III. AGENDA, MEMORANDA AND NOTES
Item No. 1 To record appreciation of the services rendered by those who have ceased to be members of the Board since the last meeting and to welcome new members.
Item No. 2 To report that the proceedings of the 32nd meeting of the Central Advisory Board of Education held at Chandigarh in October, 1965 were sent to the State Governments and Union Territories.
Item No. 3 To consider the Reports of the Education Commission and of the Committee of Members of Parliament on Education and to suggest a draft statement on the National Policy on Education for consideration by the Government of India.
Item No. 4 To consider the Report of the Standing Committee on School and Social Education.
Item No. 5 To consider the Report of the Standing Committee on Higher Education (including, Science Education and Education for Agriculture and Industry).
Item No. 6 To consider the Report of the Standing Committee on Educational Administration Finance & Implementation.
Item No. 7 To take note of the Union Education Minister's Statement in Parliament on adoption of Indian languages as media of instruction at the university stage.
PART B
Item No. 8 Central assistance for the implementation of Recommendations of Kothari Commission with regard to pay scales of school teachers and supervisors. (Haryana and Orissa State Governments)
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Rem No. 9 Quality Improvement in secondary schools in the Fourth Plan. (Orissa State Government)
Item No. 10 Uniform pattern of grant-in-aid Rules. (Orissa State Government)
Item No. 11 Suggestions regarding (a) Starting higher institutions of Technology, (b) Equipment position in technical institutions, (c) Postgraduate course in Engineering & Technology. (d) Reorganisation of Junior Technical courses, (e) Diploma courses in Fisheries Technology, (f) Aeronautical Engineering courses, (g) Pre-vocational Centres. (Kerala State Government)
Item, No. 12 Government of India National Loan,Scholarship. (Orissa State Government)
PART C
Item No. 13 To take note of Report of the National Council for Women's Education for the period February 1966 to March 1967. (Ministry of Education)
Pent No. 14 To take note of a paper on Cost Reduction in School Buildings. (Central Building Research Institute Roorkee (U.P.)
Item No. 15 Any other item with the permission of the Chairman.
(There were no papers for item No. 1. The papers for item Nos. 2 and 3 were circulated but are not reproduced here. The reports of the Standing Committees for item Nos. 4, 5 and 6 are given in Annexures IV, V & VI.)
MEMORANDA AND NOTES
Item No. 7: To take note of the Union Education Minister' statement
in Parliament on adoption of Indian languages as media of instruction
of the University stage. The proposal to adopt the Indian languages as media of education at the university stage has been before the country for almost a hundred years. The first demand for this was put forward on 1st August, 1867 in a memorial submitted by the British Indian Association of the NorthWestern Provinces (the present Uttar Pradesh) to the Viceroy and Governor-General of India. This was not accepted on the ground that the necessary literature was not available in the modern Indian languages. This question was also raised on several subsequent occasions. But the decision was always the same: there was not enough literature in Indian languages to use them as media of education. Consequently, English continued to be the exclusive medium of education at the university stage till 1947. 2. A frontal attack on this policy was launched by our great national leaders in the twenties of this century. Rabindra Nath Tagore pointed out that in no country of the world, except India, was the language of education divorced from the language of the students and that the use of English as the medium of education in universities confined higher knowledge and culture to a select section of the citizens instead of making them universally available to the people. Mahatma Gandhi wrote frequently and strongly on the subject. "I must cling to my mother tongue as to my mother's breast, in spite of its shortcomings, It alone can give me the life giving milk", he said and added: "I am certain that the children of the nation that receive instruction in a tongue other than their own commit suicide. It robs them of all originality. It stunts their growth and isolates them from their home. I regard, therefore, such a thing as a national tragedy of the first importance." Gandhiji also stressed the need to make this
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change-over as quickly as possible. "The medium of instruction", he wrote, "should be altered at once and at any cost, the provincial languages being given their rightful place. I would prefer temporary chaos in higher education to the criminal waste that is daily accumulating". It is also important to note that all the national universities that were started at his period and the Indian Women's University used Indian languages as media of education.
3. The problem has been receiving growing attention in the post-independence period and the demand for the adoption of Indian languages as media of education at the university stage is continually growing. The University Education Commission (1948-49) recommended that "higher education be imparted through the instrumentality of the regional language with the option to use the federal language as the medium of instruction either for Some subjects or for all subjects. The National Integration Council (June 1962) supported this view and observed "the change in the medium of instruction, is justified-not so much by cultural or political sentiments, as on the very important academic consideration of facilitating grasp and understanding of the subject matter. Further India's university men will be unable to make their maximum possible contribution to the advancement of learning generally, and science and technology in particular, unless there is continuous means of communication in the shape of the regional languages between its masses, its artisans and technicians and its university men. The development of talent latent in the country will also, in the view of the Council, be retarded unless regional languages are employed as media of instruction at the university stage". The Committee on Emotional Integration (1962) endorsed these recommendations and observed: "We are not unaware of the practical difficulties involved in the switchover to regional languages at the university level. Safeguards have to be devised to prevent the lowering of standards. The change-over must be preceded by preparation of textbooks and arrangements for translation from English, and wherever possible, other modern world languages. In order to maintain inter-university and inter-State communication, special attention must be paid to the teaching of the link languages- English and Hindi-when the changeover to the regional languages is accomplished. We would, however. like to point out that in the name of safeguards,
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the switch-over should not be delayed indefinitely." The Vice- Chancellors' Conference (1962) generally endorsed the, recommendations and observed : "We are not aware of the Emotional Integration Committee. The Education Commission (1964-66) made a strong recommendation on the subject and said: "We suggest that the UGC and the Universities carefully work out a feasible programme suitable for each university or a group of universities. The change-over should take place as early as possible, in any case within about ten years. What is required is to formulate a clear policy, to express it in unambiguous terms and to follow it up with firm, bold and imaginative action." The proposal has also been supported by the Tenth Conference of State Education Ministers (April 1967) and by the Committee of Members of Parliament on Education (1967). But they would prefer the change-over to be brought about in five years.
4. In view of all this weight of academic and public opinion and the fact that Indian languages have already been adopted as media of education almost universally at the school stage, the Government of India has accepted in principle that Indian languages should now be adopted as media of education at all stages and in all subjects, including agriculture, engineering, law, medicine and technology. Government is convinced that, unless this is done, the creative enegries of the people will not be released, standards of education will not improve, knowledge will not spread to the people and the gulf between the intelligentsia and the masses will not be bridged. The details of the implementation of this most important educational decision of a century of struggle are being worked out and will be announced on 15th August, 1967.
Item No. 8 Central assistance for the implementation of
Recommendations of Kothari Commission with regard to pay scales of
school teachers and supervisors. (Haryana & Orissa State Governments)
MEMORANDUM By GOVERNMENT OF HARYANA The teachers in this State are repeatedly pressing for the implementation of the grades as recommended by the Kothari Commission. The additional expenditure in respect of persons in the school cadre numbering about 38,000 with details regarding their present emoluments and the revised emoluments works out to be Rs. 2,37,42,632 as per annexure attached. The resources of the State Government are very limited and it is hardly possible for the State to bear the additional expenditure required for the implementation of the recommendations of the Kothari Commission. The disconentment among the teachers due to non-implementation of the recommendations of the Commission is on the increase. The State Government also feels that in order to give proper status to teachers, their emoluments should be enhanced. but is handicapped due to financial stringencies. It is, however, pointed out that some States, with better financial resources have implemented the recommendations of the Commission. This has further resulted in heart-burning among the teachers of this State. In order to get out of this difficult situation and to meet the demand of the school teachers, numbering about 38,000, it is essential that the Central Government should come to the rescue of the State which is financially weak. The annual education budget of this State is Rs. 989,67,220 and it is not possible for this State to accept the additional recurring liability of Rs. 2,37,42,632 from its own resources.
In case of college staff, Government of India have accepted to share the additional liability of the tune of 80%. The number of college staff, however, does not exceed 400 in this State. This Central help in this connection is, therefore, much limited and it benefits a very
158
small section of the instructional staff. The State Education Department will be in a very awkward and unenviable position if the grade of college staff are revised and the school personnel are left out.
In view of the above it is requested that Central Government should share the additional liability in respect of the school personnel to tune of 80% as has been done in respect of the college staff.
159
Financial Implications-Revision of Salary Scales of Teachers in
Schools and inspection cadre
Sr. Designation No. of
No. of posts posts Existing grade
(Haryana
and
Punjab)
(1) (2) (3) (4)
Government Schools Rs.
1. J.B.T. 20270 60/175
2. C & V/ 5311 60 /1201 (50%)
JAV's/ 5126 120/175 (35%)
JST's/ 140 140/220 (15%)
Tailoring 45 80/250
mistresses 70/150
3. Masters 1192 110-250 (85%)
250-300 (15%)
4. Lecturers (1st and 2nd class) 300 200-500
3rd Class 237 180-450
5. Headmasters/ H.M.
Principals/ 343 250-330
Field Officers Principal 250-750
(Class II)/ Filed
Asstt.Directors/ Officers/
B.E.Os' Dy. (Class II)
D.E.O's etc. (130) CHOS 350-1200
DEO'S/
Asstt.
Directors
(Class I(4)
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Kothari Revised Additio- Addl. Additional Ex
Commission grade nal ex- Expenditure penditure on
(on ph. penditure 1967-68 account of service
norm) 1967-68 benefits
(1-11-66
to 1966-67 1967-68
28-2-67)
(5) (6) (7) (8) (9) (10)
Rs. Rs. Rs. Rs. Rs. Rs.
125-250 125-300 20,87,808 63,44,504 8,10,800 24,32,400
(85%)
250-300
(15%)
125-250 (85%) 125-300 2,62,650 8,09,194 2,12,440 6,37,320
250-300 (15%)
No recommen-
dations for
SAWS, JST's
and Tailoring
mistresses.
220-400(85%) 220-500 15,26,080 46,11,776 1,67,680 5,03,040
400-500(15%)
300-600 300-600 - 6,000 12,000 36,000
- 250-550 9,480 37,920 9,480 28,440
As under 1. 300-600 29,000 92,800 13,720 41,160
column (6) (60%)
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2. 400-800 27,100 1,13,720 32,880 88,640
(25%)
(121)
3. 700-1100 84,800 2,58,780 1,280 3,840
(15%)
(72)
TOTAL 40,26,918 1,22,74,694 12,60,280 37,80,340
(B) (Non-Government Schools) 6,00,000 18,00,000 - -
(On Ad hoc Basis)
GRAND TOTAL 46,26,918 1,40,74,694 12,60,280 37,80,840
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MEMORANDUM BY GOVERNMENT OF ORISSA The Indian Education Commission have in their recommendations in Clause 3,16 (vide Chapter-III on Teachers Status of the report of Education Commission) suggested the following scales for Primary Schools Teachers. Commenting On this they have said that-
(1) There should be no teacher at the primary stage who has not completed the secondary school course and has not had two years of professional education.
(2) In so far as teachers who have completed the secondary school-course are concerned, we recommend the following scales of pay:
(a) The minimum pay of a primary School Teacher who has completed the secondary school course should be Rs. 100 and this should be raised to Rs. 125 within a period of five years.
(b) The minimum pay of Primary School Teachers who have completed the secondary school course and are trained should be Rs. 125 and within a period of five years it should be raised to Rs. 150.
(c) The folowing scales of pay should be adopted, as soon as practicable and at any rate not later than the first year of the Fifth Plan, for all Primary school teachers who have completed the secondary school course and are trained.
Rs.
Starting salary .. .. .. .. .. .. .. .. 150
Maximum salary (to be reached in a period of 20 years) .. 250
No mention has been made of other category of Primary School teachers who have not completed the Secondary School course. In the State of Orissa, as in some other States, there are still quite a large number of teachers who are not qualified according to the standard fixed by the Commission. Some indication should have been made of the pay scale to be admissible to such teachers as they are likely to continue for some time even beyond the Fifth Plan period. At present we have the following pay scale
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prescribed for the teachers of various categories qualification-wise in the State of Orissa:
Scale of Pay and D. A. of Government Primary School and
Junior School Teachers
Qualification Scale of Pay
Rs.
1. Trained Matriculate Teachers (Matric C.T.).. .. 100-155
2. Untrained Matriculate Teachers .. .. .. .. 80-135
3. Higher Elementary Trained .. .. .. .. 80-3-110
Non-Matric Trained Teachers
4. Head Pandits of Primary Schools .. .. .. .. 80-135
5. Untrained U. P. Teachers .. .. .. .. .. .. 60-75
6. Non-Matric E. T./B.T. Teachers in Basic Schools.. .. 80-3-110
7. Non-Matric Basic School Teachers having both E. T.&
B.T. qualifications .. .. .. .. .. .. .. 80-3-120
8. Post-Basic Pass Certificate holders (Non-Matric) .. 80-135
9. Post-Basic Pass Certificate holders (Matriculates) .. 100-155
10. Lower Elementary Trained Teachers .. .. .. .. 65-85
11. Untrained M.E. Teacher .. .. .. .. .. .. 65-85
12. Pre-Basic Trained Teacher .. .. .. .. .. .. 65-85
13. Basic Trained Non-Matric Teacher .. .. .. .. 70-95
14. Non-Matric E.T. with one year Basic Training .. .. 80-110
Dearness Allowance
Rs.47 For pay up to Rs. 81
Rs.61 For pay from Rs. 81 to 151
Rs.76 For pay from Rs. 151 to 210
Scale of Pay and D. A. of Non-Government Primary School Teachers
Qualification Scale of Pay
Rs.
1. Trained Matric Teachers .. .. .. 100-4-120-5-130-E.B. 5-150
2. Untrained Matric Teachers .. .. .. 80-3-115-EB-5-125
3. Nineth Standard Trained Teacher .. .. 75-1-84-2-90
4. Nineth standard untrained Teachers and
Trained English & M.V. Teachers .. .. 70-1-79-2-85
5. Untrained M.E.& Trained U.P.Teachers .. 70/- (Fixed)
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6. Untrained U. P. Passed Teachers .. .. 50/- (Fixed)
7. U.P. Trained Teachers of Ex-State
areas who by virtue of long service were
drawing the Pre-revised scale for
trained M.E. or M.B. Passed Teachers
viz. Rs. 40-1-50/- on 31st March, 61... 70-1-79-2-85
8. Non-Matric teachers with E.T. and B.T.
qualification .. .. .. 80-3-110
9. Madhyama Passed teachers (the same
scale as for trained M.E. Teachers).. .. 70-1-79-2-85
10. Prathama Passed teachers (same scale as
for untrained M.E. Passed Teachers).. .. 70/- (fixed)
11. Matric E.T. Teachers 90-3-120-EB/5-150
12. Part-time Music Teachers Rs. 50/- (Fixed)
Dearness allowance
1. Untrained M.E. Passed Teachers and
Trained U.P. Passed Teachers .. .. .. 27/-
2. Other teachers .. .. .. .. 37/-
Since no other pay scales have been recommended by the the Commission, the All Utkal Primary School Teachers' Federation has while observing the All India Primary Teacher's Demand Day on October 1st demanded that all inservice teachers irrespective of qualification should get the scale recommended by the Commission for Primary School Teachers.
As under-qualified teachers are inservice, even in some advanced States the C.A.B.E. may be requested to fix up some standard scales for teachers of various categories as mentioned above at the time of taking decision on the various recommendations of the Education Commission, so that the Primary School Teachers may know what exactly is the decision at the National level for teachers with their qualification.
164
Item No. 9: Quality Improvement in secondary schools in the Fourth
Plan At the end of the Second Plan, there were about 450 high schools and 1,200 M.E. Schools in this State. At the end of the Third Plan, the number of high schools increased to 1,000 and the number end of M.E. Schools increased to 3,000. In the Third Plan, there was provision for 100 high schools and 500 M.E. Schools. Against this provision, 550 high schools and 1,800 M.E. Schools were opened in this State. It is eminently desirable that in the Fourth Plan the opening of new high schools and new M.E. Schools should be restricted and schools that have already been opened in the Third Plan should be given adequate financial assistance for improvement of staff, buildings, equipments, game field and game articles, library and such other requirements. The State Government have not got adequate funds for the purpose. The Centre should offer the required financial assistance.
Item No. 10 Uniform patern of grant-in-aid Rules. (Orissa State Government)
The grant-in-aid rules of private high schools and M.E. Schools are getting more and more cumbrous in this State. There is provision of minimum grant-in-aid to the high school @ Rs. 900 per year and to the M.E. Schools @ Rs. 360 per year. There is provision for giving grant-in-aid to high schools and M.E. Schools @ two-thirds of the net deficit. There is provision for giving grant in-aid to high schools and M.E. Schools at full net deficit. There is also provision for giving grant-in-aid on two-thirds of the net deficit on the pre- revised scales of pay and three-fourths of the net deficit on the difference between the pre-revised pay and revised pay. The managements of private high schools and M.E. Schools are prepetually in need of money as a consequence where of all sorts of economy measures including temporary discharge of teachers, appointment of unqualified teachers, payment of less amount than the prescribed salary are taken recourse to. It is high time that these anomalies be done away with and all private high schools and M.E. Schools be given full grant for payment of salary to the employees of the schools. Full grant would mean the expenditure calculated on the basis of
165
maintenance of qualified staff minus the fee-receipts. Over and above this, they may be given 15% of the expenditure on-staff as contingencies-Non-recurring grants should be restricted and the managements of private high schools and M.E. Schools should be allowed to levy the development fee not exceeding half the prescribed tuition fee per month from each student. The funds thus realised should remain at the disposal of the managing authorities of the schools and they should take up the improvement projects like acquisition or purchase of lands, construction of buildings, provision of equipments etc. on the advice of the concerned Inspector of Schools or the District Inspector of Schools. In special case, Government may sanction some nonrecurring grant if they are satisfied that the funds available with the management are not adequate to meet the require- ments.
In order to equalise the grant-in-aid rules in the States, it is necessary that Centre should offer the required financial assistance to this State, which does not possess adequate finance for the purpose.
The above formula may apply mutatis mutandis in the cases of all private high schools and M.E. Schools for boys and/or girls in the State.
Item No. 11 Suggestions regarding (a) Starting higher institutions
of Technology, (b) Equipment position in technical institutions, (c)
Post-graduate course in Engineering and Technology, (d) Reorganization
of Junior Technical Courses, (e) Diploma courses in fisheries
Technology,(f) Aeronautical Engineering courses, (g) Pre-vocational
Centres. (Kerala State Government)
(a) Starting Higher Institute of Technology at Cochin A note explaining the claims of Kerala for the establishment of the Higher Institute of Technology at Cochin which is ideally suited for the purpose, in view of its being an air, naval and rail (both broad and metre gauge) link and the enormous industrial development which has taken place, has already been furnished to the Government of India.
166
Though the Working Group provided Rs. 155 lakhs for the Second Year of the Fourth Plan for `Technical Education' of Kerala yet in view of the financial limitations, Government reduced this provision to Rs. 85 lakhs. Even in this provision, as no provision was made for buildings during 1966-67, a major slice has now gone for building construction so that the provision under Eqiupment is very limited.
A telegram has been received from the Ministry of Education requesting to intimate the budget provision under `Equipment' during 1967-68 for Government Engineering Colleges and Polytechnics to assess the distribution of the 12 million dollar assistance for Equipment from the United States. It is reported that the provision will be Rs. 7,63,800 for Engineering Colleges and Rs. 6,29,000 for Polytechnics. In view of the position explained above, the share of assistance that this Government will get for Equipment on the basis of the budget provision will therefore be negligible.
It is, therefore, essential that in view of the limitations imposed, upon the provision required for Technical Education Department, this Government should not be denied our legitimate share. This Government would therefore like to press once again for the establishment of the higher Institute of Technology utilising this assistance by way of equipment which is now available.
(b) Equipment position in Technical Institutions in Kerala
State Most of the Technical Institutions in general and the Private Institutions in particular are not equipped to the. desired extent for want of finance and foreign exchange. Due to limitations of finance, only the absolutely minimum provisions are made in the budget for Equipment. Many other States get the advantage of running Summer Institutes and Advanced Courses and incidentally foreign equipments obtained for this purpose are made available to those States. This State had not had the benefit of running any Summer Institutes, Advanced Courses, or even Teacher Training Programme. Hence the Scheme of U.S. assistance for equipment will have to be liberally made applicable to this State, otherwise many institutions may have to continue with under equipped laboratories.
167
(c) Post-graduate Course in Engineering and Technology in
Kerala Post-graduate Course in Engineering is run only at the College of Engineering, Trivandrum. Even in the sister State's of the Southern Zone, these are run at more than one Institution. It is, therefore, felt that, Post-graduate Courses will have to be introduced at those Institutions which are well-equipped and in the order of preference given below :
(1) Engineering College, Trichur.
(2) Regional Engineering College, Calicut and/or T.K.M. College of Engineering, Quilon.
(d) Reorganisation of Junior Technical School Courses In order to make the `Craft content of the Junior Technical, Schools on a par with the I.T.I. Course, this State is keen on taking up the reorganisation of the Junior Technical School Courses. When this question was raised sometime back, we were informed that a Committee appointed by the Government of India is going into the question and we may wait till their report is made available. We have waited for a long time and still their report is not available. In the meanwhile, certain States appear to have taken up reorganisation independently. It is, therefore, requested that either the advice of the Government of India in this respect be made available immediately or alternatively the State Government be permitted to reorganise the Courses. After chalking out the reorganisation proposals, expansion of Technical Education at this level by opening more Junior Technical Schools can be thought of.
(e) Diploma Course in Fisheries Technology With a vast sea coast, our fishing industry has not yet developed on scientific lines. We may consider establishment of an Institution offering Diploma Course in Fisheries Technology of three years duration after SSLC, covering subjects relating to rearing of Fish, suitable environment, preservation processes, mechanical processes for fishing, boat building, fundamentals of Mechanicals and Electrical Engineering, air-reconditioning and refrigeration, quality control and marketing, etc. State Director of Fisheries and the Director of Technical Education are in favour of
168
introduction of such a course. The institution can be run by the Directorate of Technical Education as in the case of Food Craft Centre in its early stages. This question may be discussed and if the programme meets with the acceptance of the C.A.B.E., detailed report can be prepared in consultation with the Director of Fisheries and a suitable place for the starting of the Institution decided upon.
(f) Aeronautical Engineering Courses: College of Engineering,
Trivandrum This State has absolutely no facility in any Engineering College for Aeronautical training. Considerable facilities exist at Madras (both in the I.I.T. and the M.I.T.), Bangalore (Indian Institute of Science) and even in Hyderabad. With existence of the Flying Club at Trivandrum, introduction of Aeronautical Engineering Diploma Course at the College of Engineering, Trivandrum can legitimately be preserved for.
(g) Pre-Vocational Centres
Item No. 12 : Government of India National Loan Scholarships (Orissa State Government)
As per instructions of the Ministry of Education, National Loan is paid to a laonee upto the end of February in every financial year. Again, this payment has to be made month by month in different instalments. This procedure causes the following inconveniences to the loanees:
1. The academic session covers the period from June to May every year. As payment of loan is made only upto the end of of February in a particular academic session, the loanees experience extreme difficulties in meeting their
169
expenditure for the months of March and April (for March, April and May in th case of Medical students) in the remaining part of the academic session.
2. The balance amount for the remaining three months of March, April and May has to be paid in the next financial year. But Government sanction order placing funds at the disposal of the Directorate for the purpose is not received before July or August in the next financial year. Consequently, many of the loanees take transfer and get themselves admitted in other institutions by the time their dues for the remaining three months of the last session are remitted to the institutions where they had studies in the previous sessions. This causes further delay and inconvenience to the loanees in receiving payment of their remaining dues of a particular academic session.
3. As the institutions concerned do not have sufficient staff, it is not possible for their offices to make payment of loans to the loanees in regular monthly instalments.
4. The work-load in the State Directorate has considerably increased in the course of last four years. As the State Government is not in a position to create additional Posts of assistants for the purpose, the scheme cannot be run smoothly.
In view of the facts stated above, the following suggestions are offered in order to run the scheme smoothly and make it really beneficial to the loanees concerned:
(1) National Loan for the whole session, that is, from June to May, should be paid within one financial year and should not be spread over two financial years. Secondly, payment should be made in one instalment and not in monthly instalments. Both these practices are prevalent in the scheme of State Loan Stipend awarded by the Government of Orissa which have made it very popular among the students who do not like to take National Loan for the difficulties stated above.
(2) As the State Government is not in a position to supply additional staff, Government of India should bear the cost of additional staff which are urgently necessary for implementing the scheme. smoothly and successfully.
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Item No. 13 Report of the National Council for Women's Education
for the period February 1966 to March, 1967 (Ministry of Education)
NOTE: This Report has been printed as a separate publication and its copies are available with the Publication Unit, Ministry of Education, New Delhi.
Item No. 14 Cost reduction in School Buildings (Note submitted by Central
Building Research Institute,
Roorkee (U.P.)
In any programme of school improvement, a suitable school building is a prime necessity. The present expansion of education and high rate of growth of school going children demand large number of school buildings. The high cost of building construction and limited financial outlay is one of the greatest obstacle standing in the path of extending school facilities to more children. The large" re- quirement of school buildings cannot be met by the conventional methods and a slightly radical change in outlook and approach both in teaching and design must be conceived to achieve functional and economical school buildings. All concerned have to ensure that no unused spaces are including in the future plans of schools and all available existing spaces are used to their maximum.
Use-Efficiency of School Spaces The study and experimentation of use-efficiency of school spaces by CBRI Roorkee has indicated a great scope of cost reduction in school building. The study has further indicated that the existing pattern of primary schools in the country are being used for about 52 per cent of school time, while some spaces are used only for 25 per cent of the time. To achieve economy in buildings, the increased use- efficiency of school buildings can be attained by eliminating less used spaces and by rational distribution of teaching periods in the school plan.
In an effort to achieve optimum use of class room. spaces, the existing curriculum was analysed and rearranged. The
171
rational application of the revised time table to school building plan indicated that a primary school of 200 enrolment could well function within three class rooms only. It increased the use-efficiency to 85 per cent and economised to the extent of about 40 per cent in the overall teaching space requirements.
To arrive at a final conclusion the experiments were conducted in large number of schools for a few months which included a number of rainy days. It was observed that for a primary school of 200 enrolment (a) three class rooms with a sheltered space were adequate. (b) optimum use of spaces was attained with 85 per cent use- efficiency. (c) students learnt more activity programme, which though included in the curriculum is not adopted in practice, and (d). students took more interest in their lessons.
Development of School Building Plans On the basis of the above study, several alternate plans for schools of various enrolments, both for rural and urban areas and also for different climates have been developed. For further economy, rationalised construction design and specifications have been worked out on the basis of locally available materials. For self-help projects, possibilities of partial prefabrication have also been exploited. School building plans for rural areas have been prepared with due consideration of technical know-how, limited financial pro- vision and locally available materials.
Estimated Cost The cost will vary from locality to locality depending upon the cost of materials and labour in those places. In Roorkee a school based on the recommendations of CBRI has recently been constructed by the Roorkee Municipal Board. It covers a plinth area of 2,000 sq. ft. and has been constructed for Rs. 14,000.00. It provides for an enrolment of 200 students with furniture in class rooms 2OX24 ft. in size. If the same school is designed for squatting the class room sizes can be reduced to 16X20 ft. and cost of construction can be kept within Rs. 10,000.00.