CABE, 19TH MEETING, 1952

You will see from the report which was submitted to the outgoing Parliament (a copy of which is included among your papers) that activities in other fields of education have also maintained a steady development. I can refer here only to a few of such activities.

In the field of education of the handicapped, as a result of almost ten years' work, a Bharati Braille has been evolved for use throughout the country. A National Centre for the Blind has been set up at Dehra Dun, and we are trying to enlist the assistance of U.N.O. to develop it into an international Centre.

Steps. have been taken to encourage the use of various forms of Audiovisual aids on an increasing scale for purposes of education. A conference was held last year with an expert from UNESCO for planing out a coordinated programme of Audi-Visual Education for the country as a whole. Many of the State Governments sent

their representatives and a comprehensive programme of development is under preparation.

Another interesting development during the period under review has been the institution of a system of cultural scholarships for helping students from different Asian and African countries to study in India. We felt that just as we were sending our students to Europe and America for studies in fields for which facilities do not exist in India, we should, in our turn, offer facilities to students of areas which lack in the facilities that we possess. The scheme also covers persons of Indian origin who have settled in these areas or in British colonies in different parts of the world. A beginning was made with 50 scholarships a year about three years ago. As a result of the success of the scheme, we are planning to increase the number to 100 scholarships a year from the coming financial year.

I must also refer to the expansion in facilities for the edu- cation of students from the Scheduled Castes, Scheduled Tribes and Backward Classes. You will remmeber that till 1948-49, only about Rs. 3,50,000 were being spent for the purpose. The scheme has, expanded rapidly. I am happy to. inform you that about Rs. 15 lakhs were spent during 1951-52 on scholarships to such students. We propose to expand the scheme further, and a provision of Rs. 17-1/22 lakhs has been made in next year's budget. We realize that even this is not adequate but I am sure that you will agree that to raise the figure from Rs. 3,50,000 to Rs. 17-1/2 lakhs in. the course of three years is not an inconsiderable achievement and is an earnest of the Government's solicitude for the welfare of these classes'. I can also assure you that we intend to add to the amount at the earliest possible opportunity.

The last five years have also seen considerable increase in our international contacts in various fields. India is one of the Founder-Members of UNESCO and has taken an increasingly large share in its manifold activities. The first UNESCO Seminar in Asia on Rural Adult Education was held in India during 1949. The First Asian Youth Welfare Seminar was also held here in 1951 in cooperation with the Technical Assistance Administration of the United Nations. We also had in December last the UNESCO Symposium on " The Concept -of Man and The Philosophy of Education in East and West " in which leading thinkers from various countries of the world participated.

Another important scheme which may be Mentioned here, is the launching of a systematic and coordinated five-year plan for the development and propagation of Hindi. You will remember that a Conference of all University Vice-Chancellors was convened in 1948 to discuss the question 'of change in the medium of instruction

at the university stage. On the recommendation of that Conference and also as a result of consultations with other expert bodies, the Government decided that the transition from English to an Indian 'language or languages should be spread over a period of years. To promote the objective, a Board of Scientific Terminology in Hindi has been set up with distinguished personnel for the preparation of a Dictionary of basic scientific, administrative and other technical terms. Ten expert special committees in the various fields of science as well as a Committee of Philologists have also been set up for early execution of these plans. To give secretarial and other assistance to these committees a new Hindi Section has been created in the Ministry. On the non-official level, a central organisation called the Hindi Shiksha Samiti, has been set up to advise the Ministry on matters relating to propagation and development of Hindi, expecially in the non-Hindi speaking areas.

I have given you a very brief survey of the developments that have taken place in the last five years. This can, however, be best measured if we look at the progressive increase in the funds allotted to Education in our Central and State Budgets. 1947-48 was the Partition year. Figures for that year are not complete or fully reliable. But in 1946-47, i.e. the year immediately preceding Partition, all the present 'A' States and the then Centrally Ad- ministered Areas together did not spend even Rs. 20.5 crores for Education from Government funds. The Central budget for the year was considerably less than Rs. 2 crores. As opposed to this, the Budget for 1951-52 for the 'A' States and the same Centrally Administered Areas amounts to about Rs. 47 crores. The Budget of the Ministry of Education has also been raised to about six crores and we are planning for further expansion in the future.

I must not, however, tire your patience by going into details about the various other activities of the Ministry during this period. Even the brief survey I have made will indicate to you that in spite of serious handicaps, progress has been maintained in all departments. While we can take legitimate pride in what has been done in the face of tremendous difficulties, no one is more conscious than myself of the fact that much yet remains to be done. I will not claim that the edifice of our system of national education has been built but I will claim that with due regard to the limitations set by the financial and other difficulties that we have had to face, the work that has already been accomplished is not inconsiderable and compares quite favourably with what was being done before 1947.

Our resources, both material and human, are limited. If therefore we are to use them to the best possible advantage, we must have a clear picture in our mind of our order of priorities. In framing a national plan, we must therefore allot to Education the important position which it deserves. I consider that planning

education on a national scale is perhaps even more important than national planning in economic and industrial development. Economic and industrial development creates material goods. These can be used by people in different parts whatever be their source or origin. Education, on the other hand, trains the citizens, and if this training fails to inculcate the right attitudes and ideals or encourages fissiparous tendencies, the security and welfare of the community is at stake. Our reconstruction of national education must therefore aim at creating a unity of purpose among all our nationals and developing in them a common outlook which will transcend and harmonize in an attractive pattern the differences in history, background, language and culture that exist among various sections of the people.

I am happy that a National Planning Commission has been set up to ensure that our material and human resources are put to the best use in the development of the country. Such a Commission can indicate the objectives and prepare the blue-prints but the fulfilment of the programme will depend upon the quality and character of our people. This quality and character can be improved only through a system of creative education in which all individuals are given the opportunity of developing their capacities to the fullest extent. I feel that national planning must therefore aim not merely at the utilisation of our existing resources but at the creation of a new type of mind. We want in India of the future men and women of vision, couurage and honesty of purpose who will be able to play their part worthily in every field of national activity.

This is what makes creative education so important for the future welfare of the nation.. What is needed is not only an expansion in the facilities but also an improvement in the quality of education. This would mean an immense educational effort Which unfortunately we cannot carry out on a nation-wide scale for lack of adequate finances. We must however do all we can to raise the standard of teaching and transform the educational ideology of our institutions at all levels. We can work out pilot projects on these lines in selected areas in each State. The Planning Commission has, in consultation with the Education Ministry, recommended the adoption of such a selective approach through the Organisation of community projects which aim A developing improved methods and techniques in the fields of primary, basic, secondary and teachers education. Well-planned and systematic work on these lines is imperative. Unless the younger generations develop the necessary ability, character and idealism, all the schemes that we are preparing for the progress of the country will remain only paper projects. I am therefore convinced that one of the main tasks before us in the next five years is the development of our education in a way which will give us the citizens we need for creating a better and happier India.

6. The Board then proceeded to the consideration of the business on the Agenda. (Annexure B).

Item I.-The Chairman welcomed new members of the Board and expressed his appreciation of the services rendered by those who have ceased to be members. He referred specially to the outstanding contribution made to the work of the Board by Shri B. G. Kher who was due to retire shortly from the Chief Ministership of the Bombay State.

The names of new and retiring members are given at Annexure `A'.

Item II.-It was recorded that the proceedings of the 18th meeting of the Board held at Trivandrum in January, 1951 had been confirmed by circulation to members.

Item III (a).-(i) The Board considered the report on the progress of the Educational Development Plans of the Government of India and suggested that detailed information regarding research work done in the Central Institute of Education and about the staff and development plans of the Lady Irwin College may be furnished to the members of the Board.

(ii) The Board recommended that special measures may be taken for training the staff of Basic Training colleges in the Central Institute of Education.

(iii) The Board recommended that the Chairman of the Central Advisory Board of Education may nominate a committee of the Board to be in touch with the Planning Commission with regard to the Development Plans.

Item III (b).-(i) The Board discussed the suggestion that State Governments as well as the Centre should give block grants to the Universities for a period of 5 years so that they could plan ahead with confidence. The chairman informed the Board that a University Grants Commission would be set up in the very near future to examine this and allied questions and explained what type, of constitution was contemplated for it.

(ii) The Board noted the progress in respect of development plans of the State Governments and suggested that, in presenting the material regarding the development of educational schemes, the States be requested to make special mention of any variations from general recommendations of the Board and that information should be presented as far as possible in a tabular form.

(iii) The Board recommended that more than one meeting of the Standing Committees may be held during the year to consider, among other things, various development plan, and that necessary steps should be taken by the States to supply the required information promptly to the Ministry.

Item III (c).-The report was noted.

Item III (d).-The Board received the report and recorded its appreciation of the work done by the Central Bureau of Education.

Item III (e).-The Board received the report and noted its contents. It recommended that greater use should be made of the folk dramas, dances, ballad singers, etc., in the development of audio- visual education.

Item III (f).-The report was noted.

Item III (g).-The Board appreciated the fact of the increased grants made in recent years for scholarships to scheduled and backward classes and expressed the hope that even larger allocation of grants will be made in the future for this purpose, particularly Scholarships to backward classes.

Item III (h).-The Board desired more information on the number of scholarships and Fellowships offered under different Technical assistance Programmes and approved the Revised Overseas Scholarships only to teachers of Universities and comparable institutions.

Item III (i).-The report was noted.

Item III (j).-The Board recommended that in view of the limited funds available, the Centre and the State Governments should try to utilise to a larger extent the services of non-official and voluntary agencies for providing education to different types of handicapped children.

Item III (k).-The Board received the report and noted its contents. They expressed the view that while some new members may be included in each delegation to the General Assembly of UNESCO, there should always be a certain proportion of old members so as to give continuity to the work of the delegation.

Item III (l).-The Board received the resort and noted its contents.

Item III (m).-The Board received the report and noted its contents.

Item III (n).-The Board received the report and noted its contents.

Item III (o).-The Board received the report and noted its contents-

Item III (p).-The Board received the report and noted with satisfaction the work done for the rehabilitation of students and teachers displaced from Pakistan. It, however, expressed its concern at the sudden withdrawal of the grants that were being given to educational Institutions by the Rehabilitation Ministry and re commended that Government should consider steps to make alte-

native arrangements for giving financial aid to them till such time as the State Governments are progressively able to meet the expenditure involved. The Board also drew the attention of the Government to the following points:-

(a) need for temporary modification of the rules of retirement of teachers employed by local and private bodies in view of the exceptional circumstances created by the Partition,

(b) recovery of dues to university teachers by the Punjab University for paper setting, examining and other similar work,

Item IV (a).-The Board received reports from the Government of India and State Governments regarding action taken on the recommendations of the Board at their 18th meeting.

(i) With regard to the recommendation 11 (a) para. (b), the Board noted the action taken and recorded its appreciation of what the Central and State Governments are doing to help the cause of the backward students. They however desired fuller information regarding facilities that are provided for Scheduled Castes, Scheduled Tribes and Backward Classes separately by different States. This schedule should be in accordance with the schedules mentioned in the Indian Constitution.

(ii) The Board expressed the view that the progress of Basic Education needs to be accelerated.

(iii) With regard to the recommendation of the Board on Item XIV about the appointment of a Committee by the Government of India to enquire into the experiments that are being carried on throughout India in rural education at the collegiate stage, the Board recommended that this Committee should also consider the question of suggesting changes in the syllabus and curricula of the existing Universities in such a way as to meet the requirements of both rural and urban students and make facilities for higher education available to both types of students on equal terms.

(iv) The Board considered the recommendation on Item XV and noted the action taken. The Board expressed the opinion that Basic Education centres should also be utilised for training Social Education workers.

Item IV (b).-The Board recorded the action taken on the re- commendation of the Central Advisory Board of Education made at the 13th meeting held in 1947 and recommended that the attention

of the States should be devoted primarily to the development of Aero- model clubs in schools.

Item V (a).-The Board received the report and noted its contents. It emphasised the need for opening annual training camps to, train scout leaders including guides. It also stressed the need for starting olympic organisations for the promotion of athletic activities.

The Board also recommended the opening of youth hostels and providing travel and other facilities for students and advised that special attention should be paid to the needs of children leaving school at the age of 12 and suitable organisations set up for their educational and other needs.

Item V (b).-The Board received the report of the Committee and expressed the view that the element of Craft Work in Basic Education is of such educational importance and value that, even if no economic considerations were involved, it is necessary to replace ordinary primary education by Basic Education in a planned manner. In carrying out this programme, special attention of the State Governments should be drawn to the fact that a system of education cannot be considered as Basic Education in the real sense unless-

(a) it provides an integrated course including both the junior and the senior stages ; and

(b) it places adequate emphasis on Craft Work in both its educational and productive aspects.

Item V (C).-The Board received the report of the Committee on the curricula of Basic Schools and approved the syllabus together with the modifications suggested in the third meeting of the Committee.

Item V (d).-The Board considered the report of the Committee on the production of Social Education literature. It approved the recommendations of the Committee and expressed the view that the Social Education pamphlets in Hindi sponsored by the Ministry and published through the Jamia Millia should be given greater publicity than they are receiving at present. Further, the Board' recommended that the Centre may utilize the machinery set up by the State Governments in addition to existing official and non-official agencies for expanding the production of Social Education literature in Hindi.