PROCEEDINGS
The agenda for the Board's meeting was as under:
1. To record appreciation of the services rendered by
those who have ceased to be members since the last
meeting and to welcome new members.
2. To report that the proceedings of the 28th meeting
of the Central Advisory Board of Education held at New
Delhi in January, 1961, were confirmed by circulation to
members and the copies were sent to the State
Governments and Union Territories.
3. (i) Statement issued by the Chief Ministers'
Conference (held at Delhi on 10th, 11th and 12th August,
1961) regarding education, medium of instruction and
script.
(ii) Memorandum on medium of instruction in colleges.
(Government of Madras)
(iii) Steps to be taken to implement the decisions of
the Chief Ministers' Conference.
(Shri H.C. Mathur)
Member, C.A.B.E.
Appendix 'A'
4. Reorganisation of higher secondary and pre-
university education.
(Governments of Madras and Gujarat)
Appendix "B"
5. Production of textbooks
(a) At the secondary stage.
(Ministry of Education)
(b) Low cost textbooks for colleges and
universities:
(Ministry of Education)
Appendix "C"
6. Expansion of primary education
(a) To consider the need for special efforts to
push up primary education in backward States
like Rajasthan, Madhya Pradesh and U.P. A
definite phased programme to be drawn and
requisite Central assistance to be made
available.
(Shri H.C. Mathur, Member, C.A.B.E.)
(b) Review of the target for enrolment in primary
schools for the Third Plan and provision of
more funds to meet the increasing demand for
appointment of more teachers resulting from
enrolment drive and mass desire for
education.
(Governments of Gujarat
and Orissa)
(c) To review the provisions and programmes of
girls' education for taking additional steps
to expand specially those facilities which
aim at increasing the supply of women
teachers in rural areas.
(Ministry of Education and Government of Bihar)
Appendix "D"
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7. Teacher training.
(a) For elementary schools
(Governments of Bihar and Orissa).
(b) For secondary schools
(Ministry of Education and Government of
West Bengal)
Appendix "E"
8. To consider steady decline in the number of
students joining courses in Indian languages and
Arts subjects in college classes.
(Government of Kerala)
Appendix "F"
9. Programme of social education
(a) To consider adult literacy programme in the
Third Plan and its implementation.
(Ministry of Education)
(b) To consider the development of a network of
rural libraries.
(Government of Rajasthan)
(c) To consider the scheme of Gram Shikshan Mohim
(Village Education Campaign).
(Government of Maharashtra)
Appendix "G"
10. To consider the necessity to introduce an
inspectorate in Hindi.
(Government of Kerala)
Appendix "H"
11. To receive the report on the progress of
implementation of important Plan schemes during
1961-62.
(Ministry of Education)
Appendix "I"
12. To receive the report on progress made under
important educational schemes of the States and
Union Territories during the year 1960-61.
Appendix "J"
13. To receive the report on important activities of
the Ministry of Education during the year 1960-61.
(Ministry of Education)
Appendix "K"
14. To receive the report from the Government of India
and State Governments about the action taken on
the recommendations of the Board made at its last
meeting.
(Ministry of Education)
Appendix "L"
15. To fix the venue and dates for the next meeting of
the Board
(Ministry of Education)
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Welcoming the members of Central Advisory Board of Education to its 29th session, Shri Mohan Lal Sukhadia, Chief Minister, Rajasthan, said :
"It gives me great pleasure to welcome you all to this historic pink city of Jaipur. We are extremely happy that the Central Advisory Board of Education is holding its 29th Session in Rajasthan. Founded in 1727 by Maharaja jai Singh II of illustrious memory, Jaipur takes its name after him. The city stands as a classical model in town planning in the country. It claims a rich heritage of art and learning. The aesthetic sense of its artists is reflected in their creative works and colourful attire of the people. I hope during your stay here you will find time to visit some of these beauty spots, see artistic works and historical monuments. Besides Jaipur, other places of Rajasthan are also important and enchanting. To those of you who have come from distant parts of the country and can devote a little more time, I will commend a visit to the famous fort of Chittorgarh, Udaipur--the city of lakes, the holy shrines of Ajmer and Pushkar, as also jodhpur and Bikaner the cities of palatial buildings and art treasures. The games sanctuary at Siriska on Jaipur-Alwar road will also be worthwhile.
"The classical land of Rajasthan had once been a fountain head of learning and culture. Even when many of the independent Kingdoms of Rajasthan had fallen one by one before the onslaughts of invaders, the great tradition of learning was carried on by Rajasthanis and the production of Sanskrit works of various subjects was fairly prolific. Nor was the region backward in the production of literature in Rajasthani dialects. The importance of literature in Dingal is now being recognised by scholars of languages, literature and history. It was Dingal which kept enshrined in itself the immortal stories of the valour and sacrifice of Rajputs both men and women for the benefit of posterity. Our literature has been enriched also by the poetical outpourings of many great saints like Dadu and Raidas. The devotional songs of Meera are on the lips of the people throughout the country. Even during the ascendency of the Marath as when the Rajasthan States were hard-pressed the rulers continued to encourage literature and poets like Bihari, Padmakar, Mad Ram, Surya Mall and others. Paintings and Music got equal patronage. But during the last two centuries or so education was confined to small sections of society. The comparative poverty of the people, and lack of facilities were responsible for keeping the State backward in the field of education.
"The first problem on achievement of independence was therefore to push forward education programmes. Simultaneously the education of the adult could not be neglected in view of the demands which the success of a democratic set-up makes upon the people. The growth of secondary schools had also to keep pace with the rapid expansion of primary education and the need of a developing society for better educated personnel for its various projects. Higher education was also very much in demand due to paucity of teacher for secondary schools and technical experts. Degree and professional colleges and schools had therefore to be started in large numbers. The provision of adequate libraries and research fellowships had also to be attended to though out efforts in this direction leave much to be desired.
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"There are certain serious physical handicaps in the way of our educational advancement. The villages are situated far apart in the desert and hilly areas which make it difficult to open primary school in each single village. The deep-rooted conservatism of the people in respect of girls' education is responsible for the slow pace in their educational progress. Facilities for training of teachers have been rapidly pushed forward during the Second Plan with a view to provide training to almost all the teachers of primary schools by the end of the Third Plan.
"In spite of these handicaps, Rajasthan has taken long strides for coming in line with the rest of the country. The enrolment in primary schools of children of 6 to 11 age-group hag risen to 49 per cent from 14.8 percent in 1951.
"The number of students in the educational institutions has progressively increased in all the age-groups as a result of different measures taken by the Government. The enrolment of students in classes I to V has increased from 2.93 lakhs in 1950-51 to 11.5 lakhs in 1960-61. Similarly enrolment during this period has also gone up from 52 thousands to 1.91 lacks in classes VI to VIII and from 15 thousands to 86 thousands in class IX and X. Successful Enrolment Drives have been organised annually during the recent years which have contributed significantly to the increase in number of school-going children. The transfer of primary education to Panchayat Samitis from October 2,1959 also had a salutary effect on enrolment.
"The scale of pay and allowance of teachers compare favourably with those obtaining in other States. The minimum pay of untrained primary teachers is Rs. 85/-p.m. and of trained teachers Rs. 95/-p.m, including dearness allowance and their posts are pensionable. Since 1957 Rajasthan has nationalised textbooks up to class VIII in order to develop healthy and democratic outlook among the children and to provide cheap and good books for them. The State Government had set up the Nationalisation Board of Text Books in the year 1955.
"One of the most important events in the development of primary education in Rajasthan was the introduction of democratic decentrali- sation on the 2nd October, 1959. Rajasthan was the first State in India to accept the recommendations of the Balwantrai Mehta Committee. Panchayat Samitis have been established in all the Blocks and the entire control of primary schools has been handed over to them. Care has, however, been taken to see that the service conditions of primary teacher. are not adversely affected and academic standards do not deteriorate. The Education Department retains the authority of giving technical guidance and supervision. The Sub-Deputy Inspector of primary schools has now became ex-officio member of the Block team and one such officer has been placed at the disposal of each Panchayat Samiti. The Samitis get as grants-in aid the total amount spent by them on teachers' salaries and allowances, but for all other items of expenditure, they are expected to raise matching contributions. The rural people have now begun to take direct and keen interest in education and have begun generously to contribute towards school buildings and equipment.
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"Primary schools in Rajasthan are either fullfledged Basic schools or primary school oriented to the Basic pattern. The curriculum followed in all schools is an integrated one. In some districts a scheme to provide mid-day meals in primary schools has been introduced and it is hoped that the experiment will extend to the remaining districts.
"The number of middle schools now stands at 1,534. The coverage in the age-group 11-14 works out at 14.5 per cent.
"Rajasthan was the first State to implement the recommendations of the Secondary Education Commission. High schools have been converted to higher secondary schools and middle schools have been upgraded as higher secondary and not as high schools. As a result of this, secondary education in Rajasthan has made considerable head-way. The number of high and higher secondary schools in the State today stands at 640 and the percentage of school going children in the age- group 14-17 is 8. O. We have set up a Bureau of Educational and Vocational Guidance at Bikaner. Extension Services Centres have been established at Bikaner and Udaipur where conveyance facilities have been provided to training colleges to reach the primary schools. We are, however, experiencing great difficulty in recruiting teachers of subjects like science, agriculture and crafts, It has been our aim to make secondary education achieve the two-fold object of being both terminal and preparatory for higher education. It was, however, felt that proper standards were not being attained in the new secondary schools and examination results were so poor that wastage and frustration was evident. We therefore, appointed an expert committee under the chairmanship of Shri G. C. Chatterji to examine the working of the system of higher secondary education in Rajasthan and to recom- mend measures for better co-ordination of higher secondary courses with those of middle schools on the one hand and degree colleges on the other. The Committee have made a thorough study of the various problems and submitted its report. One of the most significant recommendations of this Committee is that the three years' course at the secondary stage should be increased to 4 years. It has also recommended integration of the courses of high and higher secondary schools.
"We have at present only one university. We are soon going to have another university at jodhpur which will be a teaching one. Our colleges for general education have increased from 24 to 56, colleges for professional education from 7 to 22 and colleges for special education from 7 to 18 up-to-date. According to the recommendation of the University Commission three years' degree course has been adopted by the University and introduced in colleges. A separate Directorate of College Education has been created. The pay scales of college teachers have been revised. The grade of lecturers is now 285-800 and that of professors in postgraduate colleges and principals of degree colleges is Rs. 500-900. Principals of post-graduate colleges are in the grade of Rs. 700-1200. A merit pay of Rs. 100/- to Rs. 150/- per month, over and above the prescribed scales has been announced for all teachers who make original research contributions in their branch of knowledge.
"Even with rapid increase in the number of colleges the rush for admissions to them is very great in larger cities. Students who are not likely to benefit by higher education seek admission in such large numbers that we are forced to provide qualitative checks particularly in science
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courses. Lest poverty comes in the way of talented young men and children, the State has launched a liberal scheme, of scholarships. Every student who secures first division in any public examination from high school examination onwards and whose parents' income is below Rs. 3,000 per annum. is awarded a merit scholarship which covers the major portion of the cost of his further education. In addition to other type of scholarships available elsewhere we have also announced scholarships to students who may come to Rajasthan from other States on a reciprocal basis. This is with a view to help in the process of national integration.
"A Directorate of Technical Education was set up in 1957 to look after technical education below the collegiate level. We have at present two engineering colleges, six polytechnics and six industrial training centres. In addition to these a Regional Engineering College will start functioning at Jaipur in 1963-64.
"We have by our traditions, ideal conditions for developing a big centre of Sanskrit studies. For over 400 years, Rajasthan was the refuge of Sanskrit scholarship through the munificence and patronage of its rulers. On the recommendation of a special committee, a separate Directorate for Sanskrit Education was created in 1958, and several other steps are being taken to encourage the study of Sanskrit at all levels. Sanskrit scholars are being specially honoured by liberal cash grants. An Advisory Board for Sanskrit Education has also been constituted. Similarly, with a view to patronize the growth of art and literature, three Academies viz. Lalit Kala Akademy, Sangeet Natak Akademy and Sahitya Akademy have been set up. An Oriental Research Institute with branches all over the State has been established. In Rajasthan, several histories in Persian and Rajasthani are available in various forms. The incidents, events and activities of the period beginning from the reign of Akbar to the present day have been narrated fully and freely in the masses of manuscript, news letters and State papers. We have made a complete survey of all these documents and a Department of State Archives has been set up.
"Rajasthan has got an Advisory Board of Physical Education, a Sports Council, and a Physical Training College. We have also set up a Sainik School at Chittorgarh.
"Although we are spending 25 per cent of our total revenues on education we are still one of backward States in the country so far as education is concerned. We stand very low in respect of enrolment of students in all the age-groups. Our future needs for educated, particularly technical, personnel are greater than those of other States in view of the development that is expected to take place on the completion of the Chambal and Rajasthan Canal projects. Investment on education is therefore, a greater investment than on any other schemes of production. Education alone will give us the technical men who will be responsible for the agricultural, industrial and commercial progress of the State.