"It will be recalled that one of the major areas for emphasis in the Third Five-Year Plan for education is the teaching of science at all levels. In the case of secondary schools which feed the universities and technological institutions, it has been ensured that science of the elective standard

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is available in nearly 40 per cent of the total number, while general science or its equivalent is taught in all the schools of most of the States and in a substantial number of schools in the remaining States. Since an integrated course in general science is still a novelty for this country, it has been decided to set up a special agency at the Centre for this purpose. It will impart two courses a year for the lecturers of training colleges and for senior masters of science from the schools, in the methodology of teaching this subject; and it will also concern itself with such problems as the teaching of elective science, the Organisation of science curriculum into integrated units, the assessment of existing textbooks and the preparation of suitable teaching aids, and the development of better teaching methods and evaluation techniques.

"The Board would recall that in 1958, we launched a major project of examination reform which was to be completed in a period of ten years. During the two years of its existence, the Central Evaluation Unit has done much useful spade work. It has organised over 200 workshops to orientate about 7,000 teachers in the significance of the new approach and another 90 advanced level workshops involving more than 1500 selected teachers to prepare pools of test materials in specified subjects. This test material, screened, tried out and carefully sifted, is now ready in the shape of 1,000 illustrative test items to be used by the various examining boards. Through extensive and intensive work, the Central Unit has also introduced the basic principles of the reform to over one third of the training colleges in the country. It is hoped that very soon, the new evaluation approach will find a place in the B. Ed. curriculum.

"However, it is obvious that a reform of this tremendous magnitude cannot be brought about unless State Governments carry a large part of the burden themselves. it is imperative that State Evaluation Units should be established without further delay for which Central assistance is available during the Third Plan. The new form of testing is going to be introduced in the external examinations of 1962 in a phased manner, and it is MY hope that by the end of the Third Plan, it may be possible to introduce a substantial element of objective-based tests in the examination system. This would necessitate a major reform in our teaching practices as well as in syllabus construction.

"The question of restricting admission to our colleges and universities has been repeatedly discussed during the last few years both in the Board and elsewhere and I have no desire to discuss it here again. It is the considered view of the Government that as far as higher education is concerned the limited resources at our disposal can be best utilised for national purposes by improving its quality. It would, however, be unfair and unjust to deny for all time every chance of academic improvement to those who for economic reasons could not pursue their educational careers further in the normal manner. The Government of India have considered this matter carefully and have decided to launch in the Third Plan a scheme of correspondence courses and evening colleges.

"These courses have been organised in various countries according to their needs. In Australia, for example, they cover all stages of education and at the university level, correspondence courses have been in opration for more than half a century. in the U.S.S.R. about a million students get both professional and liberal education through correspondence courses. In the U.S.A. about a million and a half are being educated and trained

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through home study lessons and correspondence courses. For those who cannot attend day and full-time institutions because of necessity to earn a living, or for those who live away from places where colleges and universities are located, or for those whose abilities and achievement do not merit admission in regular day-time institutions but who can Nevertheless profit from higher education if it is slower- paced and adapted to their learning tempo, correspondence courses and evening colleges will meet a real need.

"I am aware of the widely prevalent fear that correspondence courses would lead to a lowering of standards at a level where our main concern at present is to improve standards. Experience in other countries, however, shows that where proper precautions have been taken and suitable preparations made, the results have not at all been unsatisfactory. We propose to make a modest beginning by providing this facility to 60,000 students, of which 40,000 will be expected to join the evening colleges and 20,000 receive instruction through correspondence courses. Of the total number, 10,000 seats will be reserved for science students at the evening colleges, while 50,000 will take advantage of courses in arts. The scheme is expected to cover 10 universities and 100 colleges spread over the country and in order to ensure good academic standards, it is proposed to make the same teachers who would be teaching the relevant classes in the day- time institutions responsible for correspondence courses.

"If the provision of evening colleges and correspondence courses is a democratic expansion of opportunity for those who cannot get higher education through the normal channels, the contemplated extension of the National Scholarships Scheme is designed to ensure that no brilliant student in the country is prevented on grounds of poverty alone from pursuing higher education.

"You will recall that during the Second Plan we had a scheme for awarding 200 scholarships a year to outstanding students on the basis of their matriculation results. The scheme was a success in its limited application but it was felt that in a country of the size of India, with its wide incidence of poverty, the number of scholarships was much too small and could touch only the fringe of the problem. It was also realised that while the scheme sought to encourage talent immediately after matriculation, it could not assist the brilliant but poor students who came up a the intermediate and the B.A. stages. In the light of this experience it is now proposed to offer 1500 scholarships, per year during the Third Five-Year Plan, for students of outstanding merit at the conclusion of the school leaving, the intermediate and the B.A. stages. The amount of scholarship has also been increased and now ranges from Rs. 75 to Rs. 200 per month. In addition, the scholarship-holders will be given allowances for travelling and for buying books. A new feature of the scheme is the provision of a counselling service to help, guide and watch the progress of the selected scholars.

"In order to improve the health and physical fitness of our people, the Ministry launched last year a National Physical Efficiency Drive based on precise and carefully graded physical fitness tests. From the reports received so far, it appears that the Drive was a considerable success and it helped to arouse the enthusiasm of the people in seeking high standards of physical efficiency and achievement. I would, however, like to emphasise that the National Physical Efficiency Drive has to be implemented as

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a continuous process, and must be designed as a national movement sus- tained by vigorous action at the local level.

"In order to improve the quality of games and sports in our educational institutions, a National Institute of Sports is being set up at Patiala for providing specialised training to coaches in different fields. This, together with the National Coaching Scheme, which seeks to make available to educational institutions and sports organisations the services of a large number of highly trained coaches, will tone up the standards of achievement in our country and will place them upon a secure foundation.

"In order to discharge the responsibilities vested in the Union Government by Article 351 of the Constitution and to promote the effective use of the scientific and technical terminology evolved by the Ministry of Education, it has been decided to initiate a large- scale project of translating and preparing standard textbooks and reference books on science, technology and the humanities. The work will be done partly by the Ministry through its own Translation Bureau, which is proposed to be set up shortly, and partly with the cooperation of the universities and other academic bodies. A list of 300 standard works hag already been drawn up in consultation with various experts and through the co-ordination committees which have been set up or are going to, be set up at the State headquarters; these works will be distributed to appropriate agencies to ensure speedy translation. The Ministry has also undertaken the programme of production of popular literature with the assistance of the publishers.

"A Standing Commission is being set up to review, coordinate and further the evolution of scientific terminology, The Commission will also bring out texts and other books in regional languages to popularise the scientific terminology.

"In drawing your attention to these impressive advances in education during the post-independence period and significant proposals for the Third Five-Year Plan I should not be misunderstood as striking a note of complacency. The Government are fully aware of many shortcomings and failures, in our educational system and the most strenuous efforts will be needed to enable us to catch up with the more advanced countries. There is, however, no justification for the wholesale condemnation of the educational system as is being indulged in by many people at present.

"The fall in standards about which there is so much of talk these days is by no means a post-independence problem. It was first raised by Lord Curzon in 1901 who felt that the policy of the Education Commission of 1882 had led to a good deal of uncontrolled expansion. But at that time, 'standards' meant mainly a student's capacity to read, speak and write English. Even while this cry was on, the Hartog Committee raised its voice in 1928 and warned the country against the "falling standards' at all stages. This committee was interested in showing that education had been adversely affected by its transfer to Indian control in 1921. The cry of falling standards was maintained right up to 1947 and was constantly used as an argument to slow down the pace of expansion for which the people pressed. Since the attainment of independence, the criticism of prevalent standards has been intensified still further. Ever since the turn of the present century, therefore we have been talking of a fall in standards and talking with greater frequency and vehemence as the years pass by. Even at the convocation addresses of the, universities which are really meant to inspire the young men and women who, are about to enter life, they are

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at times made to feel that they are not good enough. The kind of unhelpful, and sweepingly unconstructive criticism which we are having today has done not a little to demoralise the teaching profession and the student community.

"A little closer examination of the problem will reveal that the educational system is gradually being geared to meet the demands of the society. The need for adaptation is not an argument for condemning a system; on the other hand it should assist in the nation's dynamic growth. At the primary stage, there is every indication to show that the standards have risen, although they are still far from satisfactory. The remuneration of primary teachers has been considerably improved and their minimum qualifications have been raised. In 1947-48 only 8 per cent of the primary teachers were matriculates; today, that percentage has risen to 40 and most of the new recruitment is at the matriculation level. The percentage of trained teachers was about 40 in 1947. It is now about 60 and will reach 75 in 1965-66. The syllabi have been improved and better teaching methods have been adopted. The school is now much closer to the community and the work done in States like Madras or Rajasthan shows how the whole programme has been vitalised and has brought a new life to the villages. Even stagnation and wastage, though large, are less than what they were ten years ago.

"At the secondary and university stages also, several steps have been taken which will undoubtedly make an impact on the educational system. Diversification of courses, expansion and improvement of teacher training facilities, introduction of guidance and counselling services-all these measures are intended to improve the standards in education at the secondary stage. Efforts made by the University Grants Commission towards the improvement of libraries and laboratories, development of postgraduate studies and research, improvement of salary scales of teachers, Organisation of tutorials and seminars and extension of hostel and other facilities are bound to bear fruit in course of time. Educational reforms do not yield quick results. They require patient and persistent efforts, of several generations.

"There is one distressing aspect of our life which is at present beyond our control. On account of lack of adequate employment opportunities, our secondary schools and colleges have to admit a large number of young persons who go to these institutions not because they are fit for it, not even because they are keen to pursue higher studies, but only because they have nowhere else to go to. It is with reference to this group of students only that the cry of falling standards may have relevance. But however justified it may be in this limited context, it is not proper that it should be magnified to cover the entire educational system and to ignore the splendid work that an ever-increasing band of good teachers and institutions are doing all over the country. I refuse to believe that we, as a nation, have been degenerating at an ever-increasing pace. On the other hand, there is every evidence to show that the products of our universities are showing considerable ability and leadership in all walks of life. We have every reason to feel proud of the contribution which our young men are making in administration, defence services, research laboratories, factories, industrial plants, trade, commerce and other professions.

"The Government do not, however, wish to shut their eyes and ears to the widespread criticism which is prevalent at present. Standards in

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education are amenable to measurement in an objective fashion and research and scientific investigations, into the problem should give us a better understanding of the problem, a clearer insight into its causes, and a better grasp of the methods of reducing the evil. The, Ministry of Education, therefore, propose, in collaboration with the State Governments, to set up in Evaluation and Research Organisation at the Centre and a Bureau of Evaluation and Research in each State. The responsibility of the Central Organisation will be to develop scientific and objective techniques for assessing schemes of educational development, to apply these techniques to selected schemes in order to ascertain their significance, to pool organisational experience, specially with reference to the efficient use of resources, and to present a coordinated view of important educational programmes for the country as a whole. The Government are, also proposing to set up a National Council of Educational Research to co- ordinate the educational research done by, various institutions in the country and also to make a careful study of all the problems related to standards, selection, and testing procedures.

"I am afraid, ladies and gentlemen, I have taxed your patience too long, but I thought I should place before you some of the important educational projects which are now engaging our attention. The progress and prosperity of our country undoubtedly depends upon a sound system of education and a good system of education cannot be achieved without dedicated toil, patient though and fruitful co- operation among all the agencies involved in the task of educational reconstruction. The difficulties we have to face in reaching our objectives are both numerous and formidable but I have no doubt that this Board, representing as it does the collective wisdom and experience of the educationists. in the country, will rise equal to the occasion in the future as it has undoubtedly done in the last quarter of a century."

Addressing the Board, the Prime Minister observed:

"Dr. Shrimali and friends, I am coming almost straight from the Palam airfield where I just reached a little while ago from Bombay. Yesterday in Bombay I participated in a function which I described as one of historic significance. It was the inauguration of two atomic energy reactors, particularly the one big Canada-India reactor. That was a symbol for use of something vitally new finding roots in India because atomic energy as it exists, is used for good purposes and bad, in various countries and we have been playing about with it.

"It might be said that this new reactor has been well established in India. Now, atomic energy, apart from its valuable qualities, is a symbol of an age which inevitably is creeping in upon the world. it started creeping in upon the world with a disastrous bang some fifteen years ago and is creeping in for good or for ill. It is a symbol of the age of science that is descending upon one whether one likes it or not.

"Now standing there, inaugurating this reactor I was made to think on certain lines-and perhaps I might repeat that here. It was a curious coincidence, certainly not deliberately sought after, that this tremendous symbol of the new age, this huge reactor that has been put up there at Trombay near Bombay, almost looks directly at Elephanta caves with a little bit of sea in between. They face each other, not only the very new facing the very old, but something else too. No man or woman who is at all sensitive and who has gone to Elephanta has come away without having

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seen power, power in cold stone, power which was represented by that cold stone. I met some of the atomic scientists who had come from various Parts of the world, and they were rather overwhelmed by the Trimurti there, by the power they saw there and it was, therefore, inevitable for my mind to turn to these utterly different types of power confronting each other and feeling that both were essential, not in a limited sense for the world today. When I say that, I am not thinking in terms of any particular religion or any such thing but some kind of spiritual power, and I felt that that was necessary even as atomic power was necessary and essential; some kind of spiritual approach to, these problems was necessary to balance that. I do not know if this has anything to do with your problems here. But I thought I would put it to you because it seems to me that the future of the world depends upon science and, well, a measure of spirituality. Neither by itself is enough in this world of ours.

"Now you are dealing with education at all stages. It seems to me rather odd that any person should imagine that a country can make progress in any direction without the greatest emphasis being laid on education. I know that people who cannot be called educated by any stretch of imagination manage to succeed in life, at any rate, from the point of view of making money. But I hope that the ideal of society that we have before us is not just- the capacity to make money. Something else is necessary, not only necessary but essential, and no society can last on that basis of just making money. Even where money-making is given a high place, there are other factors that balance that. Now when you think about education, you must necessarily think of some kind of goal towards which you are going, some picture of the future. I do not know whether you have any such thing or whether you have even the time to think of such things or merely think of the day's troubles. Everything, every worth while scheme, aims at something and certainly education, which is a process of building up the individual, the group and the society, must aim at something. If the aim is getting through examinations or getting some kinds of jobs after that, well I do not criticise that aim, but only the aim might go a little further than that. That is not good enough. Even if a, boy has ambition, I do not object to that but that ambition should be made of sterner stuff than merely becoming clerks in office or having some such jobs or even higher jobs. So, what is your aim in having education ? The aim must be correlated to the kind of society you envisage. What kind of society is envisaged by us ? There are all kinds of ideologies and arguments. We need not go into them, but there must be some purpose and some definite picture of that society. Our Constitution itself has laid down some broad picture and our Parliament has gone a little further in that direction. Without going into small details, it has given a broad picture of the pattern of society which is called socialistic. In effect, however people may argue, that is the inevitable trend all over the world. We say we are aiming at a socialist pattern and yet oddly enough, as a matter of fact, we are not socialistic as some big capitalist countries in the world are. These are just words and we please ourselves by saying them. It is not socialism. And other societies which are definitely capitalist have got perhaps more socialisation than what we have. What I mean by this is that it is an inevitable trend; people with little minds argue and get excited about this. The old or the present kind of society is out-of-date; it may carry on; it does carry on, but more and more a socialist society takes its place, and that is, inevitable. That does not mean that, the