PROCEEDINGS OF THE TWENTY-FOURTH MEETING
The Central Advisory Board of Education held its 24th Meeting at New Delhi on 16th and 17th January, 1957.
Ex-officio Members
1. Maulana Abul Kalam Azad,
Minister for Education,
Government of India. (Chairman)
2. Dr. K. L. Shrimali, (Presided on the 16th and
Deputy Education Minister, in the later part of the
Government of India. 17th Morning in the ab-
sence of the Chairman
who had to be away on
account of a Cabinet
meeting)
3.Shri K. G. Saiyidain,
Educational Adviser to the Government of India.
Nominated Members
1. Smt. Hansa Mehta,
Vice Chancellor, Baroda University, Baroda.
2. Dr. Zakir Husain, M.P.,
105-B, North Avenue, New Delhi.
3. Smt. Lila Majumdar,
Suit No. 8, 30-Chowringhee, Calcutta-16.
4. Major General, E. Habibullah,
Commandant, National Defence Academy,
Kharakvasla, Poona.
5. Shri E. W. Aryanayakam, Secretary,
Hindustani Talimi Sangh,
Wardha (Madhya Pradesh)
6. Shri T. S. Avinashilingam Chettiar, M.P.,
Sri Ramakrishna Mission Vidyalaya P.O.
Perianaicken-Palayam R.S., Distt. Coimbatore, Madras.
7. Shri Justice Teja Singh,
10 Ludlow Castle Road, Delhi-8.
8. Dr. K.S. Krishnan, Director,
National Physical Laboratory, New Delhi.
9. Dr. V.S. Jha, Vice-Chancellor,
Banaras Hindu University, Banaras.
10. Smt. Hannah Sen,
19-Sundar Nagar, New Delhi.
19-Sundar Nagar, New Delhi.
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Elected by Parliament
Rajya Sabha:
1. Kaka Saheb Kalelkar,
"Sannidhri Rai Ghat,
Delhi.
2. Shri Ram Chandra Gupta, M.P.,
Chandra Bhavan, Singli Gali, Agra.
Lok Sabha
1. Shri Hira Vallabh Tripathi, M.P.,
2. Shri C.R. Bassapa.
3. Shri Frank Anthony, M.P.
Representatives of State
Assam
1. Shri M. Sultan. Education Secretary, Govt. of Assam.
2. Dr. H.C. Bhuyan, D.P.I., Assam.
Andhra Pradesh
1. Shri S.B.P. Pattabhi Rama Rao, Minister for Education,
Andhra Pradesh.
2. Shri S.A. Ayengar, Education Secretary, Government of
Andhra.
Bihar
1. Shri K. Abraham, Education Secretary, Govt. of Bihar.
Bombay
1. Shri Shantilal H. Shan, Minister for Education.
2. Shri S.S. Bhandarkar, Director of Education.
Jammu & Kashmir
1. Shri G.M. Sadiq, Minister for Education.
2. Dr. J.N. Bhan, Education Secretary, Jammu & Kashmir.
Kerala
1. Dr. C.S. Venkiteswaran, D.P.I., Kerala.
Mysore
1. Shri Kadidal Majappa, Minister for Education, Mysore.
2. Shri C. Narasimha Moorthy, D.P.I., Mysore.
Madras
1. Shri R.A. Gopalaswami, Education Secretary,
Government of Madras.
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Madhya Pradesh
1. Dr. Shankar Dayal Sharma, Minister for Education.
2. Shri Birendrabahadur Singh, Dy. Minister for Education.
Punjab
1. Shri Gurbachan Singh, Bajwa, Minister for Education, Punjab.
2. Dr. A . C. Joshi, Secretary to the Govt. of Punjab, Education Department.
Rajasthan
1. Shri Satya Prasanna Singh Bhandari, Secretary to the
Govt. of Rajasthan, Education Department.
2. Shri R.D. Thappar, Director of Education, Rajasthan.
Uttar Pradesh
1. Shri B.D. Bhatt, Dy. Secretary, Deptt. of Education.
2. Shri C.N. Chak, Director of Education. U.P.
West Bengal
1. Dr. P. Roy, Director of Public Instruction, West Bengal.
The following members were unable to attend:
1. Dr. M.M. Das.
2. Shri N.K. Sidhant.
3. Smt. Zarina Currimbhoy.
4. Shri A.A.A. Fyzee.
5. Dr. J.C. Ghosh.
6. Dr. A.L. Mudaliar.
7. Shri Shyamandan Sahay.
8. Dr. S.R. Sen Gupta.
9. Prof. M.S. Thacker.
10. Dr. B.P. Pal.
Welcoming the members to the 24th Meeting of the Board, the Chairman delivered the following address* x2 Friends,
I am glad to welcome you to this 24th Meeting of the Central Advisory Board of Education. When we met last year I gave you a broad review of what we had achieved during the first Five Year Plan and an indication' of our targets for the Second Five Year Plan. The first year of this Second Plan is about to end and you will
*In the absence of the Chairman who had to be away on account of an important Cabinet meeting, the address was read out by Dr. K.L. Shrimali who also presided.
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have an account of the work which hag been done in the reports that are already before you. I do not wish to comment on them in detail at this stage and will deal with them as and when the items are taken up. There is however one other major issue which has been in my mind for some time. I have mentioned it to you on earlier occasions but it is so important that I again wish to place my views before you as clearly as I can.
Strong criticism of the prevailing system of education had developed in the country before the achievement of independence. There is also no doubt that these criticisms were up to a point justified. I am however surprised to see that even today, ten years after India became free, the same type of criticism is continuing unabated. The many critics who continue their pastime of condemning the Indian educational system seem to forget that these ten years have seen many changes which make their charges completely out of place.
The political revolution in India took place in August 1947, when power came into Indian hands. This led to reform and reorganisation in all fields of national life and perhaps most of all in the fields of educational and social reform. I took charge of the Ministry of Education on the 15th of January, 1947. Since then my one endeavour has been to ensure that deficiencies in the prevailing system of education are overcome and the system strengthened to meet our national needs. Reform and reconstruction of national education could not however be undertaken without a complete survey and careful examination of the existing situation. This was done and proposals for reform framed and placed before you and also before an All-India Educational Conference. Since then there have been a series of changes and innovations which have been steady, continuous and persistent. They have in fact marked a complete reorientation of our educational aims even though practice from the very nature of the case is still lagging 'behind. I will very briefly place before you some of the salient features of the silent educational revolution which has already taken place.
It was obvious that any reform of education must begin with a reconstruction of elementary education. Here we had a fairly complete picture of the future pattern due to the work initiated by Mahatma Gandhi and elaborated by Committees of the Central Advisory Board of Education. When the rational Government was formed, the schemes were further examined to make them adequate to our new national needs. On your advice and with the concurrence of all the State Governments, it has accordingly been decided that ordinary primary education will be converted into the Basic pattern. All the States have accepted the need of such a reorientation though all States have not been able to maintain the same rate of progress. Nevertheless significant developments have been made and one of the most hopeful features is the decision to convert all training schools into Basic training schools. Anybody who considers the matter soberly will appreciate that some 200,000 elementary schools cannot be converted into Basic schools overnight. The decision that all elementary school teachers will in future be trained in Basic methods will however ensure that the values of Basic education will be introduced
5
into even the ordinary primary schools. It has also been decided to establish a National Centre for Basic education where there will be scope for further study and research into its many-sided problems.
The transition from ordinary elementary to the Basic pattern of education at the elementary stage would itself have marked a revolution in national education. The process has not however, been confined to the elementary stage. In fact the greatest transformation is being attempted at the secondary stage which was in the past the weakest link in our educational chain. It is unnecessary for me to go into the details about its faults but its greatest drawback was that it was merely a preparation for higher education. In all free countries, secondary education provides the real training for national service in almost all except certain professional fields where university degrees are considered necessary. In India this was not so. The result was that secondary education which from its nature must be general became specialised and far too academic. This weakness of secondary education affected education at all levels. You are aware of the various steps we have already taken to correct this state of affairs. The Secondary. Education Commission was appointed to make a comprehensive survey of the problem and it made far-reaching recommendations which have already been considered by you. Steps are in hand for giving effect to the most important among these recommendations. Multi-purpose schools have been established in all States and their number is steadily increasing. The traditional schools are also being strengthened by the introduction of science and craft courses and by providing improved library and other services. There is no doubt that the process of change has started but again it should be appreciated that some 12,000 High and Higher Secondary Schools cannot be transformed overnight.
Comparable steps have been taken for reform and improvement of university education. You will remember that one of my first acts on assuming charge of the Ministry of Education was to appoint a Commission to look into the problems of university education. Its recommendations have been considered by you and you have advised certain measures for giving effect to them. These recommendations can be divided into three broad categories viz., those which are to be implemented by the Government of India, by the different State Governments and by the universities themselves. We have already taken action on recommendations which were directly the concern of the Government of India. A few of the recommendations which related to the State Governments or the universities have also been implemented. Most of them still await implementation on account of financial and other difficulties. Here also, the Government of India considered how it could help and came to the conclusion that a special agency was needed to look after the financial and other needs of universities. Accordingly a statutory University Grants Commission has been constituted with adequate funds and powers and it is my hope that we shall soon find a welcome change in the standard and atmosphere in the universities.
Even this brief survey should make it cleat that important reforms have been initiated in elementary, secondary and university
6
education. It is, therefore, 'not correct to say that there has been no change in the old system. Of course the results will not be seen in a day. We must not forget that India is a vast country with many regional differences and served by over 30 universities some 1,400 colleges, 12,000 High and two lakhs of elementary schools. Changes which affect such an area and so many institutions must necessarily take time. In fact, regardless of the size of the country or the number of institutions involved, one may say that no change in an educational system can yield any perceptible results for 20 to 25 years. The reforms we have initiated in India can yield the desired effects only if they are allowed to mature without interruption or opposition. Criticism of any system of education is welcome but sweeping condemnation does more harm than good. I think it is a cause for concern and sorrow that whenever there is an educational conference or a Convocation in a university, even responsible persons indulge in wide and wild attacks on Indian education. They do not seem to realise that instead of helping, they are harming the national interest. For the only result of such sweeping condemnation is to demoralise the teachers, discourage and disillusion the students and create disrespect for education in the public mind.
I would now like to draw your attention to two items in the agenda. The first relates to the question of languages at the secondary stage. I am convinced that national interests demand that every pupil in the secondary stage should study three languages compulsorily. He must study first his State language, second, Hindi, if it is not the State language and third, English. If Hindi is the State language, he must study another modern Indian language. I consider it necessary that every pupil in the secondary stage should study two modem Indian languages in order to get an insight into the richness and complexity of our composite Indian culture. Similarly he must study English if we are not to lose our contacts with the currents of modern thought and the great scientific progress of the Western world. It would in my opinion be shutting our eyes to reality if we refuse to recognise that in the context of our modern needs, English, Hindi and another modern Indian language must be studied by every Indian citizen who goes beyond the elementary stage. I am happy to say that all the State Governments have agreed with this view and measures are now in hand for giving effect to it.
The second question to which I would like to draw your attention relates to the use of radio and television. Radio and television have created a new medium of education which we have not yet fully utilized. Like the printing press, radio and television also mark a revolutionary advance in educational practice. If we can fully utilize radio and television, we can effect very great changes in our schools. The best teachers of the country can reach far wider numbers than is possible today. Lectures and books can be largely supplemented by radio though there should be no question of the one supplanting the other. There is after all no substitute for a really good teacher but just as books have been an aid to him, radio and television can also become his useful instruments. These results can be achieved only if radio and television come into general use in all schools. At present we have no television and even the radio is confined mainly to the
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cities and larger towns. If these new media are to be used for- bringing about an educational revolution, they must become also, available to schools in rural areas and smaller towns. All these questions 'require careful consideration and I hope the Board will suggest methods by which radio and television can be integrated into, our national programme of education.
Ultimately however all reform in education depends on the quality of our teachers. I have mentioned to you the changes we are seeking to bring about in elementary, secondary and university education. These changes will not give the desired result unless there are efficient and devoted teachers to carry them out. Poor wages and loss of social status have been perhaps the main reasons why there has been a fall in the quality of teachers in recent years. You are aware that some measures have already been taken to remedy this state of affairs. We are seeking to establish a national minimum of basic salary for elementary school teachers. I was not fully satisfied with what we had done but I am happy to say that new measures have been proposed and will soon be implemented which will mark substantial progress in this field. Some measures have also been taken for improving the salaries and conditions of service of university teachers. The problems of teachers in affiliated colleges and Secondary schools are also engaging our attention. While we will continue with our efforts for improving the status, service conditions and, emoluments of teachers at all levels. I will appeal to them that they must also develop a spirit of real service and dedication in the cause of the nation.
The role of the teachers is decisive in determining the character of the future generations but they also cannot be fully effective unless they receive the fullest co-operation from parents. We often hear of: problems of discipline in educational institutions. These can be solved only by co-operation among parents and teachers. After all, a pupil spends only a few hours a day in the school. For the rest of the time the influence of home life is paramount. If the teachers keep a constant watch on the pupils' record in school and supply parents with weekly reports-as is the general practice in the United Kingdom the parents will be kept in touch with the progress or otherwise of their children. If in addition, there are occasional meetings between. parents and teachers, perhaps once in a month, they can understand one another's problems better.
I hope that the Board will consider these and other problems and suggest necessary measures for ensuring that our educational. standards constantly improve so that we can all co-operate in training up a young generation which will be capable of meeting the demands of resurgent India."
The Board then took up the consideration of the agenda (Annexure 'A').
Item 1 :
The Chairman welcomed the new members to the Board (Annexure 'B') and recorded appreciation of the services rendered by
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those (Annexure 'C') who ceased to be members.
Item 2 :
It was reported that the proceedings of the 23rd meeting of the Central Advisory Board of Education held at New Delhi on 14th January, 1956 were confirmed by circulation to members:
Item 3(a) :
The Board regretted to note that Progress Reports on Basic Education had been received from a few States only. It was urged that the defaulting States should send full reports as early as possible.
The Board suggested that the Government of India should carefully study the marked variation in the cost per capita of Rs. 3-14-6 in Ajmer and Rs. 97/- in Bihar in one school and Rs. 48/- in another school in the same State.
The replies received from the State Governments on the recom- mendation made by the Board at its last meeting, regarding the introduction of the shift system were noted.
The Board noted that the Government of India had decided to establish under the recommendation of the Board an All-India Council for Basic and Elementary Education and that the details of the schemes were being worked out.
While the Board approved of the proposed site near Modi Nagar -about 26 miles from Delhi-for the National Fundamental Education Centre, it suggested that the National Fundamental Education Centre should not be in Delhi and should be located in a suitable rural area where proper facilities for research in Basic education existed.
Regarding the Shift system the Board desired that special attention should be given to utilising the system for providing facilities for girl's Education, especially in areas where parents were not sufficiently favourable to the idea of sending their girls to coeducational institutions. The Board also urged State Governments to intensify their efforts in implementing the earlier recommendations of the Board in this behalf.
In regard to the levy of the educational cess, the Board desired that in view of the Directive of the Constitution for providing free and compulsory education up to the age of 14, State Governments should further examine the question of levying an educational cess, in case it was not found possible otherwise to provide funds for this purpose.
Concerning the teaching of the highway code in educational institutions, the Board desired that a detailed report regarding the action taken by the State Government should be made available at the next meeting of the Board.
The Board discussed at length the proposal for setting up an All- India Educational Service and suggested that, instead of establish-
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ing an All-India Service, it would be better to establish a Central Educational Pool consisting of educationists of proved merit. The function of such a pool, should be to help State Governments, on request, in the examination of their educational problems and formu- lation and execution of suitable educational policies and programmes. It was emphasised that the pool should be open only to those who by their ability, character and professional competence gave promise of shouldering this responsibility worthily.
Item 3 (b):
The Board recommended that the National Institute of Basic Education should make a thorough study of the researches so far done in the field of Basic Education in order to avoid any duplication of work.
The Board noted the progress made regarding the conduct of the proposed educational survey and expressed satisfaction that preliminary work regarding the organisation of an All-India Seminar- cum-training course for State Officers, and the constitution of an Advisory Committee to help the survey work had already been completed.
Regarding the scheme to produce suitable literature for adults and children, the Board recommended that a suitable book on the Geography of India should also be produced with the other three books, namely, History of India, History of the World, the Story of Life now under preparation. It was also recommended that these books should be translated in all the regional languages :-
The Board noted the report of the Committee on "Gandhian Philosophy and Way of Life". It also took the Opportunity to emphasize the need to orient teaching in schools in such a way as to give children a broad national outlook and background, particularly through the study of languages, history, geography and social studies.
The Board recommended that the objects and functions of the National Fundamental Education Centre should be rephrased as follows :-
1. Object :-To serve as an efficient and well-equipped National Centre for the training in the key-personnel for Social Education and to conduct research and evaluation in the field of Social Education.
2. Functions:-
(a) To carry out research in the field of Social Education.
(b) To train the higher level personnel for Social education, for example, the District Social Education Organisers.
(c) To conduct experiments in the production of better type of material and equipment for Social education.
(d) To act as a clearing house of ideas and information pertaining to Social education.
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With regard to the 'subsidy to State Governments for the production of literature for neo-literates and children, the Board recommended that, in order to make reading material available to neo- literates at half the cost of production, the Central Government and the State Government concerned should each provide 25% of the cost by way of subsidy, and that the price of the material should be fixed by consultation.
The Board recommended that the following additional books be prepared under the scheme mentioned in Appendix A (b)(i) History of Art and Architecture in India ; and (ii) A popular History of Hindi Literature, to be followed by similar histories of the literatures of other languages mentioned in the Constitution. The Board suggested that Universities willing to organise Literary Workshops should be encouraged to do so.
The Committee recommended that the Ministry should bring out more model books for children.
With regard to the question of equipping Science laboratories and technical departments in Secondary schools, the Board felt that the exact programme of phasing i.e. whether these should be equipped fully in one year or whether this should spread over a number of years should be left to State Governments.
Regarding the Scheme of Rural Higher Education, the Chairman observed that since this was a new experiment the cooperation of all the State Governments was essential for its success. The Board was in general agreement with the issues discussed.
The Board suggested that a report on the working of the Merit Scholarships for Post-Matriculation studies Scheme be furnished in due course, so that the possibility of simplifying the procedure regarding allotment of scholarships to different States, examination of applications and method of selection etc. could be explored.
Regarding the various Seminars organised by the Ministry of Education or its agencies, the Board desired that necessary informa- tion should be sent to the members. Major General Habibullah requested that these should also be supplied to the National Defence Academy.
Item 3(c)
While looking through the reports of State Governments the Board noted that the development of libraries should have received greater attention. The Board recommended that all States be requested to set up Central State' Libraries as well as libraries in all the Districts as early as possible, not later than by the end of the Second Five- Year Plan. The Board recommended that the State Governments should be requested to set up Regional Book Trusts on the lines of the National Book Trust. The Board recommended that the Ministry of Education, with the assistance of the State Governments and other agencies in the field of publication of children's literature should prepare, after proper scrutiny, annotated
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bibliographies of books suitable for children in different languages. of the country. With regard to the' need for a suitable proforma in which to collect educational information from States, the Board suggested a small committee of the following to draft a suitable proforma. :
1. Shri R.A. Gopalaswami, Education Secretary. Madras.
2. Shri S.S. Bhandarkar, Director of Education, Bombay.
3. Dr. P. Roy, D.P.I. West Bengal.
4. A representative of the Planning Commission.
It was further suggested that the members of the Committee should be given a clear indication of the particulars required in the reports.
The Board reiterated its desire that the State Governments should send fuller and more detailed reports regarding the progress of educational; development plans implemented by them.
Item No. 3 (d):
While noting the report, the Board recommended that training. institutions at the University stage should while formulating their training programmes take into account the training requirements for teachers in different types of Secondary schools, such as, Multipur pose schools, Post-Basic etc. and for practical subjects like crafts and provide adequate facilities for the same.
Item No. 3(e) :
The Board noted the Report.
Item No. 3(f):
While noting the Report, the Board drew attention to the fact that grants sanctioned bad been utilised very inadequately. The Board desired that the State Governments should make every effort to utilise grants fully, in view of the pressing needs of the Scheduled Tribes and Areas. As judging from the utilisation of grants, therate of progress did not appear to be satisfactory, the Board recommended that further efforts should be made to ensure adequate improvement in the services provided for the scheduled tribes and Scheduled Areas.
Item 3 (g) :
The Board made the following recommendation:-
The expansion of Basic education quantitatively and qualitatively is the main problem facing Basic education. The question of the compact area technique has been considered by the Assessment Committee. In the previous meeting of the Standing Committee on. Basic Education it was suggested that the compact area technique was acceptable in so far as full-fledged Basic schools are concerned. provided the compact areas were fully and progressively expanded.
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The programme of orienting all the ordinary schools towards Basic should, however, proceed simultaneously as recommended by the Assessment Committee.
The Board further suggested that a horizontal approach should be made towards the expansion of Basic education i.e. instead of confining Basic schools to compact areas only all schools of the first standard should be taken for conversion and the other standards be taken step by step every year. For this, it would be necessary to train or retrain the requisite number of teachers in Basic Training Institutes. The States should undertake programmes for training and retraining Basic teachers in large numbers to facilitate the project conversion.
The Board recommended that, as resolved by the last conference of Education Ministers, all the existing training schools should be converted into Basic training schools. For this purpose it would be necessary to undertake the retraining of the staff of the Basic training schools immediately.
The Board was also of the opinion that hereafter no new NonBasic training schools should be opened.
The Board re-called that such elements of Basic education which could be introduced into other schools immediately should be so introduced. Attention was also drawn to the note circulated to the various State Governments by the Ministry in which a list of the activities which could be introduced in ordinary schools with benefit was given.
The Board expressed concern that in certain States, boys passing out of Senior Basic schools did not get admission to High Schools, It was suggested that the State Governments who had direct responsibility in the matter should see to it that students passing out of such schools got admission into High schools. It was noted that one of the difficulties had been that English did not find place in Senior Basic schools. The Board therefore recommended that English might be introduced into Senior Basic schools in the corresponding classes so that this difficulty was removed.
The Board was concerned about the fact that boys passing out of Post-Basic schools were not able to get admission into Universities for higher education. In this connection it endorsed the recommenda- tion of the sub-committee appointed by the Standing Committee on Basic Education to examine the question of admission into Universities of boys passing out of the Post-Basic schools.
The Board suggested that a State-wise programme for introducing craft in schools may be drawn in all States.
The Board took the opportunity to discuss the question of funds necessary to implement the Constitutional directive on free compulsory education. It expressed dissatisfaction at the inadequacy of the provisions made in the Second Plan for this purpose.
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Items 3(h)
The Board considered the Report and suggested that the second sentence of para 5(a) should be re-worded as follows:-
"Much of this type of work will be done by voluntary organisations, Training Colleges and Institutions, and State Govern- ments".
It also recommended that State Governments should assist Voluntary Organisations in maintaining and developing Janata Colleges. The Board expressed itself in favour of giving preferenceas far as possible-to Social Education Organisers for posts of District Social Education Organisers.
Item 3(j)
The Board noted with satisfaction the progress made in the development of Audio-visual Education in India during 1955-56.
The Board noted that the present customs duty on 16 mm Projectors was a great handicap for Audio-visual Education and desired that either the duty on these Projectors should be abolished or should at least be put on a par with duty on commercial 35 mm Projectors.
The Board noted that only two States had introduced AudioVisual Education in Teachers' Training Colleges. It desired that in view of the importance of the subject, other States should also make an early move in the matter.
Item 3 (k):
The Board noted the Report with satisfaction.
Item 3 (l) :
Regarding the report on the rehabilitation of displaced students and teachers from Pakistan, the Board noted with regret that a large number of States had not supplied any information, regarding the financial assistance rendered to displaced students, Further efforts should be made to obtain this information.
Item 3 (m) :
The Board noted with satisfaction the large number of useful publications brought out by the Publications Section of the Ministry of Education.
Item 3 (n):
The Board expressed its appreciation of the work done by the All- India Council for Secondary Education particularly in opening Extension Services Departments in the Teacher-Training Institutions and in organising a large number of seminars and workshops which provided opportunities to teachers, all over the country to come to- gether and discuss some of the pressing educational problems.
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With regard to the Extension Services Departments, the Board recommended that the Government of India and State Governments Should take a decision on the future of these departments as early as possible so that, after the financial assistance of Ford Foundation had ceased, these could be placed on a permanent footing.
Item 4 :
The Board noted the recommendations made by the Conference of University Teachers of Sanskrit.
Items 5 & 6
The items were discussed in the informal meeting of the Directors of Public Instruction and the position was fully explained there.
Item 7:
After discussing the resolution in detail the Board accepted the same with the clarification that exemptions sought therein should not be confined only to schools with English as medium, but should cover all institutions where such conditions existed.
Item 8 (a) :
The recommendations of the Bhopal Seminar were noted.
Item 8 (b)
The Board generally welcomed the recommendations of the Seminar held at Srinagar. With regard to the administrative relations between the State Governments, Local Governments and Private Management, the Board was of the view that the autonomous nature of the private management should be maintained subject to certain important safeguards such as uniform rules of service, salary scales, selection, dismissal of staff etc. It further suggested that the staff selection committee of private managements should have at least one representative of the grant-giving authorities.
Item 9 :
The Board reviewed the opinion expressed about the two formulae for teaching of languages in Secondary Schools by State Governments, and the recommendations made by the Conference of Education Ministers in September, 1956. While some of the State Governments had not yet completed their examination of the subject, the Board noted with satisfaction that there was a substantial measure of agreement on the principal recommendation underlying both the formulae namely, the provision for compulsory study of three languages at the secondary stage. The Board further observed that, as between the two formulae proposed by the Board, the preponderant weight of opinion among State Governments was in favour of the second formula, either in the terms actually proposed by the Board or subject to certain modifications designed to give effect to the principal recommendation with due regard to local conditions.'
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The Board suggested that the Central Advisory Board of Education should invite the attention of the Government of India to the measure of agreement reached so far and recommend that it might be accepted as the basis of an All-India policy in this behalf and that all State Governments should consider taking necessary decisions, at an early date, so as to give effect to this All-India policy with due regard to local conditions.
Item 10 :
The Board considered that the provision of residential quarters for women teachers in the rural area was a matter of the utmost ur- gency. While expressing satisfaction that State proposals including teachers' residential quarters as an integral part of the school buildings were already covered under conditions of central assistance, it drew the attention of the Government of India and State Governments to the need of doing very much more in this direction than was being actually done at present.
Item 11 :
The Board appreciated that educational broadcasts are an effec- tive instrument Potentialities of which have not been fully realised so far. While appreciating the good work being done by All India Radio, it was recommended that a comprehensive brogchure dealing with different aspects of this important subject should be brought out by All India Radio and referred to the State Governments so that a comprehensive and coordinated programme could be worked out.
Item 12 :
The proposal of the Ministry of Information and Broadcasting for introducing standard versions of the Five-Year Plan for study in schools and colleges was discussed from several points of view and the Board suggested that the proposal should be examined by the Ministry of Education.
Item 13
With regard to the venue and dates of the next meeting the Board agreed to leave the matter to the Chairman. The view was, however, expressed, that it would be desirable to hold some meetings of the Board outside Delhi also.
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ANNEXURE A
AGENDA 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.
2. To report that the proceedings of the 23rd meeting of the Central Advisory Board of Education held at New Delhi in January 1956 were confirmed by circulation to members and the copies were sent to State Governments and Universities etc.
3. To consider the following reports:-
(a) Report from the Government of India and State Governments about the action taken on the recommendations of the Board at its last meeting.
=8 Appendix A(a)
(b) Report on the progress of Educational Development Plans implemented by the Government of India. (excluding Plans under (d) below).
Appendix A(b)
(c) Report on the progress of Educational Development Plans implemented by the State Governments. (excluding Plans under (d) below).
Appendix A(c)
(d) Report on the Five-Year Plan of Educational Development In Basic, Secondary and Social Education.
Appendix A(d)
(e) Report on the Government of India scheme of scholarships to Scheduled Castes, Scheduled Tribes and other Backward Classes.
Appendix A(e)
(f) Report of the progress of Education of Scheduled Tribes and Scheduled. Areas in various States with Particular reference to Educational Development schemes under Article 275 of the Constitution and Welfare of the Tribal people in part 'C' States.
Appendix A(f)
(g) Report of the proceedings of the Standing Committee of the Central Advisory Board of Education on Basic Education Report of assessment committee on Basic Education.
Appendix A(g)
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(h) Report of the Standing Committee of the Central Advisory Board of Education on Social Education.
Appendix A(h)
(j) Report of the development of Audio-Visual Education in India during 1955-56.
Appendix A(j)
(k) Report on the scheme of re-organisation and development Museums and Bal Bhavan.
Appendix A(k)
(l) Report on the work done with regard to Rehabilitation of displaced students and Teachers from Pakistan.
Appendix A(l)
(m) Report on the Activities of the Publications section.
Appendix A(m)
(n) Report on the work of the All-India Council of Secondary Education.
Appendix A(n)
4. To consider the recommendations made by the Conference of University Teachers of Sanskrit convened by the Ministry on the 30th September and 1st October, 1955.
Appendix B,
5. To consider the question of making provision for the Humanities and Sciences in all Multi-purpose schools besides any Vocational or Technical Subjects.
Appendix C
6. To consider the question of Central Assistance for introduction of craft in High Schools.
Appendix D.
7. To consider the following resolution on behalf of the Anglo- Indian Association :
"That in determining policy in respect of the study of the Regional and National Languages in Schools where the medium of instruction is neither the Regional nor the National language, such as Anglo-Indian Schools, State Governments be requested to exempt the following categories of pupils from the compulsory study of the regional language.
(i) Children of Government of India servants, provided they are not permanent residents of the State and provided also they study Hindi.
(ii) Children whose parents are only temporarily in the State, provided they study Hindi.
(iii) Children joining School in a Class higher than Class VII the School Certificate or Leaving Examination class
18
being Class XI-and coming from a school where the regional language is not taught.
(iv) Any other pupil, whose parents are not resident in the State and in whose case the State Education Department has sanctioned exemption."
Appendix E.
8. (a) To consider the recommendations of the Seminar held at
Bhopal in regard to the reform of examinations in Secondary School. Appendix F(a)
(b) To consider the recommendations 'of the Seminar held at Srinagar in regard to the steps to be taken to improve efficiency in educational administration.
Appendix F(b)
9. To receive and consider the views of State Governments on the two language formulae for Secondary schools, recommended at the last meeting of the Board.
Appendix G
10. To consider the desirability of providing residential quarters for women teachers in rural areas at the Primary and Secondary stages and to treat the expenditure as an integral part of the school construction.
Appendix H
11. Question of integrating work of All India Radio in the field of education with that of State Departments and Universities.
Appendix J
12. To consider the question of the introduction of standard versions of the Five-Year Plan for study in schools and Colleges.
Appendix K
13. To fix the venue and dates of the next meeting of the Board.
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ANNEXURE B
List of New Members 1. Dr. K.S. Krishnan, Director, National Physical Laboratory.
2. Dr. V.S. Jha, Vice-Chancellor, Banaras Hindu University.
3. Kaka Saheb Kalelkar, M.P., (Rajya Sabha).
4. Prof. M.S. Thacker, Director, Council of Scientific Research.
5. Smt. Rukmini Devi Arundale, M.P.,
Vice Dr. K.L. Shrimali appointed ex-officio Member)
ANNEXURE C
List of out-going members 1. Shri Meghnad Saha (Deceased) M.P.
2. Shri J.A.K. Martyn. Principal, Doon School.
3. Smt. Mona Hensmen, M.P. (Rajya Sabha)
4. Dr. H.J. Bhabha, (Secretary, Deptt. of Atomic Energy)
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APPENDIX A (a)
MEMORANDUM
Item 3 (a) of Agenda