39
will show the strength of pupils of various minority linguistic groups and inter-school adjustments could be made for admission of such students.
(2) Affiliation of Schools and Colleges using minority Languages
to Universities or Boards outside the State The State Government have not received any demand from schools/colleges using minority languages for permission to affiliate them with the universities or boards outside the State. This has reference to the Committee's Preliminary Reports.
(3) Daily talk In Educational Institutions by the Head of
Institution or senior teachers A committee was appointed to prepare a book containing 50 excerpts from the lives and speeches of well known personalities ancient and modern, which may serve as a guide to the. teachers. Further necessary action will be taken in the matter as soon as the committee submits its report.
(4) Mass singing of the National Anthem Necessary instructions have been issued to all educational institutions and information in this regard has already been sent to the Central Government.
(5) Teaching of Social studies and languages A committee was appointed by the State Government to prepare handbooks for the teaching of social studies and languages in primary and middle schools, with a view to fostering national unity. The committee has submitted its report which is at present under examination.
The remaining recommendations of the Emotional Integration Committee are at present under consideration of the State Government and a final reply in respect of these recommendations will be sent as soon as final decisions are taken.
(These comments are on the Preliminary Report of the Committee.)
MYSORE
GENERAL AND MAJOR POLICY DECISIONS The State Government have no specific remarks on most of the recommendations of the Emotional Integration Committee except the following:
The State Government agrees that there should be uniformity in the educational policies based on discussion with various states and on the advice of Statutory Bodies, like University Grants Commission etc. This should be done by pursuasion and, in most cases, there will be no difficulty in implementing such agreed policies. 13.1* to 13.3
The State Government is of the definite opinion that no Constitutional changes are called for at the present time.
*These numbers relate to the various recommendations of the Emotional Integration Committee given in Chapter XIII of its Report.
40
13.4 We agree to have a common pattern go far as the
duration. of courses, standards of attainments at the
terminal stages and regarding closing of school terms
are concerned. As regards some of the books, such as,
geography, history, literature, there is bound to be
some variety.
13.7 The State Government agrees with the recommendations.
It is, 13.8 however, suggested that there may be
junior colleges catering to the needs of students who
have passed the secondary stage of education. The
junior colleges may award diplomas at the end of two
year period which would be a terminal course itself.
The students coming out successful from these
institutions should be eligible for appointment at all
stages of Government service, except for the higher
posts, since they would have had professional training
in subjects like accountancy, typewriting,
correspondence, etc., and they may be preferred to
graduates. This will also help in eliminating
overcrowding in the colleges and preventing the
deterioration in the standards of university education.
It is felt that preparatory courses for students
proceeding to colleges should form part of the regular
colleges.
LANGUAGE AND SCRIPT
13.21 The State Government is of the definite view that
English should be taught, as a compulsory subject at the
primary and secondary stages. It should not be given
the optional status at these stages. At present,
English is taught compulsorily from the 5th standard
and onwards in primary schools and this State is
contemplating the introduction of English as a
compulsory subject from the 3rd standard as is done in
the neighbouring Southern States. The Madras Government
is at present engaged in the preparation of a syllabus
for the first 6 years of English,and the representatives
of the other Southern States have been requested to
serve on the syllabus committee for finalising the
syllabus with a view to adopting the same as a common
syllabus for the four Southern States.
SCHOOL EDUCATION
13.27 Basic education is good in principle provided the
trained teachers, equipment and other facilities are
available. The progress of basic education would
essentially depend upon the two factors.
UNIVERSITY EDUCATION
13.79 We agree, subject to reciprocity from other universities
in other states.
13.85 This is agreed to in principle subject to availabilities
of finances for the purpose.
41
The process of change-over from English medium
to regional medium has to be carried out with great
circumspection as standards of teaching and links between
the universities and states cannot be allowed to suffer. In
the light of this, it is necessary as already pointed out
that the study of English has to be continued and the study
of Hindi encouraged. Particularly in the case of science
and technology, change-over from English to regional media
cannot be vizualised in the present context. Even in the
case of humanities, a very slow and guarded approach is
desirable.
13.87
to
13.92
YOUTH PROGRAMMES
This proposal bristles with many practical
difficulties in addition to. delaying the production of
doctors and engineers by one year when they are so urgently
required by the country. The scheme may be spread over 3 or
4 summer vacations.
13.105
TEACHERS
Agreed, subject to availability of funds. 13.133
No objection. 13.134
Agreed, subject to availability of funds. 13.137
Agreed, subject to availability of funds. 13.138
Agreed, subject to availability of funds. 13.139
In the present state of financial stringency, it can
not be agreed to.
13.140
Agreed to. Incidentally, the Mysore Government have
agreed in principle to the introduction of Triple Benefit
scheme in the model adopted by Madras Government and the
orders are expected to issue very soon.
13.141
It would be practicable to consider once again whether
the system of calling for applications should continue.
13.142
No objection to enable the teachers to serve on
Committees. But the status of teachers accorded to them by
the public will have to be essentially on the basis of
their. academic work and only secondarily in relation to the
role played by them in the service of the community at
large.
13.143
This may be tried on an experimental basis in a few
selected training schools.
13.148
Agreed, subject to availability of funds.
Agreed. In Mysore State the qualifications for women
teachers have in fact been relaxed.
13.158
Agreed, subject to availability of funds.
42
CURRICULUM
13.163 Even holding of talks (open to all) on the teaching of
various religions may create complications in practice.
Therefore, this aspect may be entirely left to the
discretion of parents.
13.169 Agreed, subject to availability of funds.
TEXTBOOKS AND OTHER READING MATERIALS
13.177 Agreed, subject to availability of funds.
13.178 Only regional committees should be appointed but all
India aspect should also be indicated.
13.182 Agreed, subject to the condition that the
representatives of all States are on the Bureau.
13.183 Agreed, subject to the proviso that the proposed Bureau
would not be the sole authority but it should be only a
recommendatory authority.
13.194 Agreed. Individuals also should be encouraged.
13.195 Children's literature has to be produced primarily in
the regional languages as children belonging. to that
age group will not have adequate grasp of link languages
viz., English and Hindi.
13.205 Agreed, provided funds are available.
13.208
to Agreed, subject to availability of funds.
13.210
PUNJAB
GENERAL AND MAJOR POLICY DECISIONS
*13.1-13.4 The State Government recognise that co-ordination
between the Centre and the States is absolutely
essential for evolving a national policy in education,
but feel that the proposed transfer of `Education' to
the Concurrent Legislative list is not necessary to
achieve this end. Even at present the educational
policy of this State is in alignment with that laid down
by the Government of India in various Five Year Plans.
In fact, the financial assistance which the Centre gives
to the State for the execution of Plans is in itself an
effective and sufficient instrument for bringing about
coordination, and conformity on the part of the State to
the national policy on education. At the utmost, the
Centre could lay down more strict conditions regarding
utilisation of assistance in regard to educational
schemes of national importance. Therefore, the
constitutional position as prevalent now could very
conveniently and eminently continue.
*These numbers relate to the various recommendations of the
Emotional Integration Committee given in Chapter XIII of its Report.
43
In regard to these recommendations, para 3 of the
covering letter may also be seen. (copy of relevant para may
be seen at page 48-49.)
13.5-13.8
These recommendations though laudable, will involve
very heavy expenditure and require a very large number of
teachers with post-graduate qualifications. A possible
compromise would be that the higher secondary should be made
a 12 year course and the degree course should be reduced to
2 years as against the existing 3 years. The higher
secondary course again should be bifurcated, into two-
separate compartments to be called; higher secondary part I
and higher secondary part II. Both courses could be made
terminal courses. For instance, students at the end of the
part I course could straightaway join J.B.T. institutions,
take office assignments or join a polytechnic. Similarly,
at the end of the part II course students could straightaway
join higher technical courses like engineering, medical,
agriculture etc. Only those schools should be allowed to
have higher secondary part II which are fully equiped with
science equipment, furniture, buildings etc. and have a
properly qualified staff. The remaining schools could be
allowed to continue with higher secondary part I course
only.
In this connection, it may be mentioned that the Punjab
university has recently decided to revise the curriculum of
the higher secondary with a view to ensure that the
scholastic attainment of students at the end of 10th class
of the higher secondary is, more or less, equivalent to the
attainment of students doing matriculation. This decision
of the university has prepared the ground for the adoption
of the higher secondary courses as recommended by the
Committee or some modified form thereof.
13.12
In the centrally sponsored National Loan Scholarship
Scheme this State has been recently allocated 846
scholarships for post-matriculation, 178 for intermediate
and 82 for graduate stage. There is, however, a further
scope for such scholarships particularly, for poor brilliant
students regardless of whether they belong to the backward
class or not.
13.13
In the first two years of the current Plan the State
Government provided facilities for the training of
teachers, in the methods of handling mentally handicapped
children. Due to the lack of adequate finances it has not
been possible to start separate schools for this category
of children.
This recommendation is separately under consideration
of the State Government.
13.14
Under the Official Languages Act, 1960 in force in the
State "Hindi" means Hindi in Devnagri script. It is, there-
fore, not possible to allow the use of the Roman script for
Hindi in this State. No difficulty has been experienced in
13.16
to
13.20
44
the use of Devnagri script for Hindi all these years.
Moreover, the Roman script is not phonatic and learning
Hindi through the Roman script would only lead to
confusion. The international numerals are, however,
already being used in school textbooks.
LANGUAGE AND SCRIPT
13.21 Under the linguistic arrangements flowing from the
Regional to Formula, both Hindi and Punjabi are taught
compulsorily at the 13.23 primary and secondary stage.
The study of English has been made compulsory from the
VI class onwards. Thus three languages are taught
compulsorily at the secondary stage.
With a view to see that English is taught
effectively in the State even at the school level, the
State Government appointed a Committee to assess the
defects in the existing arrangements and to make
recommendations for the improvement of teaching in this
language. One of the recommendations of this Committee
for the opening of an English Language Teaching
Institute has been accepted and the Institute is to be
started from the 1st of June, 1963, in collaboration
with the British Council authorities. The other
recommendations of the Committee are still under
consideration.
13.24 The State Government have already taken steps to
adequately protect the rights of minorities in the
implementation of their Language policy.
13.24 Urdu is the only minority language in the State
which is included in Schedule VIII of the Constitution
of India. It has been decided by the State Government
that Urdu should be the medium of instruction for
primary as well as secondary education for pupils whose
mother tongue is this language. Arrangements will be
made for instruction in Urdu at the primary stage if
there are not less than forty pupils in the whole school
wishing to be instructed in Urdu or ten such pupils in
each class, and at the secondary stage if one third of
the total number of pupils in a school request for
instruction in this language. At both these stages, Urdu
will be taught in addition to the regional language
(Hindi or Punjabi).
SCHOOL EDUCATION
13.26 Under the Child Welfare Schemes of the State there
is a provision for giving grants to Panchayats for
providing play grounds and stadia for children in the
age-group 6-12 years and for organising play centres for
the lower age-groups. At present only one project has
been set up under this scheme and the aim in view is to
set up four more such projects by the end of the current
Plan.
13.27 The principles and objectives referred to in this
recom-mendation are already kept in mind in this State
while planning courses and teaching methods for primary
schools.