In normal days this unproductive habit of students would not have mattered so much as the country did not need productive labour on part of students. But during the present emergency when all hands must be used for oars, serious need is felt of employing students for productive labour even while they are at studies. The type of activities to be undertaken by boys and girls, by graduates and under- graduates, by students studying humanities and technology will vary from university to university, from region to region According to local needs. But a time has come when all students, male and female, have to undertake some activity during term time and during vacations which will produce something worthwhile and will serve the general national effort.
13. Pilot production-cum-training centres With a view to (a) encouraging university and college students to consider the avenues of employment other than "white collar" jobs at the end of their higher education and fit them for skilled work, (b) increasing the number of skilled workers so greatly needed by the nation to meet the growing demands of its expanding industries, and (c) providing a means of "earning While learning" at least a part of the funds needed by the more needy students the University Grants Commission, in co-operation with the Ministry of Commerce and Industry, have been considering for some time the feasibility of establishing five "Industrial Estates" or "Pilot Production-cum- Training Centres" attached to five universities having four or five units of small industries selected with reference to the conditions of each university, for example, facilities for developing industries, marketing, etc. Under this scheme, the University Grants Commission would give grants, for buildings on the premises of a university. The Ministry of Commerce and Industry would set up industries where the students will do work. Accordingly, the universities of Allahabad, Jadavpur, Baroda, Osmania and Rajasthan were selected. The scheme has, however, not yet been implemented in these universities due to various reasons.
14. Pilot Project at Roorkee So far as students of technology are concerned a scheme of Production-cum-Training Centre was devised and implemented as a Pilot Project at Roorkee university. A study team of experts consisting of the representatives of the Ministry of Education, Ministry of S.R. and C.A., Ministry of Commerce and Industry and the University Grants Commission visited the Roorkee university to study the Production-cum- Training Centre in operation there. The report of the study team has not yet been finalised.
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15. Productive work in universities In the field of university education it is felt that it would perhaps be better if productive work on the part of students is taken in the field in which the students are studying or working. For example, students of engineering and technology may in addition to their academic studies in the college work in architectural firms (civil engineering), in electrical workshops and power stations, sub- stations etc. (electrical engineering), in radio repairing workshops and Electronic workshops (telecommunication engineering), spinning reading and weaving mills (textile technology) and similar other jobs. These jobs may be tackled during term time and during vacations, students may be attached to big engineering and technological projects under way in various States of India. A number of civil engineering students may be attached to hydraulic dam construction work and other big projects in India.
Students of professional courses such as medicine, teachers training, law could also be employed in worthwhile jobs- the medical students may be required to attend to out-Patients Departments in Medical Hospitals by turn, and during vacations to work in the hospitals and other medical projects in the States. During vacations medical students may be sent to various projects in nearby villages to assist the Health Department and to improve sanitary conditions. Students of agriculture may similarly be required to work in Agricultural Research Projects and various Research Centres set up. So far as the students of humanities and science are concerned, they may be helped to cultivate manual skills by offering facilities to them on the college premises in certain fields. The present hobby workshops functioning in a number of universities may perhaps be able to take care of this population.
16. Women students Regarding female students, a number of Social and Community Development Programmes may be able to absorb quite a big number of such students in various fields. The female students may be able to take care of-
(1) Literacy programme
(2) Health and sanitation programme
(3) Teaching of home crafts-knitting, stiching etc.
(4) Organisation of cultural programmes etc.
17. Conclusion There can be no two opinions on the desirability and importance of introducing in our schools a suitable programme of productive labour. This will have special significance and use if the production is linked up with the needs of our defence effort. If the programme is implemented successfully, it will also give a greater meaning and purpose to education. However, it will not always be wise to ignore the impediments in putting through such a programme on a nationwide basis. Such a programme requires the willing and enthusiastic co- operation of teachers parents and students and also a careful
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planning and Organisation on the part of administrators and educators. The Chinese aggression has luckily provided the necessary psychological conditions in which it should be possible to push through the programme vigorously.
(Ministry of Education)
Several large and small scale industries have been set up in the country and there is a great dearth of skilled artisans in these industrial concerns. Simple matriculates, are adding the number of unemployed persons every year. In case students get training in tech- nology in the higher secondary schools, they will get employment and the demand of the industrial concerns will also be fulfilled.
(Government of Bihar)
A note received from Shri E. W. Aryanayakam on this subject was circulated to the Members of the Board and may be seen in Annexure V at page 119.
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ANNEXURE IV
Shri R. R. Singh, D.O. No. F. 12-3/63 B.4.
Joint Educational Adviser New Delhi,
the March, 1963.
Dear
The recent emergency created by the Chinese aggression-and we may have to remember that it may well continue for quite a long time to come-has necessitated a reappraisal of all our educational programmes and so also of Basic education.
The nation has committed itself to the programme of Basic education. The present emergency which has highlighted the need for increased production in all sectors fully justifies this commitment. In our opinion, Basic education, which was always a sound system of elementary education, suited to the needs and conditions of India, has become even more so in the context of the present emergency and we, therefore, emphasise that there need be no compromise with the earlier decision to convert all elementary schools as early as possible into Basic schools. All that the recent emergency seems to demand in view of the limitation on available resources which it implies is a suitable rephasing of the programme to meet the immediate situation. This can, in our opinion, be done by the adoption of the following policy:
(1) Expediting the orientation programme, so that all elementary schools are orientated to the Basic pattern without delay,
(2) Improving the existing Basic schools in a short range phased programme in such a manner that they would all conform to, at least the minimum criteria determined for such schools. (The minimum condition for the conversion of an ordinary school into Basic school as worked out by the National Board of Basic Education are enclosed) ;
(3) Establishing a good centre for Basic education consisting of a training institution and a few Basic schools connected with it in each district ; and
(4) Increasing the number of Basic schools by at least 5 per cent of the non-Basic schools every year.
In order to elucidate the above points further, I am enclosing a copy of a note prepared by the Sub-Committee of the National Board of Basic Education. This Ministry endorses the policy and programme as suggested therein and commends it to the State Governments for their consideration and implementation.
We should be glad to hear from you, at an early date, your views on the proposals made by the Committee and the action you propose to take thereon.
Yours sincerely,
(Sd.)
(R. R. SINGH)
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A POLICY AND PROGRAMME FOR BASIC EDUCATION IN THE
CONTEXT OF THE PRESENT EMERGENCY Whatever programme for basic education we might now chalk out will necessarily have to be in the context of the present emergency. We must keep this point in our minds throughout our study. Let us also not forget that this emergency may well continue for quite a long time to come:
Even as it is, there is the criticism that basic education is more costly than ordinary elementary education. Whether this is really a correct criticism or not is a different matter. Any improvement of elementary education will cost something more in any case. But in dealing with a national programme of educational improvement at the elementary level, we have to keep several relevant consideration in mind. What this Committee may legitimately do is to make the following issues clear :
(i) What are the minimum necessary changes which an ordinary school will have to undergo to be worth the name of a basic school ?
(ii) What is the minimum cost for effecting such irreducable changes?
(iii) How can a programme of basic education be suggested to the states which will not involve any appreciable increase in the general expenditure already provided for elementary education but which will still help to retain basic education up to the point to which it has already developed and also, improve the same?
It is taken for granted that basic education is sound elementary education and suited to the conditions and needs of India. Also, con- sistent with our resources, all elementary schools should become basic schools as early as possible.
In quite a number of States basic education has developed up to a point and then, more or less, come to a standstill. In some other States, it has yet to make a real beginning. The first imperative necessity of the situation is to conserve whatever gains have accrued so far and the consolidate them further. This means, in effect, that no State should retreat at all from the point to which its basic education programme has developed. In States like Madras, Maharashtra, Gujarat and Bihar there are already several thousands of basic schools. These are not only called -basic schools, but an attempt has also been made to make them into as good basic schools as possible under the circumstances. The first thing to do, therefore, is to make use of all the provisions, financial and otherwise, which are already available and to improve the existing basic schools to the required level. There is no question, that with better administrative arrangements etc., these basic schools can be improved and, that too, without much extra cost. We should, therefore, now make a realistic and effective programme for the improvement of the existing basic schools in consultation with the State authorities concerned.
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The improved training of basic teachers must obtain priority in such a programme. Two years' training is already current in a number of states and we feel that no basic teachers' training should be less than two years anywhere. Only, basic trained teachers should be posted to basic schools. If in any state, there is a surplus of basic trained teachers, they can certainly be utilised in implementing the orientation programme which has been accepted by all the states and for which most of the states are doing something or the other. At this point, the earlier report of this Committee to the National Board of Basic Education may be fully studied and its recommendations worked out.
Even under the stress of emergency, it would not be wise to bring the expansion of basic education to a complete standstill, The idea that progress must be maintained, consistent with all the relevant facts of the situation, has to permeate the Education Departments of states. We, therefore, suggest that it would be wise and reasonable to advise State Governments to convert at least 5 per cent of ordinary schools into basic schools from year to year.
While the above programme is implemented on a nation wide scale, it may be laid down that there should be at least one Basic Education Centre in each district in every state which might furnish the picture of basic education in concrete shape and substance. This would mean one first class basic teachers' training school (with four to five basic schools attached to the same) in each district. It may be pointed out that this suggestion is not the revival of the old compact area system of basic education, because this would be in addition to the general programme outlined above and for the purpose of guiding the improving the whole of the programme in the local area. The lack of such practical guidance in the actual field of work has been one of the major causes for the lowering standards in training teachers and in running basic schools. More than once this idea has been mooted and approved in theory, but it has not been implemented in action. We feel that this is an important link in the whole of our programme.
Craft and productive work, are of course, accepted as central in basic education. But it must be made clear beyond any doubt that there is no sanctity attached to any particular craft. All that is necessary is that the craft selected should have ample educational potentiality. Spinning and weaving may be good in certain areas and totally unfit in other areas. In such cases, suitable alternative crafts must be taken up. Agriculture craft may, perhaps, become the most widespread craft with the growth of basic education and that would be very sound. Another craft , which is a good class-room craft for many arts of India, is wood-craft. This is merely mentioned as an illustration. Crafts in urban areas will necessarily be different from crafts in rural areas. The one thing which, however must never be forgotten is that what is produced through craft work should not merely be put for exhibition and fancy sales, but should be such as can be consumed by the students themselves and the community roundabout the schools.
That raw materials and craft equipment must be supplied in time through proper administrative arrangements is an indispensable condition for the success of basic education. We do not consider it workable to ask Education Departments, on a centralised basis,
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to dispose off articles produced in basic schools. This is more a matter for local initiative and local consumption. This would further emphasize that crafts must have relevance to local areas. There is no objection at all to articles being marketed through organisations like the Khadi and Village Industries, Commission and allied bodies or through normal local shopping and marketing agencies.
Due arrangements have to be made for the repair and maintenance of equipment. To attempt this also on a centralised State basis might well defeat the purpose. Headmasters of basic schools or training schools should be authorised to take help from the local carpenters and blacksmiths and some small financial provision must be made for this purpose and put at the disposal of the headmasters. The lack of such an arrangement has been one of the major reasons for the breakdown of craft work in many basic schools.
It will thus be seen that our programme is one of conserving and consolidating basic education up to the point it has developed, without additional appreciable financial commitments, and at the same time providing for the barest minimum advance. If we are able to do this much during the period of emergency, we shall keep the experiment alive and also improve it from year to year. Later on, as with every other educational programme, basic education will take its fuller chance when the clouds of the emergency roll away and we are once again in the bright day light of normal national development.
Report of the Sub-Committee to Determine the Minimum Conditions
for the Conservation of an Ordinary School into a Basic School
1. Preface The Committee is not satisfied that it has had enough time to go fully into the subject. Nevertheless. it took the 12 points mentioned on pages 68-69 of the Assessment Committee's Report as the basis of discussion. It considered each of the 12 points as fully as was possible within the time available. But the discussions range over a wider ground and certain issues came up which may just be mentioned.
(1) Any further advance in the basic education programme should be closely related to various schemes of community and rural development which are tinder way in the country. It was agreed that such close inter-relation will help to vitalise both basic. education and rural and community development. This inter-relationship has been discussed often, but there has been no adequate follow-up. It must be now worked out without further delay.
(2) Any such suggestions we make in order to elucidate what exactly is the content and scope of conversion of an ordinary school into a basic school should be viewed in the context of the general programmes of school improvement going on in different States. Matters like improved school accommodation, better salary for teachers, noon meals, etc. are included in all school improvement programmes. The Committee thought that they were very important and must be furthered as. much as possible under the circumstances. But when an ordinary school becomes a basic school, there