 WRITTEN  SPEECHES OF STATE
 EDUCATION MINISTERS (ANNEXURE-IV)

        1.  Bihar  
        
        Shri Diwakar Prasad Singh
        Minister (Higher Education)
        (in Hindi)
        
        2. Gujarat
        
        Dr. Karsan Das Soneri 
        Education Minister
        (placed on table)
        
        3. Himachal Pradesh 
        
        Education Minister
        (placed on table)
        
        4. Madhya Pradesh 
        
        Shri Vikram Verma
        Minister of Education
        (in Hindi)
        
        5. Maharashtra 
        
        Shri Bharat Bondre
        Minister for Education and Technical Education 
        (placed on table)
        
        6. Meghalaya 
        
        Shri Hoping Stone Lyngdoh
        Minister, Education, etc.
        
        7. Mizoram 
        
        Dr. H. Thansanga
        Minister of Education

        
        8.  Sikkim 
        
        Shri Sonam Chhyoda Lepcha 
        Minister for Education
        
        9.  Tripura 
        
        Shri Arun Kumar Kar 
        Ministre-In-Charge of Education
        
        10. Uttar Pradesh 
        
        Shri Ashok Bajpai
        Education Minister 
        (in Hindi)
        
        11.  West Bengal  
        
             i)  Shri Kanti Biswas
                 Minister of Education (P&S)
        
           ii)   Shri Md. Abdul Bari
                 Ministry-in-Charge Mass Education
                 Extension Department 
        
        12.   Andaman  and  Nicobar Islands 
        
        Shri K. Kandaswamy
        Counsellor, Education

Dr. Karsan Das Soneri, Education Minister, Gujrat

I must congratulate the Government of India for convening the Conference of the Central Advisory Board of Education at this juncture, soon after it has received the report of the Acharya Ramamurti Committee. Most of the Agenda items are the repeat items for the C.A.B.E. This is but natural since the basic issue in the field of education is one of consolidation and review of various schemes put on the ground.

2. I agree that the universalisation of elementary education will have to continue as the No. 1 Priority of any educational policy. The need for non-formal education programme basically arises from the fact that we have not been able to provide funds sufficient enough for pursuing a fully formal system. The need for a strong formal system to cater to the basic needs of the education can not be over-emphasized and, therefore, I welcome the statement made in the Agenda notes that major improvement will have to be made to the present programme of NFE to develop it into a complementary system to the formal elementary education system. However, the proposition made in the notes that the present expenditure will be twice the expenditure per pupil is not understood. Role of the Central Sector should be to finance NFE programmes fully, but, ultimately the State would have to have an infrastructure of the formal education system to meet the needs of the children of the school going age-group. Formal system however should have flexible working hours to meet the needs of the particular groups

3 The need for micro-planning and achievement of minimum levels of learning cannot be over-emphasized and, therefore, the State Government welcomes the need for computerisation of the elementary education data and developing a proper monitoring system.

4. The second item of priority naturally is the problem of teacher education. While new structures like DIET and, CITEs could be helpful, need has arisen for looking at the basic curriculum content of the teacher education programmes. My State Government is seriously considering raising the minimum qualification for the primary teachers. Presently the admission requirement for PTC is 10th Standard and we propose to raise it to 12th Standard. However, certain seats could be reserved for the 10th Standard students but they will have a longer period of training. While on the subject, State Government also wants to stress the need for the primary education curriculum to be in accordance with the basic education programme initiated by Gandhiji. In our State, we have therefore, set up a Buniyadi Shikshan Board which will monitor the curriculum of the primary education as also the curriculum of the primary teachers' training institutions.

5. In the field of adult literacy, the State Government is. of the view that class-based programmes cannot be given the go-by completely. The State Government is wholeheartedly encouraging a mass literacy programme being implemented through Gujarat Vidyapith and already we have programmes aiming at complete literacy in three districts. However, the need for a formal structure to impart adult literacy is continued to be felt by the State Government. I am glad to inform this body that State Government has set up a State Literacy Mission on the lines. of the National Literacy Mission and the State Literacy Mission has been fully empowered to take necessary action to coordinate the class-based programme and mass literacy programmes.

6. In the field of vocationalisation of Secondary Education, the State Government has sanctioned Post-10 Vocational Courses, as per the recommendation of the Government of India. State Government has however, felt that there is a need to look into, the actual working of these classes specially when the schools are mostly in the private. sector as in the State of Gujarat. Vocational education should be a part of the curriculum of the school education system and the State Government would urge the C.A.B.E. to consider as to whether the present system of having a

separate vocationalisation stream after the 10th Class is really worth its while. The idea of such courses becoming terminal courses has not really found favour with the students and the clamour remains for such courses being treated as a link for entry into the formal academic courses at the university level. It would be preferable therfore to weave vocational subjects into the formal secondary education curriculum structure. This would mean revival of the earlier technical school concept as per the Sargent Committee with suitable modification. This is a matter which needs serious consideration.

7. Simultaneously the programme for qualitative improvement of the Secondary Education should be pursued and State Government welcomes the suggestion made in this regard in the C.A.B.E. papers. However, the matter of qualitative improvement need not be confused with the question of elevation of the status of Principals. The present emoluments of teachers with time-bound scales is sufficient enough incentive to attract the right type of talent for the secondary schools and it should be possible to have administrative improvements without additional outlays of emoluments.

8. In the field of higher education the proposals for distance education, academic calendar and adoption of measures to improve qualitative education in colleges are welcome. At the same time, the State Government is of the opinion that the autonomy of the Universities should be fully respected and effort of the State Government should be basically to ensure coordination and support.

9. As for technical education I feel happy to bring to the notice of all that in Gujarat we admit students in engineering colleges and polytechnics strictly on merit: on the basis of marks obtained by the students at the qualifying examination. The whole admission procedure is centralised and computerised and is operated under the supervision of the Director of Technical Education.

10. The All India Council of Technical Education Act 1987 has come into operation from 1988. It is but appropriate that general guidelines are laid down so that there is upgradation of standards in technical education. However, it should be kept in mind that the whole system does not become rigid and closely controlled only by a central agency. A certain measure of flexibility in consonance with the responsibilities of the State will have

to be imparted in the system. I am happy to note that the AICTE has set up a Committee under the Chairmanship of Shri K. A. Kalyanakrishnan to go into various aspects and I hope that this Committee will give due thought to this aspect also.

11. Due emphasis has been laid in the agenda about the timely implementation of the World Bank assisted projects. I am happy to say that in Gujarat where a project of Rs. 65 crores has been sanctioned for the polytechnics, the progress has been quite satisfactory.

12. The State Government is aware of the need for protecting the interest and education of minorities and women and will be willing to take necessary special steps in this direction.

13. The State Government also supports the need for focusing attention on the resources for education. We would like, however, to repeat that at least in certain sectors like Elementary Education, the allocation will have to be completely need-based and not dependent on restrictions of sectoral outlays.

14. As regards the Centrally sponsored schemes, the State Government welcomes the need to continue them in specific areas. However, there should be scope for sufficient flexibility within the Centrally sponsored programmes to cater to individual State's requirement so that the Centrally sponsored scheme does not become a cause for new skewnesses within the system.

15. The Acharya Ramamurti Committee Report has provided a welcome overall review of the system. However, it encompasses so many issues that it may be advisable to set up a sub-committee within the C.A.B.E. to arrive at a consensus.

16. 1 have restricted myself to general comments on the items of the Agenda. I am sure, the collective wisdom of this Body will be able to provide guide-lines for a speedier progress so that at least before the end of this Century we would be able to keep our head high in the community of the nations in regard to achievements in the field of literacy and education.

Education Minister, Himachal Pradesh.

I am happy to get this opportunity to address this August gathering of educationists and policy planners, on the subject of implementation of our new pattern of education, particularly in Himachal Pradesh.

2. Our concern for this has been serious in view of the chal- lenge and difficulties it faces from students, teachers and on account of our limited resources. The approach to the VIII Five Year Plan in the meeting of the National Development Council held on 10th June, 1990 had called for a thorough revamping of education for an equitable and decentralised literacy, focus on primary and secondary education and a greater emphasis on technical and vocational education. Education had to act as an important instrument of social change through the active participation of the community. As such, it is a social responsibility function for all kinds of governments and is to be assigned a fairly high priority in its planning and implementation. A lot of work has been done in terms of financial allocation and quantitative expansion in Himachal Pradesh and earnest endeavours are being made to make education a medium for social awareness, change and development. Despite the current resource crunch and the geographic handicaps such as of difficult hilly terrain and inclement weather that we have, the State Government has achieved commendable gains of social relevance, employability and excellence linked to education, through the rapidly expanding educational infrastructure in Himachal Pradesh.

3. Elementary Education in Himachal Pradesh has received greater attention with a view to making it universal and in cutting down the rate of dropouts. By 1990, we hope to achieve the goal of universal primary education. Linked to this is a rigorous programme of teacher training at various levels through two state Institutes of Education, six JBT Institutions where several teacher orientation programmes continue to be organised. Meanwhile in consonance with the National Policy on Education (1986) vocationalisation at secondary education level has been undertaken in a phased manner since 1988. For the qualitative improvement in Science subjects, Science Improvement Programme has been introduced. Through sixteen Industrial Training Institutes effort continues to be made to give vocational training.

4. But the approach towards vocationalisation, as envisaged in the present system of education i.e. 10+2 + 3, requires to be reviewed in the light of our past experience, social milieu, its acceptability and relevance. The present sytem of 10+2 simply means 12 years schooling i.e 10+2 pattern, we have neither gained employment incentives nor the self-confidence that the new system was expected to generate. While the +2 pattern has opened greater avenues the employment of teachers with the

opening of a number of new Senior Secondary Schools, it has so far not added any extra employment dimension for its products. The reason is quite obvious. While we have toned down the status, level and recognition of Matriculation standard, we have not reinforced the concept of +2 with any structurally viable and meaningful inputs with resultant employability effects. It is, therefore, necessary that on the basis of our experience with the present +2 pattern which has simultaneously been introduced in our schools and colleges, it requires to be suitably reviewed vis-a-vis our social set-up, requirements and financial constraints.

5. Presently we have introduced certain vocational courses only in 11th and 12th classes, but even here there is a general reservation about the relevance and utility of these courses. There is some resistance also in terms of their efficacy, academic acceptability, industrial applicability and priority. Even now the first preference of any student is for such professional courses as are offered in IITs, Medical Colleges and even for Law, B.Ed., Business Management, Computer and Technology classes. The highly controlled and competitive entry to all worthwhile professional courses makes them almost beyond the reach of most of our students. There again those who get into usual training institutes offering different trades are looked down upon by the elitists. Besides, at the age of around 16, the capacity of a child gets restricted to learn or adopt any manual skill. It must be considered at National level to introduce a few common vocational courses for all in lower classes.

6. The present +2 pattern has been conceived to establish uni- formity in educational standards in the country. But its introduction and implementation have not been uniform. It is indeed a very expensive system because of the resultant addition of one more class at the top so as to provide for the minimum 12 year schooling. There have been additional costs at all levels i.e., greater burden on the parents, more class rooms, teachers fees, books, equipment, etc. Also, if it is a continuation of the old 10+1 pattern and is to be carried on as 10+2 by the same set of teachers, it leads to no qualitative improvement. If it is an addition of two more classes in the same institution i.e. the High School then the new +2 teachers looking after these new classes would constitute a separate academic or social group which would not be absorbed in the culture (if the existing set up. At the level of students upto 10th Class, the prevailing culture is that of obedience and submissiveness, whereas at +2 level it suddenly grows into adolescence and comes to the level of sudden maturing

This maturity and assertion usually determines their attitude and approach towards the system and society. Certain psychological affronts, besides the usual problems of discipline which though belonging to the colleges, appear in the schools where +2 system operates. The system has not been able to earn acceptability due to lack of proper preparation, adjustment and environment and practically is fraught with numerous contradictions. This has seriously compromised the future of our students and has restricted our options in relationship to amenities and facilities available in schools and colleges.

7. To tide over this dichotomy, it is suggested that we should strengthen the level and content of our primary education and introduce elementary vocational courses which should be taught from class 6 to 10 uniformly. These courses have to be compulsory for all irrespective of caste, status or social consideration. It would just be the time for all the children to learn basic skills uniformly when they are mentally more amenable and impressionable. For this, a National policy will have to be drafted and a National Task Force of vocational teachers constituted. As a supplement to this and with a view to strengthening it, our primary system should be of 6 years instead of the present 5 years. Instead of primary schools having 2 teachers, we should have 3 teachers. So, instead of adding a class at the top under +2 system, and parking our youth in their frustration and contributing to the swelling ranks of their unemployability, some avenues may be provided to them as teachers at the pre-primary level. This would be neither that expensive nor difficult to implement as im- plementation at the pre-primary level would be much easier than addition of more class after matriculation and providing for it all the infrastructure, books, equipment and teachers. Not only at the Government and Institutional levels, but even at parental level it would be economical. The new pattern would be 6+3+ 2+4. Nine years would be for elementary education, two for high schooling and four for college education.

8. While the +2 pattern gets dismantled, our courses at the degree level will requires suitable restructuring to have practical linkages with the common vocational courses earlier made available at the below Marticulation level. The courses shall have to be articulated so as to create avenues for the diverse interests and aptitudes of the students coming, out of schools with basic skills. Here it is heartening to note that vocational courses are being tailored to suit the requirements of Medical, health,

such as X-Ray, Opthalmology Laboratory Technicians, and other para medicals services. Even courses which could be of use to Railways as a common facility cushion could be prepared. For the agri-based or horticulture-based States, some such interdiciplinary courses as having relevance to local culture, economy and social conditions could be set up as supplementary courses to our conventional degree pacakages in our colleges. This would draw incentives from Government of India which creating enterpreneurial opportunities for our youth. This would indeed be a laudable effort to correlate our education with employment opportunities. All this will have to be introduced in the First Year of the College after which diversification may take place towards Professional courses. Those who desire to pursue academic courses may pursue Three Year Degree Course. In this course also we may endeavour to introduce one, applied subject/course. Unless we provide for this kind of a system we cannot stop the stagnation of our youth in the conventional courses despite the frequent experimentation that we keep on doing with our system of education.

9. My suggestions may look radical; but to cope with the futuristic frame of our education, a holistic view of the entire system requires to be taken by this apex academic national planning body. I think this way the present mismatch between the supply of educational resources and institutions and the demand particularly in rural areas where the rates of absenteeism and dropout are very high, can be removed. This will also avoid wastage of resources and facts on the involvement of the community right from the beginning of our education from pre-primary level onwards. This will also gradually enhance the capabilities of our students and train them in this highly competitive world.

WRITTEN SPEECHES OF STATE EDUCATION MINISTERS (ANNEXURE-IV)