PROCEEDINGS OF THE TWENTY-SECOND MEETING
The Central Advisory Board of Education held its 22nd meeting at New Delhi on 12th, 13th and 14th January, 1955. The following were present:-
Ex-Officio Members.
1. Maulana Abul Kalam Azad, (Chairman)
Minister for Education, Government of India.
2. Prof. Humayun Kabir,
Educational Adviser to the Government of India.
Nominated Members.
3. Shri N. K. Sidhanta,
Member, U. P. S. C., New Delhi.
4. Smt. Hansa Mehta,
Vice-Chancellor, Baroda University, Baroda.
5. Dr. K. L. Shrimali, M. P.,
Principal, Vidya Bhawan Teachers' Training College, Udaipur.
6. Shri E. W. Aryanayakam,
Secretary, Hindustani Talimi Sangh, Wardha (Madhya Pradesh).
7. Smt. Zarina Currimbhoy,
Patel Manzil, Napean Sea Road, Bombay.
8. Shri T. S. Avinashilingam Chettiar, M.P.,
Shri Ramakrishna Mission Vidyalaya P.O., Perianaickenpalyam
R.S., Distt. Coimbatore (Madras).
9. Shri Justice Teja Singh,
10 Ludlow Castle Road, Delhi.
10. Dr. Meghnad Saha, M.P.,
12/1 Keyatola Lane, Southern Avenue, P. O. Rashbehari
Avenue, Calcutta.
11. Dr. Amar Nath Jha,
Chairman, Public Service Commission, Bihar, Patna,
12. Shri J. A. K. Martyn,
Headmaster, Doon School, Dehradun.
13. Dr. J. C. Ghosh,
Vice-Chancellor, Calcutta University, Calutta.
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Elected by the Parliament
Rajya Sabha
14. Shrimati Mona Hensman, M.P.,
"Lismoyle", Harrington Road, Chetput, Madras-10.
15. Shri Ram Chandra Gupta, M. P.,
Chandra Bhavan, Singi Gali, Agra.
Lok Sabha
16. Shri T. Madiah Gowda, M. P.,
Ramanagaram, Distt. Bangalore, (Mysore).
17. Shri Vankatesh Narain Tiwary, M. P.,
9, Old Councillors' Residence, Lucknow.
18. Shri Frank Anthony, M. P.,
15 Western Court, New Delhi.
Representatives of States
Andhra
Shri D. S. Reddi, Director of Public Instruction.
Assam
1. Shri Omeo Kumar Das, Minister.
2. Shri H. C. Bhuyan, Director of Public Instruction.
Bihar
1. Shri J. C. Mathur, Education Secretary.
2. Shri K. P. Sinha, Director of Public Instruction.
Bombay
Shri S. S. Bhandarkar, Director of Education.
Madhya Pradesh
1. Shri B. Mandloi, Minister.
2. Shri R. P. Naik, Education Secretary.
3. Shri M. H. Rao, Director of Public Instruction.
Madras
1. Shri C. S. Ramachandran, Education Secretary.
2. Shri N. D. Sundaravadivelu, Director of Public Instruction,
Orissa
1. Shri Radha Nath Rath, Minister.
2. Dr. B. Prasad, Director of Public Instruction.
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Punjab
Dr. Trilochan Singh, Education Secretary and D.P.I.
Uttar Pradesh
1. Shri Hargovind Singh, Minister.
2. Shri B. P. Bagchi, Education Secretary.
3. Shri B. D. Bhatt, O. S. D.
4. Shri B. N. Jha, Director of Education.
West Bengal
1. Dr. D. M. Sen, Education Secretary.
2. Dr. P. Roy, Director of Public Instruction.,
Hyderabad
1. Shri Gopal Rao Ekbote, Minister.
2. Shri P. Sethu Madhav Rao, Director of Public Instruction.
Madhya Bharat
1. Shri Manohar Singh Mehta, Minister.
2. Shri Y. Bhargava, Education Secretary.
3. Shri B. L. Gupta, Director of Education.
Mysore
1. Shri A. G. Ramachandra Rao, Minister.
2. Shri B. M. Krishnan, Education Secretary.
Pepsu
Prof. C. L. Kapur, Jt. Secretary and D. P. I.
Rajasthan
1. Shri Sukhadia, Minister.
2. Shri J. N. Purohit, Education Secretary.
3. Shri Gajraj Singh, Director of Education.
Saurashtra
Shri D. L. Sharma, Director of Education.
Travancore-Cochin
Shri V. S. Naidu, Director of Public Instruction.
Jammu and Kashmir
1. Shri A. N. Bhan, Education Secretary.
2. A. A. Kazmi, Director of Education.
Ajmer
1. Shri Brij, Mohan Lal Sharma, Minister.
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2. Shri P.N. Seth, Deputy Secretary.
3. Shri A.Baqi, Director of Education.
Bhopal
1. Shri Shankar Dayal Sharma, Minister.
2. Shri Abdul Alim, Education Secretary.
3. Shri D.I.Lal, Director of Education.
Delhi
1. Chaudhury Brahm Prakash, Minister.
2. Shri H.C. Sharma, Chief Secretary.
3. Dr. A.N. Bannerjee, Director of Education.
Himachal Pradesh
1. Pandit Padam Dev, Minister.
2. Kanwar Shiv Singh, Education Secretary.
3. Shri M.C. Saraswati, Deputy Director of Public Instruction.
Secretary--Shri K. G. Saiyidain,
Additional Secretary to the Government
of India, Ministry of Education.
The following members were unable to attend
1. Dr. Zakir Husain
2. Smt. Hannah Sen
3. Major-General Habibullah
4. Dr. A. L. Mudaliar
5. Dr. S. R. Sen Gupta
6. Dr. H. J. Bhabha
7. Dr. B. P. Pal
The Chairman of the Board, Maulana Abul Kalam Azad, Minister for Education, opened the proceedings with a tribute to the services of the late Dr. S. S. Bhatnagar to the cause of education and science in the country. On a motion from him, the Board observed two minutes' silence in memory of the deceased.
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Presidential address by MAULANA ABUL KALAM AZAD, Minister for Education and Natural Resources and Scientific Research, at the 22nd Meeting of the Central Advisory Board of Education held at New Delhi on the 12th January, 1955.
The Chairman then delivered the following address
FRIENDS,I have great pleasure in welcoming you to this 22nd meeting of the Central Advisory Board of Education. The year under review has been marked by intense and varied activity in all fields of education and you are aware of many of the interesting developments that have taken place. To recount all of them would take too much time but I would like to bring to your notice some of the more important developments which have taken place and promise to yield increasing returns in the coming years.
I
I shall take up first the question of Basic education. For a long time it has been accepted that the prevailing system of Elementary education must be replaced by Basic education. Progress has not, however, been in conformity with our expectations There has been an increase of only about 2,500 Basic schools in the course of the last four years. The main reasons for this have been the lack of right type of teachers, inadequacy of training facilities and the large initial cost of establishing a Basic school. About two years ago, the Centre decided to take a direct part in the expansion of Basic education. Accordingly we offered assistance to the States for the establishment of one intensive Basic Education Centre in each State. A further step has now been taken by the decision to offer to all the States 30 per cent of the expenses for converting existing Elementary schools into Basic schools. So far as the establishment of new schools is concerned, it is hoped that the cooperation of the Centre and the States will enable us to ensure that they are increasingly of the Basic pattern.
As you know, the progress made in this field in different parts of the country has not been uniform. The Government of India have, therefore, decided to appoint a small committee which will visit areas where Basic education has struck roots and make an "on-the-spot" study of the developments. We propose to utilise the report of this Committee for planning a programme of expanding Elementary education on Basic lines in order to fulfil as early as possible the Constitutional obliga-
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tion on the State for providing free and compulsory education to all children of 6-14. You will also find in the agenda a proposal for the constitution of a standing committee for Basic education which can meet frequently and advise the Government of India on various technical and other issues connected with Basic education.
II
Steps are being taken to expand the programme of Social education in the country. You will remember that I spoke to you last year of the Central scheme for the expansion of education by the employment of new teachers in Elementary schools and of social workers in selected centres in urban areas. This was also intended to relieve the pressure of educated unemployment. I am glad to tell you that under this scheme a total of about 66,000 teachers and 2,000 social workers have been alloted to various States up to November, 1954.
III
The greatest emphasis during the current year has, however, been placed on the reconstruction and improvement of Secondary education. I think you will all agree that this has till now been the weakest link in the Indian educational chain. It is yet in a sense decisive in determining the quality of education both at the elementary and the collegiate levels. Secondary schools supply teachers for elementary schools and students for colleges and other institutions of higher learning. An unsatisfactory system of Secondary education undermines the entire system of education in the country.
You will remember that at the last meeting of the Board, I placed before you my ideas on Secondary education. This is the stage up to which all should have the opportunity to go. In any case, it is the stage which marks, and will continue to mark the end of education for the vast majority. It should, therefore, prepare them for life, but I must regretfully admit that our Secondary education does not at present fulfil this end.
The Government have, on your advice, generally accepted the recommendations of the Secondary Education Commission and initiated measures for giving effect to them as early as possible. Discussions are being continually held with State Governments, Universities and Boards of Secondary Education for carrying out various necessary measures of reform. I will refer briefly to only some of the more important steps already taken in this behalf.
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The duration of Secondary education has been a subject for controversy over a number of years. Unfortunately, even the Secondary Education Commission did, not give a clear lead in this matter and left it to the States to have either an 11 or a 12 years' Secondary Course. This has made it difficult to correlate Secondary education with the universities and to ensure that there will be a uniformity of pattern both at the Secondary and University levels throughout the country. This question was taken up in a conference of Education Secretaries held in November 1954. It was agreed to get round the difficulty by prescribing that 17 plus should mark the end of Secondary education. There can be doubts and differences about the standards and courses in Secondary schools but there can be no doubt about a prescribed age. So long as the completion of Secondary education and entrance thereafter to the university is fixed at 17 plus, the States may regulate the stages subject to the general pattern laid down by the Secondary Education Commission. Since the Constitution lays down six as the commencement of compulsory education for all, this would favour an 11 years' course of six to 17 plus. However, this is a matter which requires careful consideration and I hope that the Board will give a clear lead to all the States.
We are all agreed that the standards of Secondary education need. to be raised. It has been suggested that the extension of the Secondary course by one year will raise the standard of attainment and prepare pupils for entry into various vocations. As a result, there will not be the same rush for higher studies and it will reduce the pressure on the universities. I am happy to note that many of the universities are willing to fall in line with the suggestion of , both the Radhakrishnan Commission and the Mudaliar Commission and agree to the institution of a three-year degree course at the end of the Higher Secondary School Certificate.
Another defect of the existing system of Secondary education has been the lack of facilities for pupils with different abilities, aptitudes and tastes. The need to establish a large number of multipurpose schools is, therefore, obvious but in spite of encouraging beginnings in some of the States, the vast majority of Secondary schools are yet of an academic type. The main difficulty here again has been the lack of resources in men, material and funds. You will be glad to hear that the Government of India have already initiated a scheme for the conversion of 500 High schools in the country into multipurpose schools before the end of the present Plan period. It is proposed that the distribution of the schools will be on the basis of one multipurpose school for each district. This will leave a balance of a little less than 200 schools which will be utilised to meet the special requirements or demands from various States. In addition, the
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Central Government have accepted a scheme for the improvement of teaching and equipment in another 1,000 to 1,500 schools during the same period so that roughly 20 per cent of the Secondary schools in the country can be raised to a higher level. The multi-purpose schools will all be Higher Secondary schools and provide various types of courses in Arts, Science, Agriculture, Commerce and Technical studies.
Steps have also been taken to set up a Textbook Research Bureau and a Bureau of Vocational and Educational Guidance. You will agree that improvement in the quality of textbooks is essential if Secondary education is to improve. In view of the proposed diversification of courses, it is quality important to ensure that pupils select their courses according to their aptitude, taste and ability. Immediate steps are, therefore, necessary to organise educational and vocational services, though these need not be of a very elaborate character in the beginning. The Central Bureau of Vocational and Educational Guidance will offer all possible help to the State Governments which may wish to set up their own Bureaux of Vocational and Educational Guidance. I would also suggest for your consideration that each State may set up a Board with the object of surveying employment opportunities in its area and make the necessary information available to all Headmasters of Secondary schools.
You will agree that the key to all educational improvement lies in a better type of teachers. Efforts are being continually made for the better training of teachers and generally improving their professional efficiency. I mentioned to you last year about the All- India Headmasters' Seminar which was held at Simla. Its results were so promising that during the current year eight more Seminars on a regional basis have been organised. In addition, some of the States have organised their own Headmasters' Seminars. I am convinced that these Seminars are one of the most effective types of in-service training and represent one of the best forms of investment in education.
All these measures for increasing the duration of the course, raising the standard, diversifying the syllabus and improving equipment and library services are being pursued in close cooperation between the Central Government and the State Governments. The results will be reported to the Board but I have felt that in view of the urgent need of improving the quality of Secondary education, it would be desirable to set up a smaller body which could meet more frequently and review from time to time the progress made. I am, therefore, contemplating the setting up of a Council of Secondary Education more or less on the lines of the All-India Council for Technical
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Education. The proposed Council will review the progress of Secondary education throughout the country and serve as an expert body to advise the Government about improvement and expansion of Secondary education in all its phases. It will examine and appraise proposals in this behalf submitted to the Central Government and assist in the implementation of approved programmes. It will also maintain a nucleus of specialists in various fields of Secondary education and thus increase through membership of its staff the number of Indian educationists who have had experience in the analysis and solution of problems of Secondary education on an all-India basis.
IV
In the field of University education, I have already reported to you that the University Grants Commission was set up in November 1953. A bill to give it statutory recognition has been introduced in Parliament and is under its consideration. It is a matter of deep regret that we have lost the first Chairman of the Commission, Dr. S. S. Bhatnagar, before the Bill could be passed. In him we have lost one of our most eminent educationists who could have helped to build up the right traditions for the Commission.
In the meantime, you will be glad to hear that certain steps have been taken to improve the salary, of teachers in universities and expand the facilities of higher education in various directions. After the attainment of independence, it became clear that our universities did not have adequate facilities for the study of the language, history and culture of important regions of the world. Some provisions existed for studying the civilisation and culture of Europe, but there were no faculties or departments which gave young Indians the opportunity of acquiring specialised knowledge of the Americas, the Middle East or various zones of Asia. It was at the same time clear that India's increasing participation in international affairs demanded that there must be men and women with specialised knowledge of the language and culture of all important regions of the world. A beginning has now been made by taking steps to establish an institute for the study of Asian languages and culture at the Banaras University, of the culture and languages of the Middle East at Aligarh University and a School of African Studies at Delhi University.