CABE, 25TH MEETING, 1958

 PROCEEDINGS

The Central Advisory Board of Education held its 25th meeting at New Delhi on 6th and 7th February, 1958. The following were present :-

Ex-officio Members

1. Maulana Abul Kalam Azad (Chairman)

2. Dr. K.L. Shrimali-Minister of State

3. Dr. M.M. Das-Deputy Education Minister

4. Shri K.G. Saiyidain-Education Secretary

Nominated Members

1. Shri N.K. Sidhanta

2. Col. B.H. Zaidi

S. Major General E. Habibullah

4. Shri T.S. Avinashilingam Chettiar

5. Dr., A.C. Joshi

6. Dr. V.S. Jha

7. Dr. J.C. Ghosh

8. Dr. Sushila Nayar

9. Shri D.C. Pavate

Elected by Parliament

Lok Sabha

1. Shrimati Laxmi Bai Sangam, M.P.

2. Shri Raghubar Dayal Misra, M.P.

Representatives of States

1. Shri S.B.P. Pattabhai Rama Rao, Education Minister, Andhra Pradesh

2. Kumar Ganganand Sinha, Education Minister, Bihar

3. Dr. Shankar Dayal Sharma, Education Minister, Madhya Pradesh

4. Shri C. Subramaniam, Education Minister, Madras

5. Shri V. Venkatappa, Education Minister, Mysore

6. Shri Lingaraj Panigrahi, Education Minister, Orissa

7. Shri Amar Nath Vidyalankar, Education Minister, Punjab

8. Shri Mohan Lal Sukhadia, Chief Minister and Minister for Education other than Basic Educatior, Rajasthan

9. Rai Harendra Nath Chaudhari, Education Minister, West Bengal

Secretary-Dr. A.M.D, Rozario, Joint Educational Adviser to the Government of India, Ministry of Education

Shri C.D. Deshmukh, Chairman University Grants Commission, attended the meeting by special invitation.

The following members were unable to attend:--

1. Shri M.S. Thacker, Secretary, Department of Technical Education and Scientific Research (Member ex-officio)

2. Smt. Rukmini Devi Arunadale M.P.

3. Smt. Hansa Mehta

4. Mrs. Zarina Currimbhoy

5. Smt. Lila Majumdar

6. Shri E.W. Aryanayakam

7. Dr. K.S. Krishnan

8. Shri A.A.A. Fyzee

9. Kaka Saheb Kalelkar, M.P.

10. Shri Ram Chandra Gupta, M.P.

11. Mr. Frank Anthony, M.P.

12. Dr. S.R. Sen Gupta

13. Dr. B.P. Pal

14. Shri Kamalapati Tripathi, Education Minister, U.P.

15. Shri Kamakhya Prasad Tripathi, Education Minister, Assam

16. Shri Hitendra Kanaiyalal Desai, Education Minister, Bombay

17. Shri Joseph Mundassery, Education Minister, Kerala

18. Shri Sham Lal Saraf, Education Minister, Jammu & Kashmir

The Chairman, Maulana Abul Kalam Azad, opened the proceedings with, a tribute to the services of the late Smt. Hannah Sen and Shri Shyamanandan Sahay to the cause of education in the country. On a motion from him, the Board observed a minute's silence in memory of the deceased. He then delivered the following address:

"FRIENDS,

I am glad to welcome you to the 25th Meeting of the Central Advisory Board of Education.

We have recently completed ten years of independence and it is proper that, we should look back and review some aspects of the progress achieved in the field of education and culture during this period. There are two ways in which we can assess any programme of work. The first is to look at what has been done from the point of view of what was desirable. The second is to do so from the point of view of what was possible in the circumstances. If we take, the first criterion and judge out progress from the standard of what was desira- ble, I confess that the results are not satisfactory. If, however, we consider the situation in which India attained her freedom and the difficulties which we have had to face since then, I am glad to say that there is no need to be apologetic for what has been achieved during the last ten years.

You would all remember that we have faced one difficulty after another since, the first day of independence. When I assumed charge of education in 1947, I immediately saw that there could be no solution of our educational problem without the fullest cooperation of the Centre and the Provinces. Education was no doubt a provincial subject but it was my considered opinion that this distinction could be maintained only when our educational targets have been achieved. Till such time, the Central Government should openly recognise that though education is a provincial subject, it must share the responsibility with the Provincial Governments if we were to meet the challenge of the times. I appointed a Committee under the Chairmanship of the late B.G. Kher, then Chief Minister of Bombay, who prepared a scheme for introduction of universal, elementary and free education in 16 years provided the Centre undertook to meet at least 30 per cent of the expenses.

I regret to Say that we have not been able to give effect to this scheme. India is a democracy where the Cabinet has joint responsibility. I am, therefore, equally responsible with my colleagues for our failure in implementing the proposals of the Kher Committee. I may add that one of our difficulties has been that some of my colleagues have regarded education to be a purely provincial subject and did not, therefore, think it necessary that the Central Government should provide adequate funds for education. Even when the Planning Commission was set up, the situation did not at first change. When the first draft of the First Plan was made, education was almost, completely ignored. There seemed to be a general view that we should take up only subjects which would give quick returns. Since they held that education could not do this, education was left out of this first draft.

I need hardly say that this approach was basically wrong. In my view education is basic for the success of every sphere of planning. Industrial progress cannot be achieved without Technical education. One may go further and say that without general education no nation building programme can be carried out. We have before us the example of the U.S.A. and the U.S.S.R. The industrial revolution started much later in the U.S.A. than in Europe, but because of the universal spread of education, U.S.A. soon left Europe far behind. The phenomenal advances of the U.S.S.R. can also be traced to the emphasis on education.

The importance of education was soon realised and a Member for Education added to the Planning Commission. In the final draft of the first Plan, some provision for education was, therefore, made but it was totally inadequate to the needs. The Ministry of Education tried to increase allocation for education but this could not be done as the State Governments had already committed all their resources and could not provide the necessary counterpart funds for additional educational activities.

The Ministry of Education took steps to ensure that a similar situation was not created for the second Plan. Long before the end of the first Plan period, the Ministry started consultations with the State Governments and prepared a National Plan which would have carried out the recommendations of the Kher Committee. This would have cost about a thousand crores. I am sure you will agree that for a country so large and so populous as India, the amount cannot be regarded as excessive. When the Plan was finalised,

this amount was not provided nor even the amount of 500 crores to carry out a less ambitious revised Plan framed by the Ministry in consultation with the State Governments. Though I spent a large part of my time and energy in the struggle for funds, we were finally allotted only a little over 300 crores.

The first year of the second Plan brought additional difficulties before us. The State Governments were preoccupied with the question of reorganisation of their territories and the integration of their administration. All their energies were spent in dealing with these problems and they were not able to pay the attention to education that was necessary to carry out the Plan effectively. In addition, the country was soon faced with a grave financial stringency which required fresh examination of all our programmes for development and reform. One of the first items which had to be cut down was the programme of educational buildings. There was drastic reduction not only on account of shortage of funds but Also because of the shortage of cement and steel. Steps have now been Taken to overcome both material and administrative bottlenecks and my hope is that we will be able to report much greater progress during the next year.

You will be glad to hear that the State Education Ministers' Conference which I called last September with this end in view has led to a most satisfactory response. I appealed to them that we must make every effort to see that there was. greater progress in the implementation of the Plan and they have all agreed that they will take special care to see that the targets of the second Plan are fulfilled.

I have mentioned only the financial difficulties which have faced us at every step. You are aware of the other difficulties created by the lack of suitable personnel and the general inertia of the people.

The progress which has been achieved in spite of these difficulties can be measured by the fact that when I assumed charge, the Central budget for education was only about 2 crores and is today considerably more than 30 crores. It is not only the financial allocation which has been increased but there has been expansion in all types of activities. You have before you a full report of what has been and is being done. If I were to mention only the new items of work that have been adopted, it would take up all the time at my disposal.

I need not make more than a passing reference to the items in the agenda presented before you. Among them, they cover all aspects of education in the country. We will have occasion to assess the results in each field as the separate items are taken up. I will not, therefore, refer to them seriatim but would only draw your attention to some of the major problems which face Indian education today.

You are aware of the controversy which has been raging in the country over the question of language. I do not wish to enter into the political or administrative aspects of this question, particularly as the whole issue is now before a Committee of the Parliament. I would, however, say that regardless of the date when Hindi may be brought into use as the official language of the Union, we must make every effort to develop it as rapidly as possible. You Will find in the report placed before, you an account of the steps taken

by the Ministry of Education in this regard. I would not go into the details but would like to point out that one of the major difficulties in the way of wider use of Hindi has been largely overcome. The absence of suitable scientific and technical terminology has hindered the progress of the language but you will be glad to hear that the preparation of terms for the Secondary stage has now been completed and work taken in hand for preparing terms at the University stage. I have every hope that this work will be expeditiously performed and remove one of the main obstacles to wider use of Indian languages at different stages of education. A programme for the translation of scientific and technical books into Hindi has also been taken in hand.

I would also like to bring to your notice an interesting item of work which has been carried out in this field. You may remember that the Ministry of Education appointed a Committee to make a survey of terms which are common to Hindi and the other Indian languages. This Committee has finished its work and dictionaries have already been published which give a list of Hindi terms which are in use in other Indian languages. Apart from the philological. interest of this study, it is useful in indicating the large number of terms which are common to all Indian -languages. They provide us with a capital which will greatly help in the development of Hindi and other Indian languages, They also remind us that if these common terms are given up, not only will we lose words which are commonly understood but what is worse we will lose one of the greatest factors for unity and understanding among the different language groups of India.

I would now like to offer a few brief remarks on the place of English in Indian education. You will have seen the report of the Kunzru Committee but I will not comment on it at this stage as it has been sent to State Governments for their views. I would, however, like to point out that in our present ,circumstances, knowledge of English is essential if adequate standards are to be maintained in the universities. Unless students are able to use standard textbooks and books of reference in English, progress in all fields of education.especially in scientific and technical education-is bound to suffer. This requires that we must give adequate attention to the study of English even at the Secondary stage.

You are aware that educationists have been worried by the fall in the standard of English which is to some extent responsible for the fall of standards in general. The improvement of standard of English at the Secondary stage has, therefore, become a matter of great urgency. You will be glad to hear that with the assistance of the British Council and the Ford Foundation, the Ministry has finalised a scheme for establishing a National Institute of English Studies at Hyderabad.

The views of Dr. Penfield, one of the recognised brain specialists of the world, on the subject of learning foreign languages have been circulated, to .you among the agenda papers. Dr. Penfield holds the view that pupils can pick up a foreign language most quickly before they have completed their early teens. This would seem to offer justification for introducing the study of English at the end of the Junior Basic stage. I hope that the National Institute of English Studies will not only help in raising the standard of English teaching at the Secondary stage, but also pay some attention to this problem.

I would now like to draw your attention to the report on Technical education which has been placed before you. You will be glad to see that there has been a remarkable expansion both in quality and quantity of education in this field. In fact this is perhaps the area where the most remarkable progress has been achieved. Details will be found in the report before you but I would like to draw your pointed attention to certain features in the report. In place of five institutions offering post-graduate and advanced courses in 1947, we had fifteen such institutions in the country in 1956. Admission to such courses were more than doubled and the outturn increased by almost four times. Equally -remarkable has been the expansion of facilities at the degree and the diploma levels. We can confidently say that if this rate of progress is maintained, India will soon be able to meet all her requirements for technical personnel and perhaps help some of our neighbouring countries.

Since we met last, the Act incorporating the Indian Institute of Technology, Kharagpur, has been brought into effect and the Institute, is functioning as an autonomous Organisation. Its progress has been fully maintained and I would like to complement the Director and his colleagues for their meritorious work. Considerable progress has also been made in the establishment of the Western Higher Technological Institute at Bombay. You will remember that this Institute is being established with the assistance of Unesco who are helping us with experts and equipment provided by the USSR. The project has now advanced to a stage where we can expect the Institute to start functioning from July, 1958.

A similar institution is also in the process of establishment in Madras with the assistance offered by the West German Government. Negotiations are also in hand with the United States for the early establishment of the, Northern Higher Technological Institute at Kanpur.

While we are proud of the achievements in the field of technical education and must see that further progress in this field is maintained, we must not forget, the problems of general education in the country, The training of engineers, and technicians is necessary for the development of our industries. But equally necessary is the spread of general education to raise the general level of economic activities in the country. Agriculture is and is bound to remain for long the primary concern of the people of India. It is not often realised that there can be no improvement in agriculture without the spread of general education. Only when the peasantry are literate and can take advantage of the latest developments in science and techniques, can Indian agriculture become prosperous. The achievements of Europe and America can be explained only in terms of the educational advancement of these countries. One reason why we have lagged behind in agriculture is our failure to see the connection between education and economic development.

I am aware that one of the greatest obstacles to the rapid spread of education throughout the country is the, lack of adequate funds. I have thought deeply over this matter and since 1947, when I assumed charge of the Ministry of Education, I have been thinking of ways to overcome the difficulties. I have come to the conclusion that whatever funds we have must be devoted to the spread of education rather than the construction of school buildings. Our climate is such that for a large part of the year classes can be held in the open.

If school holidays synchronise with the monsoons, we can to a large extent reduce the need for full scale school-buildings. We can also economise by using simpler methods of construction for school purposes. From the earliest times. rural India has lived in mud, bamboo or thatched houses. There is no reason why schools also should not be housed similarly. Our attention must be diverted from. imposing school buildings to better teachers and better teaching. We should. appeal to villagers that if we supply them with the material, they should build school houses of the same p pattern as the houses in which they live. They must also take the responsibility for maintaining them. I would request my friends, the Ministers of Education of the State Governments, to look into this question more carefully and take steps for overcoming the problems of shortage of funds.

I may in this connection refer to the establishment of the All- India Council for Elementary Education. This Council will advise the State Governments on all matters pertaining to Elementary education and offer suggestions for accelerating the pace of expansion of Elementary education so that the directive of Article 45 of the, Constitution may be fulfilled as early as possible.

We are anxious for the expansion of education and also improvement in its quality. There has been a good deal of criticism about standards in recent times and it has often been said that undue emphasis on examinations is responsible for the deterioration. While there has been discontent with the prevailing System and demands for its reform or replacement, there has not so far been adequate thought about a suitable substitute for examination. This is a problem which is concerning the minds of educationists not only in India but outside also. We were glad to welcome last year Dr. B.S. Bloom, an eminent American educational expert, who made certain concrete suggestions for gradual and steady improvement of methods of examination. In furtherance of the same end, the All-India Council for Secondary Education has now decided to set up, examination unit which will conduct research in the field of examinations and evaluate and prepare material which could be utilised for improving examination techniques. A pilot unit with five Evaluation Officers is being set up and it is proposed that the full unit will begin to work from July this year.

Before I conclude, there is one other problem to which I would like to draw your attention. In my opinion this concerns the most important element of our educational endeavour. Whatever may be the system that we may adopt, there can be no real improvement without an improvement in the quality of our teachers. For various reasons our teachers have been unhappy in the recent past. You are aware of some of the steps taken by the Ministry to improve the condition of service of teachers and raise their status in society. One of the main achievements in the second Five-Year Plan has been the improvement of salary scales of teachers in Primary and Basic schools. Further measures for improving the morale of teachers at all levels are also constantly before me. While these measures have done a good deal to raise the morale of teachers, some of the good effects have been lost because of constant and carping criticism of our existing teachers. I know that many of them are ill-trained and some have come to the profession only as a last resort, but at the same time we must recognise that in, spite of great difficulties they have served the nation well. We must realise, their difficulties and appreciate the great service they have done to the nation. by looking after the educational needs of the younger generation. Many of them

have shown a devotion to their duty and a spirit of service which deserves the warmest praise from all who have the true interest of the nation at heart. I hope that the Central Government and the State Governments will keep these facts constantly in mind and do nothing which can in any way impair the morale of the teachers or make them feel that their services in the cause of education are not properly appreciated.

I will now request you to take up the items of the agenda."

The Board then took up the consideration of the agenda (Annexure A). Item 1 : To record appreciation of the services rendered by those who have ceased to be members since the, last meeting of the Board and to welcome the new members

The Chairman welcomed the new members to the Board (Annexure B) and recorded appreciation of the services rendered by those (Annexure C) who ceased to be members.

Item 2 : To report that the proceedings of the CABE held at New Delhi in January. 1957 were confirmed by circulation to members and the copies were sent to State Governments and the universities etc.

It was reported that the proceedings of the 24th meeting of the Central Advisory Board of Education held at New Delhi in January, 1957 were con-firmed by circulation to members.

Item 3 (a) : Report from the Government of India and State Governments about the action taken on the recommendations of the Board at its last meeting

(3.01) In consideration of the fact that it has been possible to allocate only a limited sum of about Rs. 300 crores for Educational Development in the Second Five-Year Plan, the Central Advisory Board of Education deemed it necessary to urge:

(a) that there should not be any reduction in the Education-Plan provisions, Central or State, and

(b) that neither should there be (i) any restriction imposed on the utilisation of funds from year to year, according to the original Plan, nor (ii) any variation resulting in reduction of the proportion or pattern of Central assistance already agreed upon.

(3.02) After discussing the functions and roles of the All- India Council for Elementary Education and the Standing Committee on Basic Education, the Board recommended that joint meetings of these two bodies may be held whenever important matters relating to problems common to both are to be discussed.

(3.03) Regarding the disposal of the produce of Basic education institutions the Board reiterated the previous recommendation of the Standing Committee on Basic Education that the profits on this produce should be given to the children in the form of mid-day meals, school uniform etc. It was emphasized that every State Government should devise a suitable agency for the disposal of this produce and for this purpose there should be established close cooperation with the existing agencies like the All-India Khadi and Village Industries Commission of the Ministry of Community Development, Government Stationery Departments etc.

(3.04) The Board noted with concern that although a whole year had passed no concrete scheme of a Central Educational Pool had been prepared. The Board felt that the interest of the unity of the country and in order to improve the educational standards' in the Country, it was necessary to form the proposed Central Educational Pool at an early date. It was suggested that as soon as a concrete. scheme had been prepared, it should be placed before the Board for consideration.

Some members of the Board expressed the view that the Directors of Education should be men who have the requisite educational experience and. qualifications and not persons transferred from the Administrative Services.

(3.05) The Board considered the action taken on the proposal of the Ministry of Information and Broadcasting for introducing standard versions of the Five-Year Plan for study in schools and colleges as discussed at its last meeting and noted that considerable work in this direction has been done by Planning Forums and through co-curricular activities in the universities and. colleges. It suggested that efforts be made to prepare small textbooks for nondetailed study to convey information about the Plan.

(3.06) The Board made the following recommendations :-

(i) The Union Ministry of Education may put up at the next meeting of the Standing Committee on Social Education the more detailed social education report that it calls for annually from State Governments together with a covering note giving its assessment of the progress made, difficulties encountered and new experiments made in the various States in the field of Social education.

(ii) Both in States and at the Centre, the entire. planning and coordination of Social education work should be the responsibility of a single department, which would be the Education Department concerned and the Ministry of Education respectively.

(iii) Ministry of Education at the Centre may from time to time take up projects for the evaluation of one or more aspects of Social education.

(iv) Steps should be taken to bring out annotated bibliographies of children's books in regional languages other than Hindi. The State Governments, the Sahitya Akadami or other organisations may be approached for the purpose.

(v) The report of the Joint Committee on. Janata Colleges set up by the Union Ministry of Education or Community Development, when it is ready, may be put up before the Standing Committee on Social Education for its consideration.

(3.07) The Board noted that according to the prevailing practice the subsidy on the literature for the neo-literates was distributed between the Centre and the States on a 50:50 basis and that it was open to the State Governments to distribute such literature free or charge such prices as they considered reasonable. The Board, however, was of the view that Such literature should not be supplied free and that some price however small should he charged. This would help create better interest for the material among the neo- literates and would also ensure that the books were placed in the hands of the right persons and were not wasted.

(3.08) The Board desired that reports about the progresss of the scheme relating to the establishment of State and District Libraries should be called for expeditiously from all the State Governments and circulated.

(3.09) The Board reiterated its previous recommendation that no customs duty on audio-visual and other educational equipment should be charged on free gifts of such material made to educational institutions.

(3.10) The Board noted that many States have been unable to utilise the grants for scheduled tribes and areas. As the main reason of this state of affairs seemed to be the late release of grants from the Centre, it recommended that grants under this scheme should be released in the first quarter of every financial year.

Item 3 (b): Report of the progress of Educational Development Plans implemented by the Government of India

(3.11) The Board Doted the progress made in implementing the recommendation of the Standing Committee on Basic Education for opening Basic schools in urban areas with provision for crafts to suit urban environments. The Board recommended that while in estimating the cost of this school, due allowance will have to be made for the higher cost of New Delhi, the estimates could be kept at a level not too far removed from schools in rural areas. The Board recognised, however, that adequate provision will have to be made to enable the school to develop suitable techniques for Urban Basic education. The Board also took the occasion to emphasize the urgent need for opening Basic Schools in urban areas with provision for crafts suited to urban conditions.

(3.12) The Board discussed the question of making a comparative study ,on scientific lines of the achievements of Basic and non-Basic school children. During the course of the discussion its attention was invited to the view expressed by Dr. K. L. Shrimali, Union Minister of State for Education in the last Seminar on Basic Education held in Mysore State that there would not be much point just now in undertaking a hasty evaluation of Basic education; as Basic education had been accepted with certain social objectives in view, it was necessary first to develop the new system to achieve those objectives. While appreciative of the difficulties inherent in any attempt to make an objective assessment of Basic education, the Board suggested that the National Institute of Basic Education might examine the possibility of taking up such an evaluation with the cooperation of Post-Graduate Basic Training colleges in the country.

(3.13) With regard to the reorganisation of University education, the Board recommended that efforts should be made to persuade the Universities of Agra and Bombay to accept the academic soundness of the three-year Degree course scheme.

(3.14) It further recommended that the Ministry of Education and Scientific Research should release funds to those universities which have introduced the three-year Degree course with the concurrence of their respective State Governments.

(3.15) The Board recommended that increased funds for interest-free loans for residential facilities in affiliated colleges especially for womenstudents should be made available as there was great dearth of such facilities at present.

(3.16) With regard to the recognition of the three-year Diploma course in Rural Services by the universities, the Board expressed itself in favour of first awaiting the decision of the Inter- University Board.

(3.17) The. Board also resolved to invite the attention of the State Governments to the need for looking into the question of the recognition of the Diplomas and Certificates awarded by the Rural Institutes for employment in Government services.

(3.18) The Board recommended that the National Fundamental Edu-cation Centre may train workers to be employed under the scheme of Social education in urban areas.

(3.19) The Board suggested that the training of authors through Lite-racy Workshops should be assessed and, if necessary, better methods of training them should be devised.

(3.20) The Board recommended that popular periodicals published by organisations of standing may be taken up under the scheme for the encouragement of literature for neo-literates in Hindi.

(3.21) With regard to the report on the progress of education of the scheduled tribes and areas under article 275 of the Constitution, the Board noted that no information had been provided regarding grants to some of the States like the Punjab and U.P. The Board desired that the matter should be looked into and full information supplied in due course. Further, in the ,opinion of the Board the welfare programmes in the States financed from grantsin-aid under Article 275(i) of the Constitution for Scheduled Castes and Tribes Should be coordinated with their general Educational Development Programmes.

(3.22) While considering the report on the work of the Sangeet Natak Akadami, Lalit Kala Akadami and the Sahitya Akadami, the Board stressed the need to avoid duplication in the work of the Akadamies and other organisations under Central Ministry doing similar work.

(3.23) The Board was glad to note that work had already started under the scheme for the development of modern Indian languages and that two books had been given subsidy for publication. It suggested that the scheme should be expanded and definite rules framed for the selection of books to be under the scheme.

(3.24) The Board noted with satisfaction the progress of various schemes for the training of the handicapped in the country and suggested that facilities for such education should be increased in view of the large number of handicapped persons in the country. The Board also felt that training of the handicapped is not of much use unless equal emphasis is also placed on the employ ment of the trained persons.

(3.25) The Board recommended that hearing aids, visual aids and prosthetic appliances should be made available to persons in need either free or at reduced rates to enable them to make the maximum use of their residual powers. The aids should be given free in deserving cases and at reduced rates in other cases. The Board suggested that the Government of India Should take initiative in the manufacture of such of these appliances in India as are not being manufactured at present.

(3.26) Considering the difficulties that handicapped children have to face in attending ordinary schools, the Board recommended that model schools for handicapped children should be started as early as possible in all parts of the country.

(3.27) The Board noted with regret that the scheme of loans for the construction of hostels had not been implemented during 1957- 58 so far. It desired that the scheme should be implemented urgently in view of the importance of hostels for proper education.

(3.28) Welcoming the token grants made by the Ministry towards the establishment of Youth Welfare Boards and Committees and non- student Youth Clubs and Centres, the Board desired that an account of past activities and future plans of these Boards, Committees, Clubs and Centres should be made available at an early date.

Item 3 (c): Report on the progress of Educational Development Plans implemented by the State Governments

(3.29) The Board noted with disappointment that progress reports from several State Governments had not been received and suggested that the attention of the States concerned should be called to the urgent need of making such reports available regularly.

(3.30) The Board noted the difficulties such as inadequate provision for Development Schemes from year to year, restriction on the construction of educational buildings, shortage of technical equipment and qualified teaching personnel, that the State Governments had been experiencing in implementing the Development Programmes according to the schedule. The Board was of the view that at least 50 per cent of the total Plan funds for Education should be spent in the first three years of the Plan period. In order to achieve this target and to be able to account for the remaining portion during the last two years, the present procedure should be simplified in that the States should not be required to come to the Centre for assistance for every project once the project has been included in the National Plan. The Board further suggested that the money released as a result of the postponement of building programmes should not lapse and should be made available for the other programmes of educational expansion and improvement. The grants for equipment also should be released early in the year and the existing bottlenecks in the way of expenditure removed so that the pace of expenditure was quickened and. the money spent on articles of requisite quality.

(3.31) The Board felt that for the development of Secondary schools and other educational institutions, construction of additional accommodation was absolutely essential. It recommended, therefore, that as far as practicable there should be no restrictions in this regard and that the educational buildings should be given the same high priority as is accorded to the construction of hospitals.

(3.32) The Board recommended that suitable training facilities in the Training colleges should be urgently provided for the training of teachers in. subjects like technology, agriculture, commerce etc.

(3.33) The Board expressed concern at the inability of the State Governments to utilise the funds provided for implementing schemes of Social education.

It felt that sufficient importance had not been given to the scheme for the appointment of District Social Education Officers and suggested that attention of all concerned should be drawn to the urgency which the Scheme merited.

Item 3 (d): Report on the Five- Year Plan of Educational Development in Basic, Secondary and Social Education.

(3.34) The Board expressed its appreciation of the scheme, for the expansion of girls' education and training of teachers initiated by the Ministry of Education. The Board felt that any red-action during the middle of the year in the proportion of assistance from the Centre to the States for different schemes, particularly those in the Central sector would not be in the interest of the targets laid down in the Plan. It recommended that before any changes were introduced in the proportion of Central assistance as agreed upon earlier, the States should be given sufficient notice.

(3.35) In view of the leeway that the country as a whole had to make up in the field of girls' education and in view of the fact that teachers for Primary schools could come only from the products of Secondary schools, the Board recommended that the scope of the scheme for the expansion of girls, education should be extended to cover the Secondary level.

Item 3 (e): Report on the progress of Technical education during 1955- 56

(3.36) The Board noted with satisfaction the plans for expansion of facilities for Technical education including the revised pattern of Central assistance for the development of Technical education in the country.

Item 3 (f): Report on the activities of the Publications Section

(3.37) The Board suggested that the "Education Quarterly" and other publications of the Ministry should be sent to all members of the Board. As copies were, already being supplied to a large number of the members in other capacities the Board felt that this should not entail much additional expenditure.

Item 3 (g): Report on the progress of Audio-Visual education in India during 1956-57

(3.38) The Board suggested that the reasons for not setting up State Boards and not introducing Audio-Visual education in Teachers' Training colleges should be enquired into. The Board should also be informed about the difficulties which some of the State Governments were experiencing in exempting educational films from the operation of the Cinematograph Act, 1952. The Board was of the view that many of the models and charts being sold in the market were not quite accurate. As such, the Central and State Governments should take steps to produce accurate charts, models and other Audio-Visual aids and/or get accurate material produced by private agencies.

Item 3(h): Report on the -implementation of various schemes for Promotion of Hindi under the Second Five-Year Plan during 1956-57

(3.39) While appreciating the work done to evolve a uniform Scientific Terminology, the Board suggested that the preparation of the glossaries should be completed as early as possible so that the present situation in which sometimes the same words conveyed different meanings in different parts of the country could be avoided.

Item 3(j): Report on the activities of the External Relations Division (1956-57)

(3.40) While appreciating the work done already, the Board was of the Opinion that the work of translating Indian books into foreign languages should be carried on a More Systematic and planned basis and that emphasis should be placed on developing a better understanding of our neighbours particularly through learning their languages. For the latter purpose, necessary facilities, should be provided in the universities.

Item 3(k): Report of the Sixth Meeting of the Standing Committee of the C.A.B. B. on Basic Education

(3.41) While approving the minutes of the sixth meeting of the Standing Committee on Basic Education, the Board emphasized the need to ensure without any further delay that there were no difficulties placed in the way of further education of post-Basic school children and teachers turned out of Basic Training institutions.

(3.42) The Board was emphatic that multilateral schools and post-Basic schools should not be regarded as two parallel systems but as integral parts of the same system of Secondary education.

Item 3(l): Report on the development of Physical education, Sports and Games, Scouting and Guiding and National Discipline Scheme

(3.43) The Board examined the estimate of Rs. 70 lakhs for putting up the National College of Physical Education and suggested that in so far as the provision for buildings was concerned, it should be reviewed. If it was possible to effect any, savings on that account, it would be desirable to do so.

(3.44) The Board further noted that there were four types of organisations working in the educational institutions in the field of Physical education, namely, Scouting, A.C.C., N.C.C. and National Discipline Scheme. There were also a large number of children who were not covered by any one of the above organisations. The Board felt that the time bad come to assess the, educational: benefit in the light of the cost of each of the four schemes. The object should, be to bring the largest possible number of children under one or other scheme. which was the cheapest and the soundest from the educational point of view. If however, more than one scheme had to be introduced, it would be desirable to try each scheme in a compact area so that at a later stage a comparative study could be made of the potentialities of each scheme. The Board felt that it was extremely desirable to assess the cost and relative benefits of A.C.C. on the one hand and Scouting and Guiding on the other. Whether the expenditureon A.C.C. in schools was commensurate with the educational benefits was a point that needed close scrutiny.

Item 3(m): Report on the work done with regard to the rehabilitation of displaced persons and educational institutions during 1956-57

(3.45) The Board noted with concern that many of the displaced educational institutions now established in India or educational institutions catering primarily to the needs of displaced persons have not been given the fall quota, of assistance assured in terms of the policy laid down by the RehabilitationMinistry, vide their letter dated 7th May, 19,56. It recommended that such institutions, including the Punjab University, should be given the promised assistance as early as possible.

Item 3(n): Report on Government of India Scholarships Scheme

(3.46) The, Board suggested that the Ministry should make an assessment of the scholars who have been sent abroad for training through the Government of India -under one or the other scheme. The purpose of the enquiry should be to Ascertain as to bow many of the scholars were being utilised for the purpose for which they were sent.

(3.47) The Board recommended that in order to avoid dissatisfaction among candidates who had been selected for, training abroad but had been dropped at the last moment, steps should be taken to enable them to proceed abroad as early as possible.

(3.48) The Board also suggested a longer notice for receiving scholarship applications to enable all those who wished to apply to send their Applications in time.

Item 3(p): Report on the Work of the All-India Council for Secondary Education

(3.49) The Board recorded its appreciation of the work done by the AllIndia Council for Secondary Education.

Item 4: To consider a proposal for setting up Adult schools

The Board approved the proposal for setting up Adult schools for the consideration of State Governments and desired that the States in which such schools are established should report their experience to the Central Ministry of Education.

Item 5: To consider the desirability of establishing Multipurpose Training Institutions to train teachers for different stages of education

The Board carefully considered the issues involved in the, proposal of Multipurpose Training institutions and felt that such reorganisations of Training colleges in the second Plan, period would give rise to numerous administrative and financial problems which may upset the normal functioning of these institutions. It recommended instead the expansion and improvement of the existing Secondary Training colleges with a view to providing better training facilities, refresher courses as well as higher training for teaching in. diversified subjects. It also agreed to the integration of Basic graduates and Basic under-graduates training in institutions where conditions favoured such itegration.

Item 6: To consider the question of continuance of I.Sc. courses during the Second Plan period

The Board noted the decision taken by the Joint Sub-Committee of the All-India Council, for Technical Education and Inter-University Board on this matter and, resolved to await the decision of the Science Sub-Committee of the Second Deshmukh Committee on three-year Degree course. The Board also desired that the resolution be conveyed to this Committee.

Item 7: To consider the question, of giving greater percentage of Central assistance to finance the backward States for implementation of educational schemes sponsored by the Governmen, of India

The Board considered the proposal of the Orissa Government and endorsed the principle of giving more liberal financial assistance to the backward States

for implementing educational schemes sponsored by the Government of India. Such assistance was necessary to minimise the present disparities between States and to bring them all to the same educational level as early as possible.

Item 8(a): Pattern of Central assistance for Multipurpose schools.

(8.01) The Board was of the view that any modification of the pattern of Central assistance, especially in the middle of the Plan period, would create difficulties-financial as well as administrative- for the State Governments and may prove to be a major obstacle in the implementation of Development Programmes. It recommended that the pattern of Central assistance should not be changed in any way which would throw additional financial responsibility on the State Governments during the second Plan period.

item 8(b): Provision of Text books in the diversified courses

(8.2) Having regard to the diversity of syllabus found in different States, the Board did not think that it would be feasible for the Centre to prepare any standard textbooks. The Board recommended, however, that a list of suitable books in and manuals on the methods of teaching of new subjects should be prepared by the Ministry of Education. The list could include books used in the other countries at the corresponding level. The Board further recommended that in view of the lack of information on this point, the journals published by the Ministry of Education should pay greater attention to problems relating to the teaching of new subjects and should make available through their columns information on books, teaching aids and teaching practices likely to be useful in teaching the new subjects.

Item 8(c): Supply of craft equipment

(8.03) The Board was not in favour of centralising the production of craft equipment. In such matters the principle-to follow should be decentralisation rather than centralisation. The Board, however, viewed with sympathy the need to lay down standard specifications for different types of craft equipment.

(8.04) In so far as States which were having difficulty in getting craft equipment prepared and supplied to schools were concerned, the Board suggested that the Ministry should examine the question in consultation with the other Ministries and Boards concerned and explore the possibility of making craft equipment available to them.

item 8(d): Publication of literature

(8.05) The Board noted that in the existing pattern of financial assistance, 60 per cent (likely to be reduced to 50 per cent) of the expenditure was already available to the States for all their programmes of Basic education including production of Basic education literature, provided these were included in the state Plans and were provided for in the State budgets. There did not appear ,to be any special justification for increasing this percentage to 75 for Basic education literature alone. The Board did, however, feel that while producing `Basic education literature in Hindi, the Union' Ministry of Education should take into consideration the requirements of the Hindi-speaking States so that such literature could be produced more economically both in terms of money as well as effort.

Item 8(e): Post-Basic schools

(8.06) The same as under item 3(k) above.

Item 8(f): Recognition of post-graduate Basic, Training centres

(8.07) The Board noted that some, universities had already recognised the diplomas given by the post-graduate Basic Training colleges in their States. With regard to those universities that had not accorded their recognition to these diplomas so far, it was suggested that vigorous efforts be made to persuade the authorities concerned to fall in line.

(8.08) The Board approved the proposal of the Bombay Government that the National Institute of Basic Education should provide for a few places for the diploma-holders of postgraduate Basic Training colleges to do research at the Institute. It noted, however, that the Institute had at present no power to award diplomas recognisable by the universities for higher studies or acceptable to the Governments for purposes of employment.

Item 9: To consider, the question of admission of students with Engineering and Agriculture as electives in the Higher Secondary schools to the Degree courses in Engineering and Agriculture

The same as under item 6 above.

Item 10: To consider the Organisation of special courses for enabling teachers in Secondary schools to acquire a Master's Degree

The Board recommended that facilities for appearing as private candidates at M.A./M.Sc. examinations of universities should be extended to practising teachers provided those sitting for the M.Sc. examination had undergone training in the subject concerned in a recognised institution with adequate facilities for laboratory work in one of the following three ways:-

(1) By attending a special condensed course of one year's duration to be organised at suitable university centres, to which selected teachers working in Secondary schools could be deputed for a peiod of one year.

(2) By attending organised vocation courses of three months' duration for two or three years in succession.

(3) By attending evening classes.

Item 11: To consider a recommendation for production of instruments for the teaching of Science in the Secondary schools

(11.01) The Board recommended that in view of the acute shortage of, equipment of standard specifications, the Ministry of Education should vigorously pursue the proposal for the establishment of a scientific instruments' centre with the Ministry of Commerce.

Item 11(a): Preliminary draft of a Model Perspective Plan for the Development of Education

(11.02) The Board suggested that the Perspective Plan prepared by the Madras Government might be referred to the State Governments for, consideration in the first instance.

In this connection the recommendation made by the Education Ministers' Conference held in September, 1957 to the effect that universal, free and compulsory education for all children up to the age of 11 plus should be introduced by the end of 1965-66 at the latest, was endorsed.

Item 11(b): Teaching of English language in schools

(11.03) The Board suggested that the educational implications of the theory of the learning of languages as Propounded by Dr. Penfield should, in the first instance, be carefully examined by the Training colleges, University departments of education and by the proposed English Language Teaching Institute.

Item 11(c): To consider the request of the Central Advisory Board of Museums for greater cooperation from the State Governments in implementing the recommendations of the Board for the Reorganisation and Development of Museums and making adequate budget provision for Museums Development in State Schemes under the Second Five-year Plan

(11.04) The Board endorsed the resolution passed at the second meeting of the Central Advisory Board of Museums and recommended that as the Plan funds of the State Governments bad been cut drastically, the Central share for development of museums should not fall below 75 per cent of the expenditure. It also balled attention to the need of giving special encouragement to the establishment of children's museums.

(11.05) With the special permission of the Chair, Shri J. C. Mathur, Director-General, All-India Radio made a brief statement on school broadcasting. He made the following three suggestions :-

(i) Each State should issue a circular to the schools saying that school broadcasts should be treated as an important activity of the school. In schools which have radio sets, each class should be allowed to listen to radio programmes at least once a week.

(ii) The universities may be requested to consider the introduction of radio as a medium of education" as a subject in the teacher training curriculum. It was mentioned that the Punjab University has already accepted this suggestion.

(iii) The State Education Departments and the All India Radio should cooperate to publish -selected scripts of broadcasts from time to time.

Shri Mathur then made the following two suggestions to improve standards of music and musical education in the country :-

(iv) The States might consider setting up Boards of Inspection for music. Only institutions approved by the Inspection Boards should be allowed to prepare students for approved examinations in music.

(v) In every State, examination in music should be conducted only by a Body or Bodies authorised for this purpose.

Shri Mathur promised to follow up these suggestions with the State Governments by correspondence.

Item 12: To fix the venue and dates of the next meeting of the Board

With regard to the venue and date of the next meeting of the Board, the Members agreed to leave the matter to the Chairman. The offer of the Madras Government that the next meeting might be held in South was, however, noted.