APPENDIX S- SUMMARY OF RECOMMENDATIONS OF THE REPORT OF THE UNIVERSITY EDUCATION COMMISSION
Chapters I and II.-These do not contain specific recommendations.
CHAPTER IIITeaching Staff: University and Colleges.
1. The importance of the teacher and his responsibility be recognised.
2. Conditions in Universities which are suffering from lack of finances and consequent demoralization be greatly improved.
3. There be four classes of teachers, Professers, Readers, Lecturers and Instructors.
4. Each University should have some Research Fellows.
5. Promotions from one category to another be solely on grounds of merit.
6. The scales of salaries for University teachers be:-
Professors .. .. Rs. 900-50-1,350.
Readers .. .. Rs. 600-30-900.
Lecturers .. .. Rs. 300-25-600.
Instructors or Fellows .. .. Rs. 250.
Research Fellows .. .. Rs. 250-25-500.
7. The scales of salaries for affiliated colleges with no postgraduate classes be-
Lecturers. .. Rs. 200-15-320-20-400.
Senior posts .. Rs.400-25-600 (two in each College).
Principals .. Rs. 600-40-800.
For Colleges which have post-graduate classes, the grades be-
Lecturers .. .. Rs. 200-15-320-20-400-25-500.
Senior posts .. .. Rs.500-25-800 (two in each college.
Principals .. .. Rs. 800-40-1,000.
8. Care be taken for the selection of proper. teacher.
9. The proportion of junior posts (Lecturers and Instructors) to senior ones (Professors and Readers) be roughly 2 : 1.
10. The age of retirement be ordinarily 60 but extension be allowed upto 64 in the case of a Professor.
11. Conditions regarding Provident Fund, leave and hours of work be definitely laid down.
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CHAPTER IV
STANDARDS OF TEACHINGS 1. The standard of admission to the University courses should correspond to that of the present Intermediate examination, i.e., after the completion of 12 years of study at a school and an Intermediate college.
2. In each Province a large number of well-equipped and well- staffed Intermediate colleges (with classes IX to XII or VI to XII) be established.
3. In order to divert students to different vocations after 10 to 12 years of schooling, a large number of occupational institutions be opened.
4. Refresher courses be organised by the Universities for High school and Intermediate college teachers.
5. To avoid overcrowding at Universities and colleges, the maximum number in the Arts and Science faculties of a teaching University be fixed at 3,000 and in an affiliated college at 1,500.
6. The number of working days be substantially increased to ensure a minimum of 180 in the year, exclusive of examination days: with three terms, each of about 11 weeks duration.
7. Lectures be carefully planned and supplemented by tutorials, library work and written exercises.
8. There be no prescribed text-books for any courses of study.
9. Attendance at lectures be compulsory for under-graduate students as at present, and that private candidates of only certain categories be allowed to appear for Public Examinations. An experiment should, nowever, be made with evening colleges for working people.
10. Tutorial instruction be developed in all institutions imparting University education in the following manner
(a) students should report to tutors in groups not exceeding 6 in number;
(b) tutorials should be made available to all under- graduates, both pass and honours ;
(c) tutorials should stimulate the mental. development of student and should not become mere coaching for examinations ; (d) if tutorials are to succeed, the teaching start should be improved in quality and quantity.
11. University libraries be greatly improved by
(a) larger annual grants ;
(b) the introduction of the open access system
(c) longer hours of work;
(d) better Organisation ; and
(e) a well-trained staff which should include Reference Assistants.
12. The, laboratories be improved in buildings, fittings equipment, workshops and technicians.
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CHAPTER V
COURSES OF STUDY: ARTS AND SCIENCE 1. Students be admitted to colleges and Universities in the faculties of Arts and Sciences, and to such professional schools as do not require more advanced preparation, after successful completion of twelve years of schooling or its equivalent ; that is, after they have passed the qualifying test which will correspond to the present Intermediate standard.
2. The Masters degree be given to honours students after one year of study- beyond the Bachelor's degree, and to pass students after two years beyond the Bachelor's degree.
3. Both Universities and, Secondary schools begin study of the theory and practice of General Education and undertake preparation of syllabuses and reading matter somewhat after the number outlined in this section; that studies be made by individuals and by educational groups in various fields ; and that literature for general Education courses be developed which will give the student the best possible, acquaintance with and mastery of the contents and methods of thinking and working in each field, and with the relations of related fields- this without requiring more than a fair share of the students' time.
4. Without unnecessary delay the principles and practice of General Education be introduced, so as to correct the extreme specialisation which now is common in our Intermediate and Degree programmes.
5. The relations of General and Special Education be worked out for each field, keeping in mind the general interest of the student as personality and a citizen, and his special occupational interest.
CHAPTER VI
POST-GRADUATE TEACHING AND RESEARCH 1. There should be a uniformity in the regulations for the M.A. and M.Sc. degrees. A pass graduate should study for at least two years and an Honours graduate for at least one year ; teaching for these degrees should be properly organised by means of regular lectures, seminars and laboratory work. The course should include advanced study of one special subject and training methods of research, but not actual research. Admission to these courses should be on an all-India basis at every University. There should be the closest personal touch between the staff and the students.
2. The training for the Ph.D. degree should extend over a period of at least two years. A Ph.D. student should not become a narrow specialist, but his grasp of his subject should be characterised both by breadth and depth. The examination should include a thesis and a viva voce examination to test the candidate's general knowledge of the whole field of the subject. Admission to Ph.D. courses should be made with great care and should be on an all-India basis.
3. Teaching Universities should develop Research Training in as many branches of knowledge as they can, while the affiliating Universities should develop post-graduate and research departments in subject in which they can secure services of scholars of high quality.
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4. There should be a certain number of Research Fellowships in each University for students who have taken the Ph.D. degree and wish to pursue a career of Scholarship and Research. These Fellowships
should be awarded only to those Ph.D. who have shown a high degree of scholarship and competence for research.
5. The D. Litt. and D.Sc. degrees should be awarded on published work of outstanding quality and conspicuous originality.
6. University teachers should give the community punctuality, efficiency and devotion to duty relation to their teaching work, and new ideas and newer methods in relation to their research work.
7. The ample resources available in our country for research in languages and literature, classical and modern, as also in Philosophy, Religion, History and Fine Arts should be properly utilised by scholars.
8. As there is an acute shortage of scientific manpower and as this shortage is at its worst so far as it concerns teachers in science (where it is more qualitative than quantitative), it is desirable to train a large number of scientists in order that we may get a few men of outstanding calibre.
9. The Ministry of Education should institute a large number of scholarships and free places for really good students at the M.Sc. and Ph.D. stages. There should be a suitable machinery for the selection of students for these scholarships and free places, which should function as a body for 'Science Talent Search'.
10. The teaching personnel of the scientific departments of Universities should be strengthened by the creation of additional professorships, readerships and lecturerships. In selecting the personnel, emphasis should be on quality rather than on numbers.
11. Fundamental research should be the primary concern of the Universities, and Universities should not be precluded from taking up special applied problems concerning their own regions.
12. Generous capital and maintenance grants should be made to the scientific departments of Universities to anable them to extend and consolidate their postgraduate and research facilities, as has been done in Great Britain where the maintenance grants have recently been trebled.
13. In order to make up the serious deficiency in Biological teaching and research in our Universities, we should have five Marine Biological Stations. The scope of the Central Fisheries Station at Mandapam should be enlarged so that it can function as a Marine Biological station in the largest sense. Further the Universities of Bombay, Andhra Madras and Travancore should be given capital and maintenance grants to conduct teaching and reasearch in Marine Biology more effectively,as well as to cater for the needs of inland Universities. All these five stations should organise six to eight weeks, course in systematic Marine Zoology to start with, and then add course in Comparative Physiology. They should also maintain supply departments for the supply of Marine Biological material to inland Universities.
14. Greater facilities should be provided for study and research it border-line sciences, like Biochemistry, Biophysics, Geochemistry, Geophysics, etc.
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CHAPTER VII
PROFESSIONAL EDUCATION.
A.-Agriculture. 1. Agricultural Education be recognised as a major national issue.
2. Since in a democratic country sound agricultural policy must rest on the understanding and participation of those engaged in Agriculture, the study of Agriculture in Primary, Secondary and Higher Education be given high priority in national economic planning.
3. So far as is feasible, Agricultural Education, Agricultural Research, and the formulation of Agricultural policy, shall be in the hands of persons and groups or associations of persons, who by intimate association, participation and experience have first hand, penetrating knowledge of Agricultural life.
4. So far as is feasible, Agricultural Education be given a rural setting, so that it shall include direct participation in and experience with Agricultural life and practice.
5. Present Agricultural colleges be strengthened in equipment and in teaching staff, and that each one, in addition to a programme
of well proportioned general and Agricultural Education, endeavour to find some phase of Agricultural practice, or some related interest such as Agricultural credit or Agricultural co-operative, in which it shall undertake to achieve mastery.
6. New Agricultural colleges, where possible, be associated with new Rural Universities so that Agricutural Education may be supported and enriched by contact with other fields, and by common use of personnel and equipment; and that each such new Agricultural college also explore for some phase of Agriculture or related interest, often particularly related to its locality, in which it will strive to become an outstanding authority.
7. A widespread series of experimental farms be developed by the Central and Provincial governments as resources and adequately trained men become available ; these experiment stations to represent all major types of ,oil,. climate, crops and Topography (The system of experiment stations in the U.S.A. and the Rothamsted Station in England, are good types) ; that as nearly as possible every Basic elementary school, every rural Secondary school and every rural University, should have its own small experimental farm, so that the spirit of research and experiment shall pervade all rural life, and. that where practicable every experiment station or experiment farm be located in association with a school or college where students on work and study programmes may provide labour, while becoming acquainted with experimental and research methods.
8. The existing Agricultural Research laboratories be supported and expanded to the full extent that the quality of their work justifies.
9. New post-university research centres be established as University research centres.
10. The Indian Council of Agricultural Research continue to be supported and developed as a clearing house 'and coordinating agency for all advanced agricultural research centres, as a source of publications, and as a source for publicizing the valuable results of research by visual education. radio, bulletins, library loans, micro- film service, and by other means.
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11. An Institute of Agricultural Policy be established probably under the Council of Agricultural Research, for research and study to- wards the clarification of over-all, long-time agricultural policy for India, in accord with the fundamental aims of the Indian Constitution, and that consideration be given to the feasibility of assembling an international staff of qualified men for that purpose.
12. An Agricultural Education and Research panel, attached to the University Grants Commission, along the lines proposed in this report for Engineering Education and Research, be established for apportioning available resources for Agricultural Education and Research.
13. The University Grants Commission, in association with the Indian Council of Agricultural research make an inquiry into the merits of public policy involved in the levy of cess taxes on specific commodities, such as cotton, sugar, jute, lac, and cocoanuts, as a source of research and educational funds; as compared with the policy of block grants from public appropriations, to be apportioned by the University Grants Commission.
14. Since Fisheries, like Agriculture, deal with food and fertiliser supply, and since they have been historically associated with Agriculture in administration, a careful inquiry be made as to the wisdom of rapidly developed and far-ranging research on ocean resources as a possible means for rapidly and greatly adding to the nation's food and fertiliser supply.
B.-Commerce. 1. During the period of his study at the University, a Commerce student should be given opportunities for practical work in three of four different kinds of firms.
2. After graduation some of them be advised to specialise in a particular profession like Accountancy and receive the requisite practical training.
3. The training for the Master's Degree in Commerce be less bookish and confined to a comparatively small number.
C.-Education 1. The courses be remodelled and more time given to school practice and more weight given to practice in assessing the students' performances.
2. Suitable schools be used for practical training.
3. Students be encouraged to fall in with the current practice of a school and make the best of it.
4. The bulk of a staff of the training college be recruited firm people who have first hand experience of school teaching.
5. The courses on the theory of education be flexible and adaptable to local circumstances.
6. Students be encouraged to proceed to the Master's Degree only after some years of experience of teaching.
7. Original work by Professors and Lecturers be planned on an all India basis.
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D.-Engineering and Technology 1. The existing Engineering and Technological Institutes of the country, whatever be their origin or method of administration, should be regarded as national assets, and steps should be taken to improve their usefulness according to the recommendations of the Advisory Panel of Engineers and Technologists to be set up.