ITEMS SUGGESTED BY STATE GOVERNMENTS AND MEMBERS OF THE BOARD
GOVERNMENT OF PONDICHERRY
Item 8. Effective utilization of the All India Radio as an agency
of Education.The All India Radio broadcasts scientific and cultural facts, enlightens public opinion, stimulates curiosity and interests and brings about better understanding of matters and men. Its programmes are comprehensively integrated towards educational, cultural and moral ends and are of such character as touch off students curiousity and interests, develop critical thinking, train the sense of judgement and taste and teach objectivity.
Broadcasting meant for school students may have a balance of items such as (i) Acquaintance with physical environment through factual data of different sciences (ii) broad rules of physical and mental health elementary physiology and psychology (iii) facts and values (iv) Household problems and household responsibilities (v) plastic arts and training of easthetic sense (vi) regional and national problems, current events and international harmony (vii) participation by students in radio programmes ranging from discussion to music and dramatics (viii) healthy competition between schools in discussions and debates (ix) Life of children in other lands W short biographical narrations of the great men of the world in all walks of life. Programmes suiting the , psychological, intellectual and moral needs of students can also be adopted. Talks in homely way by experts on various topics enliven curiousity and kindle interest. Similarly brains trusts, inter-school and inter- collegiate debates, discussions and symposia can be greatly amusing and instructive. Book reviews is another feature which can be broadcast to great advantage. If the radio is to become a real educative force, it must extend its sphere of collaboration. Teachers, scholars and educationists, whose judgments and suggestions are calculated to matter should be actively associated with the Programme Committees of the A.I.R.
Item 9. Utilization of community efforts for school improvement.In the neighbouring State of Tamilnadu, the help of the local community has been enlisted for improving the schools in the locality to the maximum extent possible. Under the school improvement scheme, the needs of all the schools are listed out and the help of the local community is obtained both in cash and in kind for fulfilling those needs. Several lakhs of rupees have thus been collected in Tamilnadu utilising which the physical needs of many schools, like buildings, furniture and equipment etc. have been met in several localities. It is suggested that this scheme of harnessing community effort towards school improvement may be extended to all the States following the Tamilnadu pattern.
GOVERNMENT OF HIMACHAL PRADESH
Item 10. Construction of Buildings for Primary Schools. A very big problem which we have to face in this Pradesh relates to construction of buildings for Primary schools. During the last few years since the commencement of the Third Five Year Plan, there has been large scale expansions of facilities for Primary education and enrolment of children at the Primary stage has multiplied beyond all expectations. In Himachal Pradesh the Government is at present running nearly 4,000 Primary schools and the number of children on rolls at the primary stage is more than 4 lakhs. In most parts of the Territory, we have to experience heavy rains and long winters. Due to inclement weather for most part of the year, it is not possible to conduct classes in the open. Some kind of shelter is very necessary. Unfortunately, the construction programme has lagged behind, expansion of facilities. Most of the 4000 Primary schools are going without adequate buildings. A Primary school has five classes. Our total requirement is estimated around 15,000 class rooms.
The P. W. D. is not constructing Primary school buildings due to scarcity of funds. As an alternative the Department during the last few years, has been trying to put up one-room buildings for Primary Schools in co-operation with Panchayats by spending Rs. 2,000 as its contribution for each building. Annual target has been varied from 100 to 200 buildings.
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This rate of achievement is obviously too insignificant to make any impact on our total requirement. It has not been possible to increase the annual target due to paucity of funds.
The problem of Primary School Buildings is in fact partly the problem of a suitable Organisation to carry-out the construction programme and partly the problem of finance. The matter may be considered in the meeting of the Central Advisory Board of Education.
GOVERNMENT OF ORISSA
The State is bound by Constitutional obligations to introduce free and compulsory education up to the age of 14. In this State Primary Education has been free but not compulsory. The Harijan Welfare Board of this State has adopted a resolution to make primary education compulsory in respect of Scheduled Caste and Scheduled Tribe students. Compulsory Primary education is to be provided not only to the students of scheduled caste or scheduled tribe students it is also to be provided to all other students as envisaged in the Directive Principles of State Policy.
Orissa is one of the States in India which has introduced free education up to primary level. At present Government are also con- templating to give free education upto classes VI & VII. It has been calculated that to implement the scheme an amount of Rs. 23 lakhs would be required annually to give grant to the educational institutions towards the loss of fee income. The number of students in these classes will increase from year to year. Taking this point into consideration it is calculated that roughly an amount of Rs. 30 lakhs would be the annual requirement for the scheme. The State Government are not in a position to shoulder the responsibility alone in view of their limited resources. Earlier it has been agitated with the Government of India to give central assistance for the implementa- tion of the scheme as the Constitutional obligation to give free and compulsory education up to the age of 14 is also to, be shared by the Central Government with the State Government. The Government of India may, there fore, consider to bear 50% of the annual expenditure as indicated above so that the State Government can be in a position to introduce free education in classes VI & VII throughout the State.
In view of the growing unemployment and dependence of the educated youths on service, it has been felt desirable to bring about a change in the pattern of school education by introducing work oriented scheme. To start with the State Government have accepted the policy of introducing agriculture as compulsory subject in schools where land for the purpose can be made available. The Centre has also appreciated the scheme and even Government of India have suggested that Junior Agriculture schools may be opened in different States. In this State it has been calculated about Rs. 83 lakhs (be exact Rs. 82,75,000) would be necessary to implement the scheme in different schools having the required facilities for, its implementation. This is considered to be a very huge amount in view of the present financial position of the State. During the current financial year only an amount of Rs. 73,800 has been provided in the budget to introduce agriculture as a compulsory subject in a few schools. The sources of the State Government being limited, no more funds can be provided though authorities of many other schools were prepared to take up the scheme during the current year. It is also very much doubtful if the State Government with their limited resources, can be able to provide a substantial amount under the scheme during the next financial year. In view of the importance of the Scheme, it would be a great help if the Government of India favourably consider to give sizable portion of the expenditure as Central assistance to this State as well as other States so that the scheme can be implemented through out the State within a reasonable period of time.
Development of Hindi and Sanskrit education have been approved as a Centrally Sponsored Scheme during the 4th Five Year Plan by the Planning Commission. It was also limited by the Planning Commission that the Scheme will be assisted by the Government of India on cent per cent basis. However, in case of scheme under Hindi education, the Government of India have intimated that Central assistance can be available only in respect of schemes viz. (1) appointment of Hindi teachers in Middle, High and Higher Secondary Schools and (2) establishment of Hindi Teachers Training Colleges. As regards other schemes like the cost of establishment
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of Hindi Inspectorate and payment of scholarships and other allied schemes the Government of India are not extending any assistance on the ground that, these schemes should not come under the purview of Central budget. Consequently the portion of the expenditure on this account is to fall on the State Government. It may be stated here that on the advice of the Centre the scheme for appointment of Hindi Education Officer and the ancillary staff in the Inspectorate has been implemented by the State Government. But due to lack of assistance from the, Centre it has been very difficult on the part of Government to maintain the staff and unless the required staff are in a position there would be lack of control and supervision and subsequently the progress of the Hindi education would suffer.
As regards Sanskrit Education it may be stated that there is inordinate delay for release of funds by the Government of India as a result of which different schemes in Sanskrit Education would not be implemented satisfactorily. Against the State Government's requirement of Rs. 2,94,549 during the financial year 1968-69 only an amount of Rs. 37,302 was released by the Government of India and therefore large number of schemes for the balance amount were imple- mented during the last year out of State Budget. Therefore, it may be seen that the Central assistance for development of the Sanskrit is not being released in time. This may also be the state of affairs in other States.
It is, therefore, suggested that different schemes under Hindi and Sanskrit Education should be treated as Centrally Sponsored Scheme and cent per cent Central assistance should be released for all the schemes and the funds should be paid to the State Government well in advance so that the State Government may not face any difficulty for successful implementation of the scheme. Otherwise it is apprehended that this State Government would not be in a position to implement any of the schemes under Hindi and Sanskrit Education out of their own resources.
There is demand from various quarters that the pay scales of teachers in Private Schools and Colleges should be the same with the pay scales of teachers in Government Schools and Colleges. On this back-ground there is demand that recommendations of the Kothari Com- mission should be implemented particularly those relating to the pay scale. So far, it has not been made clear as to whether recommen- dations of Kothari Commission has been accepted either fully or partially by the Government of India and how far the State Governments are bound by the recommendations of the Commission. It may be worth- while to mention here that the recommendations of the Commission are very much ambitious and in case it is decided that the recommendations are to be implemented a huge sum of money would be necessary for the purpose. At the present, financial stringency, the State Governments, particularly the State of Orissa, are not in a position to implement the recommendations of the Commission which involve substantial financial commitment. It is also not known to what extent the Centre is prepared to bear the burden of expenditure on this account. This needs immediate consideration in view of the recent agitation by the teachers in Orissa demanding that the recommendations of the Kothari Commission should be implemented.
This is a pressing problem throughout India. Different States have been victims to this almost at regular intervals. Though the students, being very sentimental and influenced by political parties, some times make very unreasonable demands, yet Government feel that some of their demands so far these relate to providing minimum amenities in the educational institutions like sufficient hostel accommodation, water supply, santiation, library facilities, common room, facilities for games and sports are genuine and should not be over-looked by any popular and democratic Government. The State Government have made much headway in these directions in recent years, but it is an admitted fact that much is left to be done. For this our State Exchequer cannot provide with its limited sources. The Centre or U.G.C. may consider this favourably and allocate as much funds as possible to provide minimum amenities in the educational institutions.
The National Integration Council has given top priority to this problem. The exchange of teachers and students between the State would increase understanding, good-will and fellow feeling between the State and Centre. On this context it is proposed that besides the
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teachers of Schools and Colleges, teachers from one University to another inside as well as outside the State may be exchanged. The exchange programme of teachers is also necessary in view of the language, education of the minority communities in the border areas. This. programme can be implemented in a phased manner and a percentage be fixed between the States to depute different categories of teachers and clear instructions may be issued by the Government of India in this regard.
This problem is being agitated since some time, past but so far no policy decision has been taken in this regard. The Universities in different States with their limited resources and the available amount of grant from the U.G.C. have not been able to make improvement to the desired extent. The State Government are so burdened with their financial problem that they are not in a position to develop the University in each State and turn it into Central University. By this the State Government may get some financial relief which can also help the growth of other Universities in the State.
The necessity to establish a Central University in this State needs special consideration in view of the fact that out of the total population of 1,75,48,846, the S.C. and S.T. population is, more than 27 1/2 lakhs who are generally backward in all respects of life, Special attention is required to develop educational facilities for this large number of S.C. and S.T. population. The education in the State in general is also very poor compared to other advanced States in India. Therefore a full fledged, University developed from all sides needs to be established in a Centrally located place of the State. The necessity for establishment of a full fledged University also arises from the increased rate of enrolment of students at Secondary stage and increased number of students passing out therefrom year to year. More number of colleges are to be established to cater to the needs of growing student population from year to year. To be a little factual it may be stated that the enrolment in Class XI in the year 1961-62 was 11,871 which has increased three times by now. Similarly the enrolment of students in degree stage has increased about 3 times than what it was in the year 1961-62 (i.e. 12,835),
The State Government are not in a position to develop a University with all facilities with their limited resources. The Government of India may, therefore, consider favourably to either convert one of the Universities to Central University or to establish a new Central University in this State.
Item 21. Inclusion of the scheme of translation of guide books and reference books produced by the National Council of Educational Research and Training into regional languages for introduction in the schools as reference books.
The National Council of Educational Research and Training, New Delhi is sending certain books produced by them for adoption/ adaptation in this State (Andhra Pradesh) from time to time. Some of the books are found useful, if they are translated and introduced in this State. For this scheme an amount of Rs. 5.00 lakhs at the rate of Rs. 1.00 lakh per year has been requested for inclusion in the Fourth Five Year Plan under centrally sponsored scheme. The amount has not been sanctioned and it may be considered.
Item 22. To consider the problem of those students of the Board of High School and Intermediate Education, Uttar Pradesh, Allahabad who passed Intermediate Examination during 1968 and 1969 and failed to get admission in Medicine/Engineering/ Dairying etc. in universities outside Uttar Pradesh mainly in Punjab, Gujarat, Poona and Bombay because of the fact that they had offered English as an additional elective paper with 50 marks and passed the intermediate examination in four elective subjects.
Till 1967 the Board of High School and Intermediate Education in Uttar Pradesh had five subjects. Thereafter in 1968 by a Government order four subjects including compulsory Hindi were prescribed for the Intermediate examination. In addition to these four subjects an additional paper in English with 50 marks was also prescribed. The examinee had the option of taking this paper or not, In the certificate provision has been made for mentioning about having taken this additional subject in English. Passing or failing did not affect the examination results. This position prevailed in 1968 and 1969.
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2. Thereafter in 1970 again five subjects were introduced for the Intermediate examination. According to this provision additional paper in English with 50 marks was abolished. Now if any student wishes to study English he has to take a Paper of 100 marks in English.
3.The question under consideration is about those who passed Intermediate (Science) having taken additional paper in English of 50 marks, and have passed the four subjects.
4. When the Board received the information that universities of Punjab, Poona, Bombay, etc. were not admitting persons of the above, category the Examination Committee of the Board took the following decision :
Compulsory English was abolished so as to reduce the workload of students and to facilitate their taking other subjects. But facilities for study of English should be available for those students who wanted to go for Pre-medical/Pre- engineering. Only for the students of the Science Group English was introduced as an additional elective subject but its standard was practically the same as in the past, the only difference was the maximum marks were reduced from 100 to 50. By this there was no deterioration in the standard since the curriculum and the books were the same. As such those students of the Board of Intermediate who have passed English as an additional subject should be given the same facilities for admission as were available to them in the past.
5. The above decision was intimated to these universities and they were requested that the students from Uttar Pradesh may be given the same facilities for admission as were being given to them. They were requested to modify the relevant orders and to inform the Board of the position. Revised orders have not so far been received. All the universities should give the same recognition to Intermediate (Science) of the years of 1968 and 1969 as was being done in the past.
Item 23. An All India Panel of teachers may be constituted to go into the academic requirements recommended by the Kothari Commission so that the teachers of various levels may be induced to agree to implement the recommendations in cooperation with the State Education Department.
The Kothari Commission has made many salutary recommendations regarding improvements in the standards of education in our schools. One of the recommendations is that we must add one more year of curriculam to our schools without increasing the period of schools. It has been suggested that this may be achieved by removing a lot of dead-wood in the present syllabus and curriculam, by increasing the working hours and by increasing the number of working days. The resistance now to the implementation of this programme is encountered mainly from the teaching community, presumably due to their feeling that an attempt to improve the content of syllabus and increase the number of working hours and working days are measures calculated to disturb their working conditions. One of their stipulations is that unless all other recommendations of the Kothari Commission especially those relating to pay scales are implemented these recommendations cannot be implemented. The extension of scales of pay contemplated by the Kothari Commission may not only involve additional commitment of nearly Rs. 4 crores per annum by the State Government but also raise discontent among other sections of employees. Though the scales of pay of teachers may not have reached the levels contemplated by the Kothari Commission, it is a fact that their scales of pay has been considerably improved in the recent years.
The State Government have examined the recommendation of the Kothari Commission and have come to the view that it would be difficult to contemplate any improvement in educational standards unless we could increase the number of working days and also the school hours. The State Government, while examining the question, have found that individual teachers are inclined to accept the State's approach to the problem but when the matter is taken up at organisational level, extraneous considerations step in and make it difficult for the teachers to accept these proposals.
The Education Commission has recommended the constitution of a Joint Teacher's Council at State level to discuss the problem. The State Government are examining this proposal. The main problem in the matter is the recommendation that most of the decisions of the council should be implemented. It is felt that the council which may consist of a majority of teachers' representatives may not take wise or correct decisions as the present tendency of organised employees is to bend their efforts mainly in the interest of promotion of the restricted interests of their community. It may be difficult for the departmental authorities present on the council to resist many of the proposals and in fact
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such decisive approach in the council may not be in the interest of development of proper relations between the teachers and the State.
It may also be difficult for Government to insist upon nomination for the council as while by nomination Government may be able to select persons who may also evince interest on academic matter, State Government may not themselves prefer nomination as such a course of action may lead to charges of influence and favouritism. On the other hand, the elected representatives on behalf of organised teachers' unions may tend to represent narrow service interests and may not be willing to take into consideration broader and enlightened approach to educational problems. Once the council is constituted and Government are not in a position to accept their recommendations, the machinery may fail and the teachers may develop grievance due to non-acceptance. Due to the above reasons, the State Government has been hesitant to constitute a council on the lines suggested by the Commission. It is not so much their unwillingness to form a machinery as their anxiety and intense desire for a machinery that should be able to function well and help to promote healthy relations between the State and the teachers.
The State Government feel that there should be an attempt to organise selected Teachers' Advisory Boards at State level and central level who should study the academic proposals made by the Kothari Commission and proposals which emanate from educationalists from time to time on matters of academic interests and reforms and give their remarks to the Centre and State. These Boards may consist of both organisational representative's and teachers who have been recognised for their academic leadership such as those who have secured national and State awards and could serve as Advisory bodies for examining and offering views on major proposals in regard to academic, policies. It is suggested that such an Advisory body should be constituted first at the level of the Government of India and later on contemplated at State level. These bodies should be essentially utilised to mobilise teachers' opinion and organise and develop professional spirit among teachers. The teachers complain that most of the proposals now emanate either from academic experts working purely on research programme and in the limited atmospheres of the State Institute of Education and NCERT and Universities or from persons who have attained eminence in the field of education, on the basis of long experience. The teachers feet that both these groups are not in close touch with the day-today programmes in the field and hence their suggestions, though wise and desirable, are often impractical. Unless a machinery which carry teachers' support and understanding is evolved it may be difficult to implement programmes of academic development. The question is how to mobilise teachers' support to accept programmes of academic development and also develop professional leadership and participation among the teachers. This will become a major problem in educational administration unless it is tackled satisfactorily now itself. This problem applies in the same measure to fields of higher education.
Government of India have been asking the State Governments to enact legislation for the education so that there are, regular statutory provisions for administration of Primary, Secondary and University Education. A legislation as against executive rules has certain good and bad points. Executive rules cannot be questioned in a court of law while statutory provisions and rules are invariably taken to a court of law.
One of the major aspects which has given rise to considerable amount of complication and difficulties is the provision regarding minority institutions. Every State it is presumed and Kerala in particular has religious minorities. The constitution has provided protection for education and educational efforts of religious minorities. Religious minorities have been interpreted by the court to mean those sections of population constituting less than 50% of the total population of the State. Thus Christian community and Muslim community in this State are termed religious minorities and are extended the protection assured under the constitution. The courts have interpreted that none of the restrictive provisions of any Act and rule can apply to these minorities. This has introduced. difficulty in educational administration. There are a large number of training schools
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i.e., nearly 104 in our State. Out of which 71 are in the private sector. Among these majority are institutions managed by religious minorities. It has been held by the court that seats cannot be reserved in these institutions for admission of candidates recruited by P.S.C. It was noticed that these institutions admit invariably candidates who do not have bright academic standards though they may have satisfied the minimum requirements and they often indulge in irregular practices. This would mean that a large number of the institutions, very nearly the majority may thus remain outside the State control and give admissions as they like. It would also mean that about 50% or less than half of the institutions would be governed by the rules issued by Government. The result will be that two sets of rules will have to be in force in the department which may be very difficult for the department to enforce. Further other institutions complain of discrimination which also appears valid.
In recent years Government noticed a trend on the part of the private managements to appoint untrained teachers in schools instead of trained teachers so that they can collect donations from them while the State has now actually more than its requirements of trained teachers. To put an end to this practice Government laid down two stipulations that the post should be advertised and that the management should approach Employment Exchanges for the supply of qualified hands. The condition of advertisement was also found to be abused as when the advertisement appears in papers with restricted circulations and also when full details are not given in advertisement appointments can be manipulated. The restriction that only if and when the employment exchanges report that no qualified hand is available the Manager can appoint untrained teachers was taken to the court by the Management of a school which belongs to religious minority on the complaint that this constitutes an unreasonable restriction on religious minorities. The court has upheld the view and said that this order cannot apply to the schools managed by religious minorities. One of the tests laid down in the judgment of the Supreme Court in regard to the rights of the religious minorities was that reasonable restriction can be laid down for the benefit and good of the Institution. The Supreme Court also held that the interest of the majority or other backward sections cannot be made a reason for applying reasonable restrictions to minority institutions and that only that measure which is intended mainly for the improvement of the school managed by the religious minority will alone be considered a reasonable restriction. Though it was argued before the court that the insistence on appointment of trained hands in a minority school is intended for the improvement of instruction and maintenance of the standard of the institution and cannot be termed unreasonable as the essential intention is the benefit of the institution but the court held otherwise.
Similarly, the provision in the Kerala Education Rule that normally the senior-most teacher shall be appointed as headmaster of the school has also been struck down as an unreasonable restriction. In a particular school the senior most teacher having 30 years of service and who had secured a State award was overlooked and a junior person appointed as the headmaster not because he had any outstanding service as teacher but only due to the fact that he commanded the confidence of the management. Such actions of the management make the senior teachers naturally feel frustrated and also undesirably affect the communal balance as there is a tendency to appoint teachers on the basis of communities in the schools of the minority communities. Nowadays restrictions which were till now accepted by the minority communities are being questioned in the court of law as unreasonable restriction. This has been done because of the spate of decisions given in this regard. The argument that there was earlier voluntary acceptance by the managements of these restriction has not-been accepted. The courts have held that fundamental rights cannot be surrendered voluntarily.
All this has now created a situation which makes it difficult to administer educational institutions on progressive lines. In fact many of the desirable features mentioned in the Kothari Commission Report and many of the features of educational administration and control envisaged by Government of India are likely to be declared as against the freedom given to the religious minorities.
In regard to the interpretation of what is religious minority also there has been some confusion. Sometimes a school opened by a person belonging to a majority community may pass into the hands of a person belonging to a religious minority accidentally as a conclusion of sale or transfer. Then the school becomes entitled to the benefits that religious minorities are entitled to creating a large number of problems in educational administration. If the rights of the religious
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minorities are upheld it is likely that there will be two groups of institutions in the country one of which will be controlled in a large measure and administered on the basis of rules laid down by the Government and the Department, another group eligible for the same degree of assistance but considerably free from the controls and regulations exercised by the Government and Department. Unless even now measures are planned to deal with this situation, a picture may emerge when there will be a large measure of discontent and divisive forces. The Government of India may examine the problems and experience of the various State Governments so that they can obtain the assistance of constitutional experts and legal luminaries and advise the State Government and also frame measure which would be within the constitutional proprieties and yet take care of the problems of the educational administration. This is suggested because each State has its own experience in this field and often the problems noticed by one State Government are not noticed by other State Governments. Besides, any of the suggestions made by the Government of India. in regard to the implementation of the Kothari Commission and many of the provisions suggested by them for improvement of education may suffer from some of these problems.
Apart from all this, one of the main demands raised by teachers in aided schools is security of service conditions and equality of opportunities for initial recruitment, sanction of increment, protection due to retrenchment, preference for re-employment. Many of these protective measures which are intended for the benefit of teachers may fail on the ground that they may not apply to religious minorities. In order to ensure that managements do not send away teachers once recruited by them on flimsy reasons and appoint fresh hands, indulging in bad practices in the process, it was provided that an untrained teacher who was appointed in a school could be deputed for the training from the school and on return from the deputation he should be appointed in the same school. This has been questioned in the court of law on the ground that this is an unreasonable restriction in regard to powers of appointment of teachers by managements of the minority schools and the court has tended to accept this view. Even in regard to punishments, religious minorities are given greater freedom. If the school belonging to a religious minority, the department is not in a position to interfere when a teacher misbehaves or acts improperly or when a teacher is persecuted.
These actions on the part of the managements of schools belonging to religious minorities often cause embarrassment both to the Department and the Government. At the same time the management of other schools not belonging to religious minorities and the teachers who are working in such schools are both disheartened and annoyed and some of them react rather badly as they feel that they alone are being discriminated against. The Government of India may be urged to constitute a special cell in the Ministry to study the experience of the various States in regard to the rights conferred upon the religious minorities in the case of students, in the case of manage- ments and in the case of public. They may also study various decisions given by the various High Courts of the States and also the Supreme Court. They may notice the salient aspects of these judgments and take these to the notice of the various State Governments .for their information and action. They may also examine the purpose for which these various provisions in the Act which were struck down were made and suggest alternate provisions in consultation with a panel of legal and constitutional experts so that educational administration need not break down.
They may also study the implications of the emergence of a picture where two sets of institutions may have to exist in the country, one governed by the protection due to the religious minorities, and the other which does not enjoy such protection. We may have to plan our future measures in a manner that would enable us to act in an equitable, judicial and proper manner while at the same time conveying the feeling that one section is discriminated against or another or one section is being favourably treated.
Whenever any restriction is imposed on minority schools a lot of noise is made about it but often people are not aware of the irregular practices indulged in by some of the managements. The State Government feel that this is the subject which the Central Government aware in a very good position to study and advise the State Governments. More than in any sphere, the Government of India are in a position to provide leadership in the matter and also help and assist the States and take note of the difficulties of educational ad- ministration in this regard.
The Government of India themselves are bringing forward many new suggestions for academic improvement in the form of regulations and controls. It would be desirable that in future they examine whether these sug-
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gestions will be applicable to religious minorities also and take legal opinion and append this opinion also when they communicate re- commendations to State Governments.
The Kothari Commission has pointed out the need to use physical facilities and equipment we have in an intensive manner. The reasons for this suggestion are that at present the degree of utility is very limited and that we do not have the resources to provide additional facilities.
Shift system has been suggested and advocated by Government of India, for utilisation of facilities in an intensive manner. But generally shift systems are unpopular in the country, both among teachers and parents for various reasons. One of the usual reasons attributed to the unpopularity is that the academic standards are lowered by the introductions of shift system. It also disturbs the working hours of the teachers and often upsets their daily routine. Parents feel uncomfortable when children return home at odd hours and have to remain there during the afternoon or forenoon as they are not used to the presence of children in the house during these times. Moreover, the children are often left to themselves and instead of attending to home-work and studies they use these periods to go out of the house and indulge in unhealthy habits. Students avoid institutions working on shifts and the teachers attribute poor results in schools to shift system. These objections have to be overcome if the shift system has to be popular and should be accepted by the public.
Government of India have set up a Committee to study the working of the shift system in the various States. The Committee is making a study of the shift system in force in a limited manner in the L.P. Schools in Kerala. A study conducted by the Kerala, Government itself revealed that the performance of students in shift schools was inferior to performance of students in normal schools. It may be due to the fact that in the shift system in Kerala, two sets of students make use of the same set of teachers and also the number of working hours, has been reduced. This system may be changed by fashioning it in such a manner that it enables the teachers to have the same workload and also ensures that the students work for required number of working days. But it, would be desirable to try the scheme in a limited matter in various places, both urban and rural, to make sure that the scheme will succeed. It will be necessary to involve both teachers and parents in the experiment. If necessary, the help of the National Parent Teachers' Association and also few teachers from various States may be taken in framing the scheme. The scheme will succeed ultimately only when both the teachers and parents accept it without reservation. So long as the parents think that it is not a sound system, the experiment is bound to fail because the failure of their children may be attributed by them to the defects in the system though the failure may be really due to other causes such as absence of study in the house. Similarly teachers may only be anxious to prove that the system has failed so as to enable them to return to normal system. As the parents and teachers often communicate their feelings to the children, they may be equally willing to make the system fail. Hence it would be necessary to fashion steps which would make the teachers and parents accept this programme and participate in it without any reservation.
Attention is also invited to the general reaction of the press to the shift system. While they may admit the necessity for it, most of them decry the system without going into the merits of the case. Hence it may be necessary to give a large measure of publicity to the merits of the scheme and also expose the false charges. Here again, Central Government may have to provide both the leadership and help to the State Governments. It would also be necessary to prepare both the teachers and the public for the scheme.
Item 28. Education of Physically Handicapped-(a) Education & Training of the Deaf-Mute, Blind, mentally retarded and other physically handicapped should be transfer. red back to the Ministry of Education & Youth Services.
Perhaps the worst sufferers in the present day educational systems are the Deaf-Mutes. There are just not sufficient schools for them. The total number of schools in the whole of India does not exeed 50. These schools too are ill equipped, under staffed, and neglected. As a result even the one in hundred, who is able to attend the school for deaf, does not derive any worthwhile benefit.
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The education and training of the Deaf. and other handicapped is at present under the Social Welfare Department. Since this is actually an educational subject, it should not have been transferred to Social Welfare Department. The experiment has been a failure.
Specialised mode of teaching, is required for the Deaf. Only if it is put under the control of Education Ministry, can the deaf gain advantage. Rehabilitation, employment assistance, and other welfare activities might be retained by Social Welfare Department. But education. from pre-primary education up to the highest standard must be the responsibility of Ministry of Education.
It has been observed that neither the State Governments nor the private or voluntary organisations, who run a number of Primary schools for Deaf can raise sufficient resources. Since the education of the Deaf is a specialized subject, lot of special equipment and trained teachers are required, which in turn means outlay of huge sums. From their multifarious activities and projects, States can ill-afford to allocate sufficient funds for the education of Deaf. Where even the State Governments fail, the private organisations can not be expected to show a better performance.
Where as the normal people can even do without education, the Deaf cannot since they are cut off from the world of sound. It is therefore imperative to educate them so that they may prove an asset to the Nation, rather than a liability. As such the education of the Deaf must be made compulsory.
It has already been stated that the private and voluntary organisations engaged in the education of deaf lack resources and can not satisfactorily discharge their duties. It is added that such organisations play on the sympathies of a generous public, collect huge amounts, a part of which only is used for the cause. Most of such institutions are mis-managed, and the sooner an end is put to this practice the better it would be. This can be achieved by Nationalization of education of the Deaf. The Board should, therefore, recommend that Government should take over all such organisations. No compensation need be given. Government has however, to find funds to run these institutions properly.
(e) At least one college, on the lines of Gallaudet College for Deaf, Washington D.C., U.S.A. be started on an experimental basis for the Deaf. Every State capital should have at least one Higher Secondary School for the Deaf.
In the whole of India, there is not a single High School or even a Middle School for the Deaf. There is, thus, an obvious need to provide for High School and College education for the Deaf. When an equal opportunity has been guaranteed to all by our Constitution, it is a pity to deprive these people of such benefits. An experiment therefore has to be made in this direction.
An impression is gaining ground among all students that even after successfully completing their studies they would have to face a bleak future. Employment is scarce and the number of unemployed is growing on an alarming scale. We have, therefore, to reorient our education system in such a way that a student, after completing his or her education may be able to earn a living,
We have, therefore to devise ways and means to meet the requirements of all the three types of students-(i) Technical (ii) Non-technical and (iii) Physically handicapped.
In addition, we will have to provide for adequate facilities for employment, by creating more jobs. A special sub-committee should examine this aspect of the problem. Unless we can assure a suitable job to each student, I feel that we should not spend huge amount on education just to add to the rank of unemployed. Education, therefore, needs be viewed in relation with employment.
The most disturbing development in recent years is the fact that more and more promising scientists and other capable persons are leaving India in search of better employment
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abroad. This too, when we need them most here to visualize and implement Programmes for National uplift. This migration of talent abroad has been fittingly called Brain Drain. We have to stop it, if we are to survive as a Nation.
This point has therefore to be examined with utmost care and ways and means have to be devised to stop it for the present and to prevent it for future. Utmost importance need be paid to this item.
Present day youth is standing at cross road and needs proper guidance. Youth guidance centres need be opened in all colleges so that the youthful energy may be utilized to advantage. This in turn will reduce the growing indiscipline among the students.
The position with regard to textbooks is far from satisfactory though this issue has been discussed in Board's Meetings earlier also, in view of its importance it be reviewed again. There just are not proper textbooks available. There is no uniformity, and Textbooks differ from place to place. These have to be standardised, and made available at cheap price in Hindi, English and regional languages.
Then again apart from a few cases, Text Books have not been revised and brought upto-date. In the context of a changing world, we have to change our curriculum, and lay stress on factors, most advantageous to us.
At present, we do not have any information about educational institutions in a wellmannered tabulated form. Without proper sta- tistics we can neither gauze the problem, nor take effective steps. This information in the manner suggested, therefore, need be collected so that it may give us an idea of the problem.
At present, there are very few central schools. I feel that if a central school is opened in each District HQ, it would work as a model for other schools and give a much needed shot in the arm to our present day deteriorating educational system. The possibility, therefore, needs be examined.
We have been laying emphasis on Adult Education but neglecting Library and Reading Room Services. The progress made in the direction of Adult Education has, therefore not. been, what would have been expected under normal circumstances. This is mainly because of paucity of books of Adult Education. This shortage however can easily be made up by opening library-cum-reading room in villages. One Library-cum-Reading Room should be opened in all villages which have panchayats. The State Governments can finance this project without much effort. It will be of an immense value to all.
Since we have to implement all our decisions through teaching staff, and have to depend on them to a very large extent our success or failure depend more or less on their cooperation. A happy and satisfied teaching staff is therefore necessary. Their problems need be looked into, and so far as possible their grievances be removed. This is a point with far reaching consequences and may therefore be looked into thoroughly.
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At present, little is being done to promote sports at the bottom level. We have to locate talent from rural areas, where we have sufficient chances of getting good material. Sports have therefore to be taken to villages.
The biggest single drawback at present is that only school/college students can compete in various sports-meets. They exclude those villagers who might otherwise, prove to be better sports-men. Efforts have, therefore, to be made to bring them with in the fold.
Sports and games facilities especially in villages are comparatively lacking. There are no play grounds. Every available plot of land has been put under cultivation. Whatever small facilities, that may be available in villages, are enjoyed by teaching staff, rather than students. This practice need be stopped. State Governments can ensure proper playgrounds and games articles.
Coaches, Coaching camps in villages are very necessary and deserving sports-men and sports-women, even if living in villages deserve proper recognition, and a comprehensive programme need be chalked out by All India Sports Council.
So far as Deafs are concerned, they have been denied all assistance mainly because of claims and counter claims by two rival organisations, both of whom claim to represent deafs. this is hardly fair to the Deaf. Government should take steps to safeguard the interest of common deafs.
Item 38. To improve the qualifications of teachers in degree colleges-Minimum qualification be raised to M. Phil.
Majority of the postgraduate teachers of Physics, Mathematics, Economics, Education and Sociology etc. in the University of Meerut (would be equally true of Agra, Kanpur and Gorakhpur) are not qualified for teaching postgraduate classes. They have the potentiality but not the training or the necessary competence in their subject. Result. Ill-equipped and out-of-date teachers ace teaching modernised or partially modernised syllabi with the help of dictated notes prepared decades back by their teachers or teachers. And since the expectation is that a good number of boys must get a first class and nearly all must pass, the poor performance of the students and the teachers goes undetected,
2. A conscientious examiner of postgraduate classes must fail majority of students in the affiliated universities. The human and physical resources which go into the teaching of postgraduate courses, if diverted to undergraduate teaching, could produce the same or better results. These Universities have laid down seemingly high qualifications for the postgraduate teachers. They must have first class post-graduate degree and if a second class they must have five years teaching experience of under-graduate classes. These "high qualifications" rule out the post-graduates of any of the better universities. The indigenous first classes dominate. There was a time when even Intermediate colleges used to get brilliant teachers.
3. In recent years there has been a serious effort to upgrade the qualifications of teachers. The modus operandus has been the Summer School. In reference to affiliated colleges consider it a typically Shanah Shanah method 85 % of students receiving higher education are in colleges. If the improvement of these be considered a high priority goal, something more drastic has to be done. M. Phil courses are the immediate answer.
4. The M.Phil degree is awarded after 14 months of serious studies and research in an established library and laboratory. If the duration of the M.Phil courses be equated with the duration of the Summer courses it will be one to nine. What a person gets through the M.Phil in fourteen months he will get in nine years through nine Summer courses. It is difficult to imagine that any one person will attend nine consecutive courses. The underlying implication of the Summer courses is "take as much as you please". And this is literally true. Behind the M.Phil courses a mendatory requirement is "benefit by the courses or quit".
5. The advantages of the M.Phil courses will accrue only_if circumstances are created for practising teachers to come in larger numbers or M.Phil is made the minimum requirement for recruitment of college teachers. Since the second is not likely to happen, I would suggest an intensified programme for the first. The teaching of Physics or of any subject could be revolutionised if two or three teachers from each post-graduate department could be enabled to go through M.Phil courses. The Universities in that case could modernise the syllabi with confidence that the same will be followed. The cost per teacher would be about Rs. 5,000 per annum. It would cost about a lakh of. rupees to pull up the
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teaching of Physics in the University of Meerut and perhaps about 5 lakhs for all the affiliated colleges of the U.P. Universities. Expenditure of about a crore of rupees would revolutionise the teaching of physical and Biological sciences in the colleges of the Uttar Pradesh. The same amount spent in a decade would not produce any noticeable result.
6. The M.Phil courses in the Meerut University are not likely to produce the expected result. My image of the Meerut University is that it should become an in-service university for teachers in colleges. Since there has not been an adequate appreciation of its role by the U.G.C., the colleges and the State Government the objective has been watered down. It is likely to become a training ground for second class students seeking entry into the teaching profession. The U.G.C. could take a lead by creating a very large number of senior-fellowships for practising teachers for the specific purposes of going through M.Phill courses. For our purposes at this stage I consider intensive high level courses better than speciliased research in a narrow field reading to Ph. D. Degree. Also because three M.Phils will be produced with the expenditure to be incurred on one Ph.D.
Community Resources in Pre-School Education
The need.- The need for prescribed education as a measure of child welfare is now widely accepted. However, its importance as an educational measure is still not so widely recognised. It is now scientifically established that 80 % of brain growth in the human being takes place before the age of eight, and hence this period of education assumes vital importance. Moreover, absence of pre-school education is closely related to wastage and stagnation at later stages of education. Development of cognitive abilities and skills. social and emotional maturity and physical health, all of which are part of the preschool programme, equip the child to meet the challenges of school life. Because of lack of such preparation, later achievement is poor, and much of the present investment on later stages of education yields no return. Studies also reveal that the child having the benefit of intellectual and verbal stimulation from an early age fares better in intelligence tests than a child from an under privileged home who may have the same genetic potential but has lacked early environmental stimulation. Hence, talent search or merit scholarship programmes devised for later age, groups vitiate themselves, since inequalities have been built into the system at a far earlier stage in the educational ladder. Real equality of opportunity in education can only come about through tackling the first rungs of this ladder. Finally, biological research has shown that damage to brain cells due to protein malnutrition before the age of four can never be repaired, even with the best of dietary supplements and care offered later. If the nutrition programme is to have any impact it must begin to operate with the age-group below four years of age,
Efforts are now being made to provide a net work of pre-school centres through the Family and Child Welfare Centres. However, due to the rapid growth of population and the limited resource position, the number of such centres will fall far short of what is required for several years to come. There is hence a great need to encourage the growth of community sponsored and community run pre-school education centres, which will operate with the minimum of financial and technical guidance from the state and other agencies. -
Community Pre-School Centre-The significant feature (if the community pre-school centre are :
(1) the use of unutilised and under utilised services through the employment of local girls and women with the minimum educational qualifications, or with no formal education, and the use of voluntary services wherever available.
(2) the use of simple and cheap equipment improvised locally with locally available materials and labour and the use of available space.
(3) the use of professional services to train the staff, help them in equipping and setting up the centre, and to provide continuous in-service guidance and refresher training at regular intervals, only,
(4) the use of local resources in cash and kind for equipping and running the centre, assistance from outside sources being never more than one-third of the amount required.
Advantages of the Community Pre-school Centre.- (1) Reduction of costs due to the use of locally available materials and labour, and the employment of partially trained local workers
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(2) Elimination of problems of transport end waste of time and energy by staff having to travel long distances to and from work
(3) Maintenance of high standards of work, availability of resources in cash and kind, and long-term stability of the project due to close involvement and direct participation of local people.
Role of Training Centre.- A training centre for community leaders and pre-school education teachers and assistants will have to be set up for groups of villages, or other small areas. The training centre will have to undertake the following:
(1) Convince the local population about the need for such a pre-school centre and explain its feasibility and method of working
(2) Organise the local leaders to undertake the work of raising the necessary resources and managing the centre
(3) Select and provide short-term training to women and girls in the neighbourhood who may be suitable to staff the centre
(4) Help in designing, assembling and constructing the equipment necessary and setting up the centre
(5) Provide continuous in-service guidance and supervision to the centre when set UP
(6) Provide for further refresher training at regular intervals
(7) Advise and guide in the development of the- nutrition programme
Details of the actual manner of working of these centres will naturally vary according-to the existing facilities in that area, and other circumstances.
Pilot Project.- A pilot project to establish- a community pre- school centre has been undertaken in Delhi State by a voluntary agency. The result, which may be seen next year, will give further indications about the development of the training programme.
Impact of the CARE. programme and its gradual taking over by some local agency with the support of rural masses.
The State Government had accepted CARE assistance programme for supply of Milk and Dalia to the children in rural areas. No doubt, we appreciate the generosity of the Organisation, but a feeling has crept in the minds of the masses as if the local support could not be enlisted. for catering to the genuine needs of the under-fed children.
The scheme provides for meeting the cost of transportation, which alone is quite heavy. Besides this, there is a large number of or- ganisations within the country who could take up such a project with the assistance of the local people.
In order to gradually do away with the assistance under the CARE programme, it is proposed that a climate may be created whereby the local organisations could come to the fore and supplement the dietary requirements of the under-fed children. For this purpose, a scheme could be prepared to collect grains at the time of harvest. It should not be difficult to do so because there is a human element involved; more so when the things so collected are to be utilised for their own wards. To add to their share, Governmental assistance could be made available to the tune of expenditure which is presently being incurred on transport etc.
The Government of Madras had envisaged such a, programme through involvement of the local masses and as far as it is known, the scheme had been a success, Through this endeavour not only we will be able to do away with our increased dependence but will provide fresh and nutritious diet.
The Board may therefore, consider launching the school feeding programme on the lines suggested above and if need be, some more money could be made available by the Centre, till the project gets momentum in the rural areas.