® एसटी AºÉ]ÉÒ लोगों ãÉÉäMÉÉå को BÉEÉä आगे +ÉÉMÉä बढ़ाने ¤ÉfÃÉxÉä के BÉEä उद्देश्य =qä¶ªÉ में àÉå हम càÉ सफल ºÉ{ÉEãÉ हो cÉä रहे ®cä हैं। cé*   (<ÉÊiÉ) 1824 hours SHRI K. FRANCIS GEORGE (IDUKKI): Sir, as everybody has pointed out, this Bill has got a very limited purpose.  The intention of the Bill is just to bring some kind of accountability to these five Universities through Parliament. It is just to lay their Annual Reports and Statement of Accounts every year before the Parliament.  Other than that, actually, there is no other scope for this Bill.    

Sir, still everybody has gone into the higher education sector, the pitfalls, the difficulties and the problems that are being faced by the higher education sector of our country.  It is high time that we made a real review of our higher educational system.

Sir, we aspire to be one of the most advanced developed countries by 2020[a123] .

(e4/1825/brv-sk) [R124]   The single most contributing factor towards achieving that goal is going to be a generation of well-educated people. We have a lot of institutions here. There is no shortage of institutions, Universities and other specialised institutions in this country. But as far as our Universities are concerned, especially the Faculty, do they really pursue knowledge? Is there any research activity going on in our higher educational institutions and Universities?

          When we talk of change and development, obviously funds are required. Funds are hard to come in our country. Even though many have said that we are now providing the maximum that is possible from our Budget to the Education Sector, yet when we talk of further development and further achievement of excellence, we need a lot of funds. If we take the hundred Universities in the world, can we say that at least one from our country be counted amongst that 100? I doubt. There is not even a single one which is of world-class, which can be called a centre of excellence. There is none comparable to the Harvard University or the MIT or the Oxford in our country of one billion plus people. That is basically because we have neglected research or the real pursuit of knowledge in our Universities.  Our Universities have been merely degree-producing factories. Beyond that, real academic pursuit is lacking in our institutions. So, Sir, what I would request is that there has to be more interaction from our Universities, academicians with the industry sector. Universities can take up projects for our industries so that they can generate their own funds. Only if there is that kind of an approach, we can have the necessary funds for development on all counts – infrastructure development, etc. Also, there will be more enthusiasm for the real pursuit of knowledge. So, what I would request is that we have to change entirely our orientation.

          As far as we are concerned, when we talk of Central Universities, our State of Kerala, which is one of the most advanced States in the field of education, has been long demanding for a Central University. I do not know why the Central Government is not taking a favourable decision. So, I would request the hon. Minister that Kerala, which is the number one State in the country in the education sector, should be provided with a Central University.

          Finally, I would congratulate the hon. Minister. Even though the Bill is for a very limited purpose, yet it is good that there is some kind of an accountability to Parliament as far as these five Universities are concerned. So, with these words, I support the Bill.

                                                                                                (ends)   1828 hours SHRIMATI ARCHANA NAYAK (KENDRAPARA):  Sir, I thank you for giving me an opportunity to participate in the Central Universities Laws (Amendment) Bill, 2008.

          Parliament, as the sovereign authority of the people, has the right to have a copy of an Annual Report, accounts together with the auditor’s report of every institution or organization funded by the Central Government. Parliament has the right to scrutiny, to see whether the fund earmarked for the organization is spent accordingly or the money is diverted from the area for which it has been sanctioned.

          In order to ensure the executive accountability, Annual Reports as well as Audit Reports of each and every organization funded by the Central Government should be laid before Parliament. In the case of any delay in laying the annual accounts and audit reports, the organization concerned will have to submit the reason for such delay before the Houses. This is the way by which the accountability of the Executive is ensured by Parliament.

          With these words, I support the hon. Minister of State for Human Resource Development for bringing forward this legislation.

          Before concluding my speech, I would like to extend my thanks to the hon. Minister for taking up the longstanding demand for an IIT in Orissa.  Finally, the Central Government has declared to establish an IIT in Orissa.[R125]  (f4/1830/ksp/bks) [R126]             But till now we do not have a Central University in Orissa. So, we demand that a Central University should be set up in Orissa immediately. I hope the Government will consider it and sanction a Central University for Orissa.

(ends) 1830 hours SHRI P.C. THOMAS (MUVATTUPUZHA): Mr. Deputy-Speaker, Sir, when the Central Universities have been sanctioned, one has been earmarked for Kerala and a site has also been allocated near Trichur in Kerala. Nair community is one of the largest communities in Kerala and they are there all over the world. Shri Mannathu Padmanabhan is the founder of Nair Service Society and he has been instrumental in starting hundreds of educational institutions in Kerala and also other places. Anticipating that a Central University is going to come to Kerala, I have already written a letter to the hon. Minister of Human Resource Development Shri Arjun Singh that his name may be given for that. I hope this would be considered very favourably. So, my only suggestion at this stage, since the scope of the Bill is very limited, is that the Central University, which is being given to Kerala, may be named after Shri Mannathu Padmanabhan.

          I would like to make one more small point. A point was made regarding opening of an IIT in Orissa. An Indian Institute of Technology has already been promised for Kerala, but that has been, somehow, forgotten. We, the MPs of Kerala, the Government of Kerala and the people of Kerala, have been taking up this matter several times with the Government of India. So, I urge upon the Government to start an IIT in Kerala at the earliest.

(ends) 1832 hours SHRI BIKRAM KESHARI DEO (KALAHANDI): Mr. Deputy-Speaker, Sir, I support the Bill. I would just like to know from the hon. Minister as to how these institutions, the Banaras Hindu University, Delhi University, Jawaharlal Nehru University, North East Hill University and University of Hyderabad have never submitted their Annual Reports to the Parliament though Parliament has been the highest elected body of our country and till date no accountability could be fixed against anybody. So, we do not know how exactly these institutions were functioning.

          Sir, I thank the Government for the announcement that they are going to open a Central University in Orissa. As the Government is very much concerned about the enrolment which is 11 per cent in the country, this clearly shows that the under-developed areas and the backward areas in the country do not have good colleges or universities which is affecting higher education and development of technical skills in various fields.

          I urge upon the Government to locate the Central University in Kalahandi in Orissa. As they have decided to open the Central University in the KBK Region which has eight districts and Bhavanipatna in Kalahandi district is centrally located among these eight districts in the KBK Region for which the Government is giving a thrust through the Planning Commission by a programme called the Revised Long Term Action Plan for the KBK Region’s development. So, I urge upon the Government and I request the capable Minister Shrimati Purandeswari to tell her Cabinet Minister Shri Arjun Singh for locating this Central University at Kalahandi.

(ends)   (FOR REST OF THE PROCEEDINGS, PLEASE SEE THE SUPPLEMENT.) 1834 hours THE MINISTER OF STATE IN THE MINISTRY OF HUMAN RESOURCE DEVELOPMENT (SHRIMATI D. PURANDESWARI ): Mr. Deputy-Speaker, Sir, at the outset I would like to thank all the hon. Members who have participated in this discussion. Shri Santosh Gangwar, Prof. Basudeb Burman, Shri K.S. Rao, Shri Ram Kripal Yadav, Shri B. Mahtab, Prof. Ramadass, Shri S.K. Kharventhan, Dr. C.  Krishnan, Shri Mani Charenamei, Shri Ratilal Kalidas Varma, Shri Francis George, Shrimati Archana Nayak, Shri P.C. Thomas, Shri B.K. Deo have spoken on this Bill.[R127]  (g4/1835/rs/asa) I[r128]  thank all of them for having participated in this discussion.

          Let me first brief the august House why we have to actually bring in the amendment today in this forum.  This is in order to keep both the Houses of Parliament appraised on the working and the financial management of the Central universities.  The annual reports and audited accounts are placed on the Table of the House. As these universities have passed through a Central legislation, it is the responsibility of these Central universities to report to the highest House of democracy so that the annual reports could be scrutinised by the Standing Committee and the Members and to usher in transparency and accountability too.

          As far as these five universities are concerned, the Acts pertaining to these five universities did not have this particular provision wherein it makes it mandatory for these documents to be placed on the Table of the House.  The Parliamentary Committee on Papers Laid on the Table, in its Twelfth Report which was presented to the Lok Sabha on the 17 May, 2007 bringing to the forefront the delay in laying the annual reports of the audited accounts of Banaras Hindu University, recommended that the provision must be incorporated in the Act which made it mandatory wherein these documents are laid.  

          In view of the above proposed amendment, it was then thought that all the university Acts which did not have such provision must be amended and that is the reason that we have come before the House with the amendment.  The Acts pertaining to these five universities did not have this provision and that is the reason that we have come here.

          This Bill, which is the Central Universities Laws (Amendment) Bill, 2008, was introduced in the Rajya Sabha, was deliberated upon and passed on the 25th of April 2008.  After having been passed in the Upper House, we have brought it to the Lower House for the consideration of the hon. Members and its passing.

          Most of the Members felt that this amendment had a very limited scope, yet at the same time some of the Members have pointed out that the funds that have been allocated to the universities have been misutilised and there have been diversion of funds.  I am sure, my hon. Colleagues will appreciate the fact that we are trying to usher in transparency and accountability by actually bringing in this amendment.  I am sure this is being well taken into notice by my hon. Colleagues.

          I am also happy to realise that there have been so much of interest that the Members are taking in the education sector.  So many lacunae in the education sector, as they think it is, have been brought to the forefront and they have voiced their concerns and I must thank all my hon. Colleagues for this.

          First, let me just emphasise here that we have made a manifold increase in our higher education since we have attained Independence in 1947, where we had 20 universities then, we have 400 universities today; where we had 500 colleges or institutes then, today we have a little over 20,000; where we had about 15,000 faculties then, today we have about 500,000 faculties today and the gross enrolment ratio has also increased largely, where we had just one per cent gross enrolment ratio in 1950, today we are around 10 to 11 per cent gross enrolment ratio in education.

          One of the hon. Members has said that we have not done much in literacy.  But I must say that our literacy rate was 18 per cent when we attained Independence and today it is about 65 per cent.  There has been an exponential growth in our literacy rate in the past decade, that is, between 1991 and 2001. This clearly speaks that we are committed and we would definitely like to see that our literacy rates improve further.

          As pointed out by one of the hon. Members, we do accept the fact that we are not par with most of the developed countries, but our continued effort is to ensure that our literacy rates improve.  We have been working relentlessly towards achieving high literacy rate.

          There have also been concerns raised about allocation for the education sector. [r129]  (h4/1840/ [r130]   rcp/skb) I am sure, most of my hon. colleagues would agree to the fact that the outlay for the Eleventh Plan is about 19 per cent of the Plan Budget.  That itself is a huge allocation towards the education sector. In higher education, it is about nine-folds of what we have allocated in the Tenth Plan Period.  In the Tenth Plan Period, we were a little over Rs. 9000 crore, but today we have been able to allocate for higher education Rs. 84,973 crore.  This speaks for itself that we are committed to increasing our allocation towards education.  We stand by our commitment that six per cent of our GDP must be our allocation towards the education sector.  But, at the same time, I am sure the hon. Members would appreciate the fact that this is public allocation, which means both the Central Government's and the State Governments' share. The Government of India has never shirked away from its responsibilities and has increased her allocation towards education.  We would request you, all the hon. Members, to also put that kind of pressures on your respective State Governments to ensure that their share also comes on time, and also not only comes on time but also increases considerably.  The Central Government's and State Governments' share earlier was 20 per cent and 80 per cent respectively.  Today the Government of India's share has increased to around 23 per cent to 24 per cent.  We would request the State Governments also through the august House and the hon. Members that they also considerably increase their share so that we together achieve, as I said.  I would once again like to emphasise that it has to be a concerted effort.  I would like to request the State Governments also to join hands with us in ensuring that we reach the 6 per cent allocation of our GDP towards higher education.

          There were concerns about the Sixth Pay Commission, about the Registrar and Controller of Examination not being taken into consideration.  Still, that is under deliberation.  We would definitely take the concerns of the hon. Members to the authority concerned who is deliberating upon this.

          There was a question raised about our right to education. Once again, let me emphasise that the Right to Education Bill is under deliberation.  We have put it up for the stakeholders to send their comments on it. Once all the comments are consolidated, and the concerns have come in, we will come to the House.

          There have been questions raised on what we have been doing towards skill development.  We realise that vocational education needs to get the right kind of attention and emphasis today.  Education sector, as we all know, should be pyramidal in shape, the bottom, which is the broad-base, representing the elementary education; and the middle portion representing the secondary education.  We are seized of the fact that the secondary education must have emphasis on vocational education.  CBSE has introduced quite a few courses with reference to skill development, and in higher education itself we are looking at a huge increase in the number of polytechnics. Again, let me say, we are contemplating about 1000 polytechnics, probably 300 in the public sector and 600 in the PPP mode.  The norms of the Public Private Partnership have yet to be finalised.  We will place it; we will circulate it.  I am sure, the PPP mode, when it is finalised and formalised, would also help us in actually bridging the gap which exists between the market requirement and the academia.  It is because, there has been concern that there is huge gap and the employability of our students, many of the Members have felt, is not as it should be.  Such interaction and interface with the industry, I am sure, would help us in bridging the gap.  AICTE also has its STEM te n yeBoard s of Education and they are also in dialogue with the market, with the industry and the private sector to see how we could actually bridge this gap and formulate a curriculum in such a way that we actually bridge the gap that exists right now. UGC is also trying its level best to ensure that this gap is addressed and it is bridged.  I am sure, the hon. Members would appreciate the fact that we are putting in our efforts in this direction.[r131]      (j4/1845/lh-hcb) [H132]             Sir, there was also a concern raised about the marginalized sections of the society.  We believe in equity and in equality, and these have been the corner pillars of our education sector.  The hon. Members are aware of the fact that 22.5 per cent reservation for SCSTs already exists, and the OBC reservation that we have brought in also speaks of our commitment towards the marginalized sections of the society. 

          With reference to the fee, there was a concern raised here that probably the fee is being increased … (Interruptions)

श्री gÉÉÒ रतिलाल ®ÉÊiÉãÉÉãÉ कालीदास BÉEÉãÉÉÒnÉºÉ वर्मा ´ÉàÉÉÇ (vÉxvÉÖBÉEÉ)   : आपने +ÉÉ{ÉxÉä सही ºÉcÉÒ कहा, BÉEcÉ, आरक्षण +ÉÉ®FÉhÉ है, cè, लेकिन ãÉäÉÊBÉExÉ मैंने àÉéxÉä प्रश्न |ɶxÉ उठाया =~ɪÉÉ था lÉÉ कि ÉÊBÉE वह ´Éc पूरा {ÉÚ®É नहीं xÉcÉÓ हो cÉä रहा ®cÉ है। cè*  SHRIMATI D. PURANDESWARI: Sir, our efforts have been to ensure that they do come in, and when it comes to IITs, just to give an example to the hon. Members, through you, Sir, in IITs we have one-year bridge course that we actually give these children so that they are equipped enough to actually rather live up to the rigours of higher education.  So, our efforts have been definitely towards ensuring that the children who belong to the marginalized sections are well-equipped to come into the higher sections.

          There was also a concern raised about the high fee.  But, Sir, we would like to support all these children who are not able to get into the higher education.  We definitely do not want any child to turn away from the portals of the higher education because he or she lacks the resources.  So, there is a good educational loan scheme which is in place as has been rightly pointed out by many of the hon. Members, and I am sure that our efforts would be appreciated by them also.

          Sir, regarding a question about the Pondicherry University and about the Community College which has been raised, it has been well taken, and definitely it will be placed before the officials as and when they are formulating it, and we would also deliberate with them.

          There was also a concern that the size of the Universities should not be as large as they are today, and the number of affiliated colleges must be fewer in number. We have been deliberating this with the Vice-Chancellors of various Universities, and as and when there is a consensus on this, definitely the hon. Members would be apprised about it. 

          Sir, about funds released from UGC, any University that has been recognized under Section 12 B would definitely get the support from UGC.  There has been a concern that there is a delay in the release of funds.  Probably the delay could be that the Utilization Certifications have not come on time to the University Grants Commission.   In case if any particular case is brought to our notice, we will definitely take it across to UGC. 

          Shri Kharventhan had raised the issue about the deemed Universities and AICTE granting the permission.  Let me through you, Sir, inform the House that AICTE only inspects the technical institutes, and that is under their jurisdiction.  But a representative of AICTE is normally on the team when they go to inspect the facilities of the deemed to be Universities. But this does not mean that AICTE grants the inspection.  There is a rigorous inspection that takes place, and after the inspection is done and the inspection team is satisfied, then the deemed to be University status is granted but yet again if there are cases as such, we would like the Members to get back to us. 

          There was a concern raised by Shri Mani Charenamei on the Manipur University not catering to the population. We have just passed the Tribal University Bill and we established the Tribal University which has been established at Amarkantak.  As per the Act, the Tribal University can set up Centres in the tribal population concentrated areas. So, Manipur is definitely eligible to receive a Centre, and definitely this would be kept in mind as and when we finalize Centres also.  He spoke about the indigenous tribal children there being deprived admission into the Manipur University.  Sir, 50 per cent of the admissions in the Central Universities are to the children belonging to the State itself.  So, they benefit by this because actually they are admitted into the Manipur University. It is not that somebody outside Manipur can come and get admission in the Manipur University. [H133]  (k4/1850/mmn-mm) [m134]             So, I am sure Mr. Charenamei will appreciate the fact that the children in Manipur are not deprived access to higher education.

          As far as my knowledge goes and as whatever I have noted, I think I have answered many of the concerns. … (Interruptions) As far as my knowledge goes, to the best of my capacity I have tried to answer many of the queries that have been raised. In case there is anything left, I would definitely reply to the Member officially. Thank you, Sir.

MR. DEPUTY-SPEAKER: Mr. Ratilal Kalidas Varma has asked two clarifications. One is, whether the SCs/STs will have representation in the universities as required by the law. This is his first clarification. And, second, whether the students who are getting education without the teachers in the villages will be able to have their education in your university?

SHRIMATI D. PURANDESWARI: As per the reservation, they are eligible.

MR. DEPUTY-SPEAKER: It is in administration.

SHRIMATI D. PURANDESWARI: Yes, we do have reservation in administration.

MR. DEPUTY-SPEAKER: It is in recruitment.

SHRIMATI D. PURANDESWARI: That will definitely be taken care of. If there are any lapses somewhere, I would request him to bring it to our notice.… (Interruptions)

श्री gÉÉÒ रतिलाल ®ÉÊiÉãÉÉãÉ कालीदास BÉEÉãÉÉÒnÉºÉ वर्मा ´ÉàÉÉÇ (vÉxvÉÖBÉEÉ)   :  उपाध्यक्ष ={ÉÉvªÉFÉ महोदय, àÉcÉänªÉ, मंत्री àÉÆjÉÉÒ महोदया àÉcÉänªÉÉ ने xÉä ट्रैनिंग ]ÅèÉËxÉMÉ देने näxÉä की BÉEÉÒ बात ¤ÉÉiÉ कही BÉEcÉÒ है। cè* लेकिन ãÉäÉÊBÉExÉ जो VÉÉä पहले {ÉcãÉä से ºÉä ही cÉÒ क्वालीफाइड BÉD´ÉÉãÉÉÒ{ÉEÉ<b हैं, cé, उनको =xÉBÉEÉä नियुक्ति ÉÊxɪÉÖÉÎBÉDiÉ नहीं xÉcÉÓ दी nÉÒ जा VÉÉ रही ®cÉÒ है। cè* गुजरात MÉÖVÉ®ÉiÉ की BÉEÉÒ एक ABÉE यूनीवर्सिटी ªÉÚxÉÉÒ´ÉÉ̺É]ÉÒ के BÉEä अंदर... +ÉÆn® ...( व्यवधान ´ªÉ´ÉvÉÉxÉ) SHRIMATI D. PURANDESWARI: I can answer only for the Central Universities because Central Universities are established by a Central law. The State Universities are established through a State law. So, I think as regards the State Universities, in case there are no admissions done as per the reservation policy, then the attention of the State Universities must be drawn up.

          But as far as the Central Universities are concerned, there is an All-India Examination, and as per the merit, the students are taken. The students coming through the reservation are also given their due admission.

श्री gÉÉÒ राम ®ÉàÉ कृपाल BÉßE{ÉÉãÉ यादव ªÉÉn´É ( पटना {É]xÉÉ)  : महोदय, àÉcÉänªÉ, मैंने àÉéxÉä बिहार ÉʤÉcÉ® की BÉEÉÒ भावनाओं £ÉÉ´ÉxÉÉ+ÉÉäÆ को BÉEÉä रखा ®JÉÉ था lÉÉ और +ÉÉè® कहा BÉEcÉ था lÉÉ कि ÉÊBÉE आप +ÉÉ{É केन्द्रीय BÉEäxpÉÒªÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ स्थापित ºlÉÉÉÊ{ÉiÉ कर BÉE® रहे ®cä हैं, cé, यदि ªÉÉÊn पटना {É]xÉÉ विश्वविद्यालय Éʴɶ´ÉÉÊ´ÉtÉÉãÉªÉ उन =xÉ सभी ºÉ£ÉÉÒ कैटगिरीज़ BÉEè]ÉÊMÉ®ÉÒWÉ को BÉEÉä पूरा {ÉÚ®É करता BÉE®iÉÉ है cè तो iÉÉä उस =ºÉ पर {É® आप +ÉÉ{É विचार ÉÊ´ÉSÉÉ® क्यों BÉDªÉÉå नहीं xÉcÉÓ कर BÉE® रहे ®cä हैं cé?

SHRIMATI D. PURANDESWARI: In the higher education sector, there are geographical disparities in the sense that there are some regions which do not have Central Universities. There are some States which do have Central Universities. So, our focus at present would be on providing Central Universities in such States which do not have Central Universities. Since Bihar is already receiving an IIT, I am sure the hon. Member keeping that in mind would appreciate the fact that we need to distribute the Central Universities to other States which do not have one.

                                                                                                (ends) MR. DEPUTY-SPEAKER: The question is:

“That the Bill further to amend the Banaras Hindu University Act, 1915, the Delhi University Act, 1922, the Jawaharlal Nehru University Act, 1966, the North-Eastern Hill University Act, 1973 and the University of Hyderabad Act, 1974, as passed by Rajya Sabha, be taken into consideration. ”   The motion was adopted.

 

MR. DEPUTY-SPEAKER: The House shall now take up clause by clause consideration of the Bill.

          The question is:

                   “That clauses 2 to 10 stand part of the Bill.” The motion was adopted.

Clauses 2 to 10 were added to the Bill.

Clause 1, the Enacting Formula and the LongTitle were added to the Bill.

SHRIMATI D. PURANDESWARI: I beg to move:

          “That the Bill be passed.” MR. DEPUTY-SPEAKER: The question is:

          “That the Bill be passed.” The motion was adopted.[m135]   

----

                     

(l4/1855/krr/sb) MR. DEPUTY-SPEAKER : Now the House will take up the Second Supplementary List of Business – Bill to be introduced.