 RESOLUTIONS ADOPTED BY THE BOARD

adopted by

The Central Advisory Board of Education

(37th Session)

I. Thanks to the Prime Minister: The Board places on record its deep gratitude to the Prime Minister for her support to the current attempts at educational transformation and for her assurance that Government accords high priority to them. The Board assures the Prime Minister that the academic community and all those concerned with educational planning and administration would spare no effort in improving the relevance and productivity of education so that it becomes a more effective instrument to develop the personality of the students and to secure social and economic development.

II. Financial Allocations : The Board recognizes that, in the severe economic crisis through which the country is passing at present, education, like other sectors, will have to bear its share of economy cuts. The Board would, however, like to draw the attention of Government to the close link between education and socioeconomic progress and point out that the disproportionately severe cuts now imposed on education will ultimately harm the long-term interests of the nation. The Board, therefore, expresses the hope that larger resources would be made available to education as soon as possible. It also urges that the allocations for 1975-76 should be adequately higher than those for 1974-75.

The Board recommends to the Central and State Governments that the following steps may be taken forthwith to ensure that the best possible educational progress is still achieved in spite of the present economy cuts :

(i) By reviewing all non-Plan expenditure with a view to eliminating programmes and practices which are

no longer relevant and using the funds for initiating new programmes or for supporting existing programmes which are in need of additional funds;

(ii) By pooling non-Plan and Plan funds together so that any economies on the non-Plan side become available for developmental activities;

(iii) By making a more effective use of teaching personnel;

(iv) By better use of available buildings and equipment to accommodate more students or to develop new programmes; and

(v) By mobilising community support to supplement Plan allocations.

The Board is of the view that an initiative in the matter should be taken by the Central Government so that the State Governments may also follow suit.

The Board also recommends that the highest emphasis should be placed on institutional planning (as well as planning at district and regional levels) and the maximum use of human effort which, besides being an end in itself, can also make up, to a large extent, the shortfall in financial investment.

III. General Strategy.-The Board had recommended, in its last meeting, a balanced overall strategy of educational development which had been further modified by the Standing Committee to suit the allocations then proposed. Still further modifications of these proposals have now become necessary in view of the severe constraints on available resources. After taking all aspects of the problem into consideration, the Board now recommends that the following strategy may be adopted, both at the Centre and in the States:

(1) The haphazard and unplanned expansion that now takes place in secondary education should be controlled through proper planning and location of new secondary schools, rationalisation of existing institutions and maintenance of proper standards. In higher education more drastic steps will have to be taken to regulate enrolments. There should be considerable restraints in the establishment of new universities and if a decision becomes inevitable, the criteria prescribed by

the UGC should be strictly adhered to. New colleges should not be established except in areas which are largely under-developed. The maintenance of standards should be insisted upon. Emphasis should be on achieving expansion through existing institutions and through non- formal channels, care being also taken to see that the access to higher education of women and of weaker sections of the community is increased. These measures would create considerable saving in funds now meant for expansion of facilities in secondary and higher education. These could be utilised for vocationalisation, adoption of the new pattern and programmes of qualitative improvement.

(2) There should be a concentration of effort on a few major programmes of identified significance and priority. These may include : universalisation of elementary education, programmes of qualitative improvement, vocationalisation of secondary education, adoption of the new pattern of 10+2+3, development of youth services and a programme of non-formal education for out-of-school youth in the age group 15- 25.

(3) The exclusive emphasis on formal system of education should be given up and a large element of non-formal education should be introduced within the system. Multiple-entry and programmes of part- time education have to be adopted in a big way. At the secondary and university stages, part-time and correspondence education should be developed and all encouragement given for programmes of self-study. All State plans should henceforth include programmes of non-formal education as an integral part of educational provisions, and suitable machinery be set up in each State to formulate, devise and implement programmes of non-formal education, including functional curricula, integrated and inter-linked with the formal system.

(4) A climate of enthusiastic and sustained hard work should be created in all educational institutions through a deep involvement of teachers, students and the community in all programmes of educational reconstruction.

IV. Universalisation of Elementary Education (Age Group 6-14) : (1) The Board recommends that in view of its vital significance, the programme of providing universal elementary education for the age group 6-14 should be pursued relentlessly in, spite of financial stringency and fully implemented within a period of ten year at the most. The highest emphasis will

have to be placed on extending the programmes to girls and to weaker sections of the community, especially the Scheduled Castes and the Scheduled Tribes,

(2) The Board is convinced that the goal of universal education cannot be realised through an exclusive reliance on the formal system of education with its single point entry, sequential character and full-time institutional instruction with full-time professional teachers. The Board, therefore, recommends that a radical reconstruction of the existing system should be carried out through the adoption of multiple-entry system and a large scale programme of part-time education for those children who cannot attend schools, for some reason or the other, on a whole time basis. Programmes for such reconstruction should, therefore, be drawn up, in all States, and their implementation should begin from the next academic year at the latest. A massive programme of educating public opinion in favour of these changes should be launched by the Central Government, State Departments of Education, State Institutes of Education, the Inspectorate and the teaching community. The State Departments of Education should make special efforts to orient the teachers to meet the new challenges. The curricula needed for the purpose, the necessary learning and teaching materials and techniques will have to be immediately prepared by the State Institutes of Education.

(3) Every State should set up a Working Group to prepare a concrete and realistic programme for provision of universal elementary education within its areas in a period of ten year. This programme will have to be made financially feasible through an intensive utilization of existing facilities, the introduction of non-formal elements within the existing system and by adopting, if necessary a higher pupil-teacher ratio. These plans should be ready within a period of six months at the latest.

(4) The magnitude of the unfinished task in the provision of universal elementary education, both quantitative, and qualitative varies largely from State to State; and unfortunately it is very high in those States which do not have adequate financial resources. The Board, therefore, recommends that a new programme of Central assistance for provision of universal elementary education should be evolved in consultation with the States under which assistance would be made available to a State on the basis of (a) its needs, (b) its ability, and (c) its effort. No State should, however, be eligible for assistance under this

programme unless it puts in the minimum effort prescribed. The effort to be put in by the State as well as the Central assistance made available should be specifically earmarked for this programme.

V. Programme of Qualitative Improvement : (1) The Board recommends that programme of qualitative improvement should receive the next highest priority. In the past, they were relegated to the second place and received only such allocations as were available after the needs of expansion were first met. This policy will now have to be reversed. An adequate proportion of the total plan allocation would have to be first set aside for the programmes of qualitative improvement. We should then address ourselves to the question of the maximum expansion that could be secured within the balance of the resources available, through formal or non-formal means.

(2) A transformation of the content of education at all levels and in all forms is the most important programme of qualitative improvement. There is need to place greater emphasis on the process of learning, on the development of skills (such as the self-study habits, problem-solving ability and the capacity to use one's hands in socially productive work) and inculcation of nationally accepted values. Education has also to be closely related to the immediate social and national environment and made to assist in the solution of problems now facing the country.

(3) Programme of qualitative improvement form a package deal. These include : adoption of dynamic methods of teaching; development of curricula; improvement of textbooks and other teaching and learning materials; examination reform; improvement of pre-service education of teachers and provision of in-service education; improvement of' supervision and adequate provision of equipment and facilities in all educational institutions.

(4) The Board welcomes the strategy for the development of higher education outlined by the UGC which lays emphasis on consolidation, examination reform, emphasis on research and selective development of institutions, including recognition of autonomous colleges. It specialty welcomes the proposals to restructure the courses with a view to linking them closely with the problems of the local community.

(5) Since programmes of qualitative improvement depend essentially on human effort by teachers, students and the community, a system of institutional planning should be universally adopted as early as possible.

(6) In view of the limited funds available, a programme of institutional improvement may be started on a selective basis. The facilities of these upgraded institutions should be made available to the students of schools in the neighbourhood and also utilised for providing in-service education to their teachers.

VI. Vocationalization of Secondary Education : (1) The Board welcomes the proposal made by the All-India Council for Technical Education to set up a National Council of Vocational Education and State Councils of Vocational Education. These Councils will coordinate the vocational education and training of all departments of Government (including agriculture and health) and of industry and function as a clearing house of ideas and information.

(2) The Board recommends that the new courses to be designed for vocational education should take into account the needs of skilled personnel as well as the existing programmes and facilities. In designing these courses, there should be considerable freedom, elasticity and experimentation; and wherever possible, non-formal educational methods, particularly correspondence and evening courses should be used. Particular attention land emphasis should be given to organising agricultural and allied vocational courses, especially in the rural secondary schools. There should be provision for transfer of credits from- academic to vocational courses and vice-versa.

(3) The Board strongly recommends that there should he intensive and coordinated utilisation of available institutional resources such as I.T.Is and Polytechnics (including personnel and equipment) and plan and non-plan funds, whether under government or in the private sector.

(4) The Board is of the view that the amount of Rs. 10 crores provided in the Central Plan for the introduction of vocational courses at the higher secondary stage is extremely inadequate and recommends that it should -be substantially increased.

VII. Adoption of the Uniform Pattern (10+2+3) : The Board notes with satisfaction the progress made in adoption of the uniform pattern (10+2+3) in the different States and recommends that steps should be taken to implement this programme in all States as soon as possible. Central assistance should be available for this programme.

VIII. Out-of-School Youth : The Board welcomes and endorses the strategy proposed by the Ministry of Education for providing programmes of non-formal education to out-of-school youth in the age- group 15-25 and recommends

(1) that adequate financial allocations be made in the State plans for non-formal education for the age-group 15-25 on the basis of well-defined norms set up by the State Government (broad guidelines on the subject may be given by the Government of India);

(2) that the programme should be flexible, diversified and functionally related to the needs and interests of youth and should equip them for participation in developmental activities;

(3) that during the current year 1974-75, all efforts be made to begin the programme in (a) one district in each State with Central assistance and (b) at least one additional district with State funds; and

(4) that by the end of the Fifth Plan an effort should be made to cover at least six to seven million illiterates in this age group.

IX. Adult Education : Programmes of adult education are of great significance for the success of the programme of universalisation of elementary education as well as for securing intelligent participation of the people in all programmes of national development. They should, therefore, be developed on a priority basis. In particular, the Board recommends that the Functional Literacy Programme which represents the single largest on-going effort of intensive non-formal education linked to a developmental activity, should be strengthened and expanded, and that similar functional literacy programmes should be developed in relation to other developmental schemes appropriate to rural and urban situation. The Board further recommends that the adult education programmes should form an in-built part of every developmental activity whether in the rural, or urban, public

or private sector, and that every Central and State Ministry / Department should make appropriate provision in the respective scheme.

X. Education of Scheduled Castes and Scheduled Tribes The Board emphasises the need for special measures to speed up the spread of education among Scheduled Castes and Scheduled Tribes. A distinct strategy should be evolved for achieving the educational targets in regard to children belonging to the Scheduled Castes and Scheduled Tribes and high priority should be given to all such programmes in the Central and State Plans. Special coaching and guidance schemes should be developed for Scheduled Castes and Scheduled Tribes children. Sub- plans for tribal areas should be prepared expeditiously. While the implementation of these programmes should be emphasised, and should on no account be held up, the Chairman should be requested to appoint a committee to study the special programmes essential to meet the needs and aspirations of the Scheduled Castes and Scheduled Tribes.

XI. Special Problems of Hill, Desert and Tribal Areas The Board recommends that in view of the specific problems of the hill, desert and tribal areas, special programmes should be developed to meet their needs. In particular, it is necessary;

(a) to work out detailed plans for the development of education in these areas, on the basis of the data available from the survey recently organised by the NCERT and the Hill States (the results of which are expected shortly);

(b) to establish Ashram Schools and Mobile Schools on a priority basis;

(c) to relax selectively the ban on the construction of build- ings, creation of posts etc. recently imposed, in view of the need for building up requisite infrastructures in these areas;

(d) to ensure that the limited budgets of the smaller hill States are not unduly affected by economy cuts; and

(e) to overcome the administrative hurdles and to expedite sanction of schemes in regard to the smaller hill States.

XII. Health Education : The Board recommends that health education be given due importance in the various types of educational programmes of the country. From this point of

view, it is necessary to include a health education component in the programme of education for various age groups by:

(1) integrating health education into the curriculum of schools and teacher training institutes;

(2) preparing health education materials for teachers, students, youth and parents, such as, text and supplementary, reading materials, guide and resource books, teaching aids and mass media, etc.;

(3) training education and health personnel associated with these programmes; and

(4) establishing effective coordination between education, health and allied agencies at all levels of administration.

XIII. Games, Sports and Physical Education : The Board accepts the recommendation made by the State Ministers of Sports and suggests that adequate provision for games, sports and physical education should be made in all educational institutions.

XIV. Student Amenities and Services : The Board recommends that emphasis should be placed on the provision of amenities and services to students such as hostels, text-book libraries, day-study centres, games and sports. scholarships, and extracurricular activities.

XV. Pre-School Education and Integrated Approach : The Board reiterates its earlier recommendation (adopted in the thirty-sixth session) on the devolpment of programmes for the pre-school child and recommends the development of a multiple approach to education based on integrated centres offering the following :

(a) creche and balwadi which would take care of the needs for physical, mental, emotional and social development of children below 6, and at the same time release the older child, especially girls, for education;

(b) primary education, part-time or full-time, formal or non- formal for children aged 6-14; and

XVI. Nehru Yuvak Kendras : The Board recommends that the programme of Nehru Yuvak Kendras should be improved and expanded, with greater involvement and participation of State Governments. An appropriate Organisation to achieve these objectives should also be set up.

XVII NSS and National Volunteers : (1) The Board recommends that programmes of National Service for the students should be considerably enlarged. The possibilities of making the programme universal and compulsory and integrating it with the under-graduate curricula should be explored. In the meanwhile, the existing co-curricular programmes under the Scheme should also be strengthened and the special camping programmes such as 'Youth Against Dirt and Disease', should be maintained and expanded.

(2) The scheme of National Service Volunteers should be introduced as early as possible.

XVIII. Cultural Programmes : (1) The Board affirms the principle that unless culture permeates all aspects of education and scientific disciplines there will be no comprehensive reorientation of the educational system. It accordingly recommends that: (a) cultural content of curriculum for pre-school, primary, middle, secondary and higher secondary stages should be developed; (b) extracurricular cultural activities should be encouraged in schools and in all institutions of higher studies; and (c) extra-curricular studies conducive to cultural development should be encouraged by improving library facilities.

(2) The Board recommends that the Archaeological Survey of India and other large museums should take the initiative in arranging for the more effective display of their collections, through State, University and Municipal museums. With their assistance, the museums should endeavour to create among the people, especially the young, an awareness of and interest in our cultural heritage.

(3) The Board recommends that immediate and effective steps should be taken to ensure the security of art treasures and antiquities. For this purpose, it urges the Central and State Governments to take urgent action for the early enforcement of the Antiquities and Art Treasures Act, 1972.

(4) The Board recommends that the Central Department of Culture and the Lalit Kala Akademi should take active steps and provide adequate funds to encourage the traditional artists and to develop their creative talents.

(5) The Board recommends that the Central Department of Culture and Sangeet Natak Akademi should divert funds to provide greater encouragement to folk dance and music rooted in the cultural traditions of our country.

(6) In view of their inestimable value in improving the quality of life and their vital importance in nation-building, the Board recommends that the meagre allocations made to cultural programmes should not be reduced further in spite of the financial stringency and wherever possible, these should be increased.

XIX. R and D Cess : While noting that scientific research in the universities has expanded a great deal during the last decade and large number of scientists are engaged in research projects which are of considerable national economic significance, the Board observes that research facilities in university should be in consonance with the importance of the Work- undertaken and scientific talent available. The Board, therefore, recommends that substantial funds should be made available for R & D in the universities and the universities should receive. a proportionate share of the funds obtained by Government from the proposed R & D cesses on industries.

XX. Implementation : The Board is of the view that as a result of the detailed and prolonged discussions spread over the last two years it has been possible to evolve an appropriate new strategy for the development of education and its broad outline has also been clarified. A time has, therefore, come to workout concrete programmes in all their details and to begin implementation without any further delay. The Board, therefore, recommends that the emphasis should henceforth be on vigorous and sustained implementation of policies, which have already been agreed upon. From this point of view, the Board makes the following recommendations:

(1) The coordination between the Centre and the State Governments in respect of curriculum development, examination reform, improvement of textbooks, streamlining of educational structure and educational planning has been increasing over the years. The tempo thus gained should now be put to the maximum use for the purpose, not only of educational reconstruction, but also of national integration.

(2) Standing Committees of the Board should be set up for major programmes to be implemented. They should meet frequently to guide the development of the programmes entrusted to them and to coordinate action at the Central and State levels and also to assess the extent to which the priorities laid down by the Board are being observed in practice. There should be regular regional meetings at the level of Education Secretaries and Directors of Public Instruction.

(3) The N.C.E.R.T. has an important role to play in developing programmes of qualitative improvement at the school stage and in providing academic guidance and support to the State Departments and Institutes of Education. In particular, the N.C.E.R.T. should take initiative in developing curricula, teaching and learning materials, and development of appropriate techniques for programmes of non-formal education at elementary and secondary stages and in vocational courses at the school stage. Its existing programme in the field of curriculum development, examination reform, preparation and improvement, of textbooks and other educational materials and teacher training should be strengthened and expanded.

(4) The National Staff College for Educational Planners and Administrators should provide programmes for orientation to senior officers of the State Education Department on a regional and national basis. Its activities in this field should be supplemented by the State Institutes of Education, which will provide similar training to all the remaining inspecting and supervisory staff in the States.

(5) There should be adequately staffed Planning and Evaluation Wing headed by a senior officer in the Education Department of each State. The present system of collecting educational statistics should be revised, emphasis being placed on output data, and the statistical machinery- should be suitably strengthened for the purpose. The quality of supervisory and inspecting staff should be improved and innovative practices like the school complexes should be adopted.

(6) Teachers have a very important role to play in planning and development of education. They are the principal instruments who work with the community on one hand and the students on the other. The role of students also is no less important. A radical programme of educational reconstruction of the type that is now visualised can ever succeed without the

enthusiastic cooperation of the teachers and students. Every effort should, therefore, be made to involve teachers deeply and intimately in educational planning and development. Students should also be involved, especially at the university stage.

(7) The programme of educational reconstruction, which is now proposed, cannot be implemented unless it receives intelligent and enthusiastic support of the entire community. A massive programme of educating public opinion on the subject should, therefore, be launched in all parts' of the country.

XXI. U.G.C. Scales of Pay : The Board recommends that in view of various implications of question of pay scales of College and University teachers, the Chairman is requested to convene a Conference of all State Education Ministers to examine this question.