WOMEN^S EDUCATION 13 NCERT in 1978 reported that 3000 primary schools have no teachers at all; only 9 per cent of primary schools have 5 teachers, more than half of the primary schools are in thatched houses or open spaces; one-third have no mats, benches etc., 40 per cent have no blackboards; 70 per cent have no books and 85 per cent schools have no toilet facilities. Another feature of the post-independence educational development is the existence of non-government educational institutions in large numbers resulting m massive disparity of standards. The Education Commission (1964-66) reported that nearly 33 per cent of the total educational institutions were non-governmental. The table below indicates the proportion of nongovernmental institutions in states and at different stages. Table III Percentage of non-governmental Educational Institutions to total number of Institutions State Percentage Stage or section Percentage Andhra Pradesh 8.0 Pre- primary 70.9 Assam 19.1 Lower Primary 22.2 Bihar 74.0 Higher Primary 27.1 Gujarat '36.0 Secondary 69.S Jammu & Kashmir 1.7 Vocational Schools 57.4 Kerala 61.7 Special Schools 79.0 Madhya Pradesh 4.6 Institutions for Higher Education 78.8 Maharashtra 48.0 (General) Karnataka Colleges for professional (Mysore) 34.3 Education 49.9 Orissa 65.3 Colleges for special Education 74.9 Punjab 7.4 Total for all sectors 33.2 Rajasthan 3.5 Uttar Pradesh 14.5 West Bengal 36.3 Total for INDIA 33.2 SOURCE : Report of the Education Commission, 1964-66 Post-independence educational development in uie country has created a large force of educated job seekers uprooted from their traditional workplace rather than bringing people into the field of the educational system so as to enable them to participate in the process of nation building. This force is increasing steadily. The consequences of such a phenomenona could be seen in the rising number of student and youth unrest all over the country. So, 'Education is reduced to a commodity and is sold to the highest bidder at a vast profit. Education is geared to the employment market and examinations are used to eliminate young pe6ple rather than test their knowledge. That successive governments of India have abondoned the spheres of education to profiteers is obvious from the fact that plan expenditure on education has declined from 7.6 per cent in the First Plan to little over two per cent now. And this when almost every report on education since, 1920s including those of Gandhi and Vishweshwarayya have called for a\