2. Number of Engineering schools of different grades be increased particularly for training of grades 4 and 5 (foremen, craftsmen, draftsmen, overseers etc.).
3. Engineering schools cover a larger number of fields and branches of Engineering to meet the increasingly varied needs of the country. If there is unemployment among competent engineers it is because too many are trained in some phases of Engineering and too few in others.
4. Engineering courses of study include general education and basic physical and Engineering sciences, probably fewer applied courses, and toward the end of the course specialisation in some specific field. The first year or more of each course should in general be common to all branches of Engineering.
5. As effective Engineering Education requires works practice along with academic study, this be secured as, work during vacations or as postgraduate works training, or as practicipation in work and study programme during the under-graduate years.
6. Wherever possible, the existing Engineering and Technological colleges be upgraded for postgraduate training and research in selected subjects. This requires a class of teachers with different up-bringing habits, and service conditions than the present staffs hence it may not always be possible to upgrade the present institutes.
7. Steps be taken to start without delay the Higher Technological institutes as recommended by the High Technological Education Committee, for training much needed engineer-scientists and design and development engineers.
8. Inquiries be made of possibilities for training for graduate engineers and engineer scientists as employees in American industries and other institutions, so that practical 'know how' may be quickly secured for India's industries.
9. In establishing new Engineering colleges or institutes there be fresh, critical inquiry as to the types of Engineering service needed in India. Uncritical repetition and imitation of existing institutions here and abroad should be avoided. Especially consideration should be given to training which will prepare students to become competent and self-reliant, who will have the initiative and courage to start new industries, even if oil a very small scale, to the end that there shall be many sources of initiative and responsibility in India, and that a top heavy economic bureaucracy may not be necessary.
10. Engineering colleges be not controlled or dominated in their administration by Ministries or other Government Departments. They should be closely associated with Universities, and appointments should be made in the manner indicated elsewhere in this report; or if made by the Engineering Department or college, with the approval and active practicipation of the University administration, where the relationship makes that desirable.
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11. Faculties of Engineering be called 'Faculties of Engineering and Technology' and should include teachers representing different branches of Engineering Technology, a few scientists, teachers of Humanities and Commerce, and a number of practising engineers and technologists.
12. The proposed Central Universities Grants Commission be helped by a Standing Advisory Panel for Engineering and Technology, as the fulfilment of the programme of Engineering and Technical Education, as visualised by us, will require large grants from the Centre.
E -Law 1. Our Law Colleges be thoroughly re-organised.
2. The staff of the Law Faculties be recruited and controlled by the Universities in a fashion similar to Arts and Science Faculties.
3. A three-year degree course in pre-legal and general studies be required for admission to Law courses.
4. A three-year degree be offered in special legal subjects, the last year to be given over largely to practical work, such as apprenticeship in advocates' chambers.
The staff shall be whole-time and part-time. The whole-time staff should teach largely in the fields of fundamental subjects and the part-time staff more largely in the fields of practical application and procedures. Part-time staff members should be recruited on a contract basis and paid only if full services are performed.
6. Law classes be scheduled only during the regular hours of teaching.
7. Students pursuing degree courses in Law shall not be permitted to carry other degree courses simultaneously except in a few instances where advanced students have proved their interest and are studying related subjects in Law and some other fields.
8. Opportunities for research be available in every Law Faculty, particularly in Constitutional Law, International Law, Administrative Law, Jurisprudence and our systems of Hindu and Muslim Law.
9. Progress tests be introduced and examinations be by compart- ments both time and subject-wise.
F-Medicine 1. The maximum number of admissions to a medical college be 100, provided the staff and equipment for that number are available.
2. All the departments of study which require hospital facilities be located in a single campus.
3. There be 10 beds per student admitted to a college.
4. Training in a rural centre be required both in the undergraduate and graduate stages.
5. Post-graduate training be offered in certain colleges taking into account the personnel and the equipment essential for the purpose.
6. Public Health Engineering and Nursing be given greater im- portance.
7. Facilities for research in indigenous systems be proved.
8. History of Medicine with special reference to Indian systems be taught in the first degree course in Medicine.
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G.-NEW PROFESSIONS
1. Business Administration There should be planning for Professional Business Education and information should be obtained about the best practices in this field in other countries particularly from Indian students who have taken training abroad in the study.
Students of Business education should, through an alternating programme of work and study or through vacations, gain first hand ex- perience.
2. Public Administration The Central Government should consider, the establishment of an institute for research in Public Administration and Government.
The Central Government should encourage the establishment of courses of departments of Public Administration in a number of Univer- sities.
3. Industrial Relations The course in education for human relations in industry should include :
(i) an Under-graduate Programme which will train people who will go into business and industry and Government as line managers (supervisors, foremen etc. directly engaged in carrying on the business industry or other activities. The training should-
(a) include basic engineering training, including Mathematics, Physical Science, Engineering fundamentals.
(b) Basic training in business management including Elementary Economics, Accounting, Production methods, Business organisation.
(c) Human Relations:
(ii) Post graduate Training for professional personnel administrators: The training should include Production management,Personnel Administration,Research Methodology in the Social Sciences, Training Methodology, Internship and Thesis.
Courses for the degrees of M.Sc. in Labour Relations and for the
Ph.D. would be desirable if ably conducted. The fields to be covered by courses are indicated in the Report.
CHAPTER VIII
RELIGIOUS EDUCATION
Recommendations 1. All educational institutions should start work with a few minutes for silent meditation.
2. In the first year of the Degree course lives of the great religious leaders like Gautama the Budha, Confucius, Zoroaster, Socrates, Jesus, Samkara, Ramanuja, Madhva, Mohammad, Kabir, Nanak, Gandhi should be taught.
3. In the second year some selections of a universalist, character from the Scriptures of the world should be studied.
4. In the third year, the central problems of the philosophy of religion should be considered.
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CHAPTER IX
MEDIUM OF INSTRUCTION
Recommendations 1. The Federal Language should be developed through the assimilation of words from various sources and the retention of words
which have already entered into Indian languages from different sources, thereby, avoiding the dangers of exclusiveness.
2. International Technical and Scientific Terminology be adopted, the borrowed words be properly assimilated, their pronounciation be adapted to the phonetic system of the Indian language and their spelling fixed in accordance with the sound symbols of Indian scripts.
3. For the Medium of Instruction for Higher Education English should be replaced as early as practicable by an Indian language which cannot be Sanskrit on account of vital difficulties.
4. (i) Pupils at the Higher Secondary and University stages should be made conversant with three languages. The Regional language, the Federal language and English (the last one in order to acquire the ability to read books in English).
(ii) Higher Education should be imparted through the instrumen- tality of Regional language with the option to use the Federal Language as the medium of instruction either for some subjects or for all subjects.
5. For the Federal language one script, Devanagari, should be em- ployed and some of its defects be removed.
6. Immediate steps should be taken for developing the Federal and Regional languages :
(i) A Board consisting of scientists and linguists be appointed to prepare a scientific vocabulary of words which will be common to all Indian languages and also to arrange for the preparation of books in different sciences to be rendered into all Indian languages
(ii) Provincial Governments should be required to take steps to introduce the teaching of the Federal language in all classes of Higher Secondary Schools, in Degree Colleges, and in Universities.
7. English be studied in High Schools and in the Universities in order that we may keep in touch with the living stream of ever-growing knowledge.
CHAPTER X
EXAMINATIONS
Recommendations
(i)Regarding Objective Examinations 1. A thorough study of the scientific methods of educational testing and appraisal should be undertaken by the Ministry of Education, and at the Universities with a view to applying the results of this study in Indian educational practice.
2. The Ministry of Education should have one or two experts who are skilled in the preparation and use of objective tests and who understand the underlying procedures and principles, preferably persons who have a Doctor's degree in this field. This would provide an agency for centrally organised research of testing procedures and a place where local
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results in Universities might be Pooled, and from which advice and assistance could be sought by the Universities.
3. Each University should have a permanent full time Board of Examiners with a small staff of assistants who can do clerical and routine work. All the members of the Board, which need not exceed three in number, should have at least five years' teaching experience and at least one should be a highly expert person in the field of testing and statistics.
4. The two chief functions of the Board of Examiners would be:-
(a) Advising the University or college instructional staff concerning techniques in devising and constructing objective tests for their class examinations and providing criteria and material for the periodic revision of the curriculum.
(b) Making periodic and thorough inspections by use of progress tests in affiliated colleges, which should be required to maintain certain academic standards in addition to the quantitative criteria now required for
affiliation.
5. A battery of psychological achievement tests should be developed for use with Higher Secondary school students for the final test at the end of twelve years of schooling. This will together with other relevant information, serve the purpose of an admission examination to the first degree course at the University. The American Council on Education Co-operative Psychological and General Achievement Tests would serve as a model from which to build a satisfactory basis of selection of Indian students.
6. A set of objective progress tests for guidance and for evaluating class-room progress should also be developed.immediately.
7. For purposes of admission to college and university, the tests should be accompanied with much additional information and interviews with students when conditions make this possible.
(ii) Recommendations for the correction of evils now existing in
the examination system. 1. A University degree should not be required for government administrative service. Special State examinations for recruitment to the various services should be organised and should be open to whosoever cares to take them. That this may not unduly add to the word of the Service Commissions, a small deposit may be prescribed for the privilege of taking the examination, and candidates satisfying a certain minimum standard of achievement may be entitled to a refund.
2. One third of the marks allotted to each subject be reserved for work done during the course of instruction and that this should be adopted forthwith in the teaching Universities for the B.A. and B.Sc., M.A. and M.Sc. examinations. The affiliating Universities should also take immediate steps to evolve a method of more or less uniform marking for this internal award at the affiliated colleges. An effective machinery for the supervision and inspection of affiliated colleges to insure uniformity of standards should be devised. In post-graduate courses, term papers should be required as a part of this course credit. The progress tests which have been recommended above will be of great use in this connection.
3. Section of the three years degrees course which are more or less self-contained can be made the subject of periodical examinations spread over the three year's duration. A scheme of such self- contained units of
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work should be prepared by each University and the student should be required to pass in all the units before getting the degree. Examination should as far as possible be given in compartments, subject-wise and time-wise.
4. Examiners should be selected with great care. No one should serve as an examiner in a subject which he has not taught for at least five years.
Three years should be the limit of continuous service as an external examiner for the first degree examination. After a break of three years, service may be permitted again.
5. Every examining authority should have a careful study made of the work done in other countries to discover methods of minimising the outstanding defect of the essay-type examination, the subjectivity of marking ; and should take all necessary precautions to see that marking is done under closely controlled conditions.
6. The standards for success at the examination should, as far as possible, be uniform in the various universities and should be raised. A candidate should get 70 per cent. or more marks to secure a first class, 55 to 69 per cent. for a second and at least 40 per cent. for a third. The students will be arranged in alphabetical order in each of the three classes.
7. In view of the other recommendations especially the one requiring due regard being paid to work during the course, the system of awarding grace-marks be abolished for the first degree and all higher examinations.
8. Viva-Voce examinations should be employed only for post- graduate and professional degrees. They- should be designed, however, to test the candidate's competence in the fundamentals of the field of study to which the problem of his research belongs.
CHAPTER XXI