 ADDRESS

The three watch-wards of the present meeting of the Board are universalisation of education, social justice and strengthening, of non-formal education. Each of these are extremely important. It is obvious that good standards in higher education can only be established on the broad basis of universalisation of primary education and qualitative improvement and diversification of secondary education. A number of speakers have emphasized the need for more trained teachers, particularly in the, field of science teaching. Teachers training colleges, both Government and non-Government, will have to undertake the responsibility of training more science teachers for the secondary schools and of re-orienting the existing teachers. Towards this end, the UGC has already made a programme for the teachers training colleges and asked them to send their proposals. University Departments of Education must also play a role in these re- orientation programmes. For this, Government will have to, assist them from the funds set apart for teacher training programmes.

The Commission has reviewed the working of correspondence courses and worked out a new set of guidelines to ensure that rapid expansion of non-formal education does not lead to a, lowering of standards. The Commission has also set up a Stand-

ing Committee for continuously monitoring programmes of nonformal education and giving help and advice to the universities where necessary. There is a general acceptance of the academic validity of correspondence courses and non-formal education. However, some of the States, as for instance those in the eastern region, have not yet taken concrete steps to initiate programmes of non-formal education to check the unnecessary proliferation of colleges. I hope that faster progress, will be made in this direction. The programmes would be further improved as and when the Government sets up the National Peoples' University or the Open University.

Mr. Chairman, the primary function of the University Grants Commission is the maintenance and coordination of standards. The main purpose of the revision of pay scales of teachers and of the introduction of 10+2+3 pattern is to raise standards and to make education more relevant. In my opinion, neither of these schemes can be implemented in full without undertaking a drastic restructuring of the existing system of higher education. Some of the Hon'ble Ministers have referred, within the Conference as well as outside, to the difficulties they have been encountering in extending the new pay scales in their existing colleges. In many of the States, a large majority of the college students belong to the pre-degree classes which are not covered under the UGC formula. Hence, some of them may have to be converted into junior colleges or higher secondary schools. This might entail some transfer of both teachers and students in order to make the colleges more viable. It is well known that roughly 50 per cent of our colleges have an enrolment of 500 or less. These colleges have poor facilities, poor staff and poor standards, while many of the University departments and the better-equipped colleges have not only been able to maintain standards but to raise them. Standards have declined substantially in these sub-standard non-viable colleges. The growing disparity of standards between the non-viable colleges which are generally located in the rural areas and the better-endowed and better-equipped colleges in the cities is dangerous and undesirable from every point of view, morally, socially and

politically. It can only be rectified by a careful planning of the development of colleges at the district level. The introduction of the new pay scales and the 10+2+3 pattern is an opportunity for undertaking such a reorganisation. The Punjab experiment of setting up a Planning Board for the purpose appears to be an attractive idea. The National Staff College for Educational Planners and Administrators would, I am sure, be prepared to help in this process. The affiliating universities could also be involved. The Commission would also be prepared to give such help and advice in the matter as necessary. The Commission has put forward the concept of academic centres where common facilities such as library, health services, games and sports could be provided to a group of colleges. A special fund has been created for working this out in the Metropolitan cities of Calcutta, Bombay, Madras and Delhi. It could be extended to other cities in the light of experience gained.

Other programmes of the Commission which I do not want to spend much time in listing are the College Science and Humanities Improvement Programmes. 111 such colleges have been chosen already to raise under-graduate standards. These colleges are chosen on a district basis, bearing in mind their student teacher ratio, academic results, library and laboratory facilities, etc. It is visualized that 300 such colleges will be assisted under this scheme during the Fifth Five Year Plan.

Another programme initiated by the Commission is the programme of autonomous colleges. The programme has been welcomed both by the Conference of Vice-Chancellors and the All-India Conference of College Principals which was convened in Delhi some time back. In a number of states, the Acts of the universities have also been amended to provide for autonomous colleges. But it appears to me that State Governments, particularly State Ministers, are not yet convinced of the academic utility and viability of the scheme. Necessary papers in this connection have been circulated. If there is any further Clarification that is needed, I shall be happy to give it. I would like to mention, however, that the charge that the scheme would lead to elitism is not true; in fact, it might help in combating

the elitism which already exists because the colleges which are given an autonomous status would be required to reserve a statutory number of seats for Scheduled Caste and Scheduled Tribe students. Thus these students would find it, easier to have admission to the prestigious colleges. However, to make this scheme a real success, it would be necessary for the Central and the State Governments to introduce a bursary scheme for the under-privileged students.

I am happy to say that we have made some progress in the direction of examination reform. 36 Regional Workshops for upgrading and revising the syllabi and making them more relevant are being organised. The first such Conference was held At Jaipur last month. All the others will be completed during the next six months. 16 universities have been selected for implementing a scheme of re- orienting courses towards rural problems. I hope that the Commission will have the continued help and cooperation of the State Governments in these programmes.

One last word about the 10+2+3 pattern. The matter was discussed by the Vice-Chancellors. Their report has been circulated and a separate note on the manner of its implementation has been put up. I hope the Vice-Chancellor, Madras University, who is present here will explain the details. The Commission considers that three years of undergraduate education is necessary to make a candidate eligible for admission to the first degree. But some universities which, for historic reasons, have only a two-year B.A. may continue to have a pass course of two years, and add a third year as Honours. This would make the implementation of the scheme financially more viable for these States. But States which already have a three year B.A.M.Sc./B.Com., should not try to go back to a two-year B.A. and a one-year Honours course.

There are specific problems regarding implementation of the new pay scales in various states. These are being dealt with in the Ministry of Education. But I do hope that the new pay scales will be implemented in all the Faculties, including Medicine, Law and Engineering.