Under these circumstances it is hereby resolved that for all high administrative posts in educational and scientific fields such as vice-chancellors of universities or directors of institutes, persons with requisite experience and qualifications who halve reached the age of 55 years or above should preferbly be considered.
ITEM 4-(viii): PILOT PROJECT ON MENTAL HEALTH EDUCATION Dr. R. M. Kasliwal
"Soma" and "Psyche" are the two component parts of a human being. While modern medical science and educational system are doing a lot to prevent bodily ailments and promote sound bodily health by the intro- duction of physical exercises, sports, games, etc., they are doing very little by way of preventing mental illness or promoting proper and fuller development of the psyche (mind).
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In modern times when mind is subject to so much stress and strain, the significance of a proper mental training programme becomes all the more necessary.
Keeping this in view, a Mental Health Education programme for different sections of the population is recommended. Such a programme may be introduced at various levels-in high schools, colleges, universities,, technical and professional colleges and for various sections of the society including the armed forces, thus covering up the whole adult population.
In this connection it may also be worthwhile to explore the utility of "Indian Yoga" to such a training programme. If accepted in principle it may be undertaken as a pilot study first and if and when found useful it may later on be accepted as a part of the educational policy.
ITEM 4-(ix) : WORK EXPERIENCE IN AGRICULTURE Basic education has failed because spinning, which is its central craft, is unrelated to the occupations of the majority of students. An evaluation of basic education, in comparison with ordinary education, should not be delayed as the poorer sections of the population, particularly in rural areas, are being discriminated against. At the same time, the recommendation of the Education Commission for work experience through agriculture cannot be implemented without targets. All schools may be asked to apply for the available land. They may enter into partnership with agriculturists, if this is necessary to secure experience and finance, provided that the agriculturists follow the textbook on improved agriculture and allow the students to participate in the operations. The text book on operations may be prepared by the Centre, to be translated and modified according to, the local conditions.
ITEM 4-(x) : THREE LANGUAGE FORMULA It will be realistic to assume that non-Hindi States, with the exception of Gujarat and Maharashtra, will follow a two-language formula, till they have evidence, that Hindi-speaking States are progressively imple-menting the three-language formula by adopting non-Hindi language other than Sanskrit and Urdu. The only prospect left now for Hindi is that it becomes a link language before it is the official language. In fact Hindi is now more a link language than an official language as there is not even one section in the Central Secretariat where Hindi has replaced English in notings. To improve the prospects of Hindi, it is necessary, (1) to remove the apprehensions which have. risen as a result of Hindi becoming the official language before it is a link language in supersession of English, (2) to emphasise the affinity of all Indian languages through a common. script, to show the common origin of many words in all languages. As resistances have grown against the Devanagari script because of its connection with Hindi, the Roman script, which has been found to expedite study in the Army, may be used; and (3) common Sanskrit words in all Indian, languages may be emphasised, particularly by reducing local inflections.
ITEM 4-(xi) : REGIONAL LANGUAGE AS THE MEDIUM IN UNIVERSITIES There is general resistance to it by the students as they cannot compete in examinations and employment with students using the English medium. As there is no possibility of all the universities taking to the regional medium
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(which unfortunately is objectionable also on the ground that it reinforces regionalism) it will be fair that students everywhere are allowed the choice of English mediums.
ITEM 4-(xii) : BETTER TEXT-BOOKS No uniformity in standards and inculcation of national consciousness are possible without uniform text-books in all the States. The Centre may have the originals prepared in English through competitions or through special teams. These will then be translated for each State. Printing will however be left to private enterprise to avoid the delay and mistakes which have been observed in Government productions.
(Item 4-(xiii)-(xv) : Items suggested by Shri S. K. Vaishampayen, M.P.)
ITEM 4-(xiii) : UNIFORM PATTERN OF EDUCATION Now that the Government of India has adopted the draft of National Policy of Education it is necessary that every attention and all our energies are directed towards implementation of the same.
There is no dearth of ideas or of objectives in the field of education. What is needed is action in putting them through.
A certain degree of flexibility and variation is desirable in the development of education but this does not mean looseness or wide divergence.
Patterns of education vary from State to State -more at primary and secondary levels though at degree levels too certain marked variations exist. So it is high time that a broad framework of education for the country as a whole is evolved.
Differing patterns are harmful to the attainment of national standards, prove advantageous to certain sections of students whilst adversely affecting the others and result in imbalances and inequalities. So our first task in implementing the national policy must be to evolve a common 10 +2 +3 pattern of education for the whole country. A dateline must also be fixed for a complete switch-over by all the States.
ITEM 4-(xiv) : DETERMINATION OF AND GIVING EFFECT TO A
COMMON PATTERN OF EDUCATION AND ACHIEVEMENT
OF NATIONAL INTEGRATION MADE A CONCURRENT SUBJECT Education being a State subject, patterns of primary, secondary and degree education vary from State to State. This has resulted in lack of direction and wastage in the field of education. Moreover, it causes great hardship to students in the prosecution of their studies and also to parents on transfer from one State to another.
Secondly, despite three reports on the three stages of education, the objectives of educational development have not been fulfilled. On the contrary separatist tendencies, sense of indiscipline and an attitude of disrespect to authority and democratic ways of life are on the increased among the younger generation.
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The Union Government should therefore have the power to determiner an integrated system of education and lay down the objectives of national integration.
Many States are not willing to allow the entire subject of education being made even a concurrent subject. They may, however, agree to transfer the power of coordination to the Centre. It is in this perspective that the proposal is placed for consideration.
ITEM 4-(xv) : CONSTITUTION OF STATUTORY BOARDS OF" SECONDARY
EDUCATION AND STATUTORY SECONDARY EDUCATION GRANTS COMMISSIONS Secondary education is a vital link between the primary and collegiate education.
But in the growth of education in our country, secondary education has remained the weakest link.
Primary education, being the main concern of States, has received the attention needed. Collegiate education is being looked after by the University Grants Commission in the most endearing way. Secondary education has been receiving neither the attention nor the endearment from anyone.
Secondary education is therefore emaciated in form and content. There are Boards in States but except in one or two States these Boards are largely advisory. For grants and development, secondary education has to rely on different kinds of grant systems and vagaries of Education Departments.
So there is a need for statutory board of secondary education and secondary education grants commission on the lines of University Grants Commission for every State. This alone would give the necessary stimulus for the healthy development of this stage of education.
ITEM 4-(xvi) : SONS AND DAUGHTERS OR WARDS OF TEACHERS RETIRED FROM
EDUCATION DEPARTMENTS TO BE GIVEN PREFERENCE FOR APPOINTMENT TO
TEACHING POSTS UNDER THE EDUCATION DEPARTMENTS The personality, competence and character of a teacher is the most vital factor which influences the quality of education and its contribution to the national development. This fact has been acclaimed by all. The question of status of a teacher in society has, therefore, assumed utmost importance in the present educational system and the educational authorities have started giving serious thought to it. In the report of the Education Commission, a number of measures have been proposed for the improvement of teachers' status but almost all of them involve high financial implications and in the present circumstances it appears to be difficult for any State to accept these recommendations particularly those which relate to the payscales etc. The Education Commission has also proposed certain welfare services for the teaching profession and also retirement benefits. The Com- mission has recommended that the normal retirement age for teachers should be 60 years and there should be provision for extension upto 65 years provided the person is physically fit and mentally alert to discharge his duties efficiently. In a State like Madhya Pradesh, where education has become mainly a responsibility of the Government and most of the teachers are
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Government servants, rules applicable to other Government servants apply to the teachers also and they have also to retire at the age of 55 like other Government servants. The extension of the retirement age especially for teachers may be difficult so long as they are in the Government employ. The State Government has therefore considered certain other measures of giving relief to the teachers after their retirement. The best course can be to give preference in, the employment in Education Department to the sons/ daughters and wards of the teachers, who are deserving and desirous,. This facility is being granted in certain departments of the Government of India like Railways etc. The State Government has no objection to giving this privilege to the teachers, sons and wards in respect of the recruitment in the teaching posts Provided they fulfil the requisite qualifications. The hands of the State Government can be strengthened if this proposal is accepted by an all-India forum like the Central Advisory Board of Education and comes in the form of its recommendation.
ITEM 4-(xvii) : GUIDELINES FOR THE PRODUCTION OF UNIVERSITY LEVEL
BOOKS IN INDIAN LANGUAGES, IN THE FOURTH FIVE YEAR PLAN
Introduction 1. The Education Commission (1964-66) recommended that the Indian languages should be adopted as media of education at the university stage. This recommendation was successively approved by the State Education Ministers' Conference (April 1967), the Committee of Members of Parliament on Education (July 1967) and the Vice- Chancellors' Conference (September 1967). The National Policy on Education (1968) also emphasises the need for adopting the Indian languages as the media of education at the university stage. To quote from the Resolution "The regional languages are already in use as media of education at the primary and secondary stages. Urgent steps should now be taken to adopt them as media of education at the university stage."
2. In order to implement the policy decision to change from English to the Indian languages as the media of education at the university stage, the Government of India have decided to assist each State Government to the extent of one crore of rupees during the five year period beginning from 1968-69. Under this scheme, assistance will be given to the State Governments on the basis of 75 per cent of approved expenditure; the remaining 25 per cent being the responsibility of the Governments. It will thus be open to a State Government to incur a total expenditure of Rs. 1.33 crores 1 crore to be contributed by the Central and 33 lakhs to be met by the State Government-for this purpose during the five year period in question.
Effective Implementation of the Programme 3. The effective implementation of the programme to change over to the Indian languages will depend principally upon the following four conditions :-
(a) A sufficient number of standard books and other reference literature must be available in the Indian languages as early as possible. The programme should cover not only translation of standard works but also original writing of books. In fact the emphasis should be on original writing.
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(b) The production of standard books and other reference literature will, in turn, depend upon the finalisation of standard terminology in different languages in scientific, technical and other subjects. A review of the present position of terminology in different languages was made at a recent meeting of the State Language Officers. It was observed that many States have not so far taken concrete steps to adopt/adapt the terminology evolved by the Commission for Scientific- and Technical Terminology. This should be done immediately so that writers and translators do not find it difficult to complete their assignments for want of standard terminology.
(c) To ensure effective use of books and literature to be produced under the scheme, it is necessary that the concerned universities prescribe them for approved courses at the under-graduate and post-graduate levels.
(d) Since the success of the proposed change-over to the Indian languages will depend on the support and cooperation of the teachers, it is necessary to make adequate arrangements for their training and orientation for this purpose.
Expenditure on Book Production, Teacher Orientation and Finalisa-
tion of Terminology 4. So far, the proposals received from the State Governments relates to translation or original production of books. No provision has been suggested either for the finalisation of terminology or for the training and orientation of teachers. It is suggested that of the total expenditure to be incurred under this programme, about 85% may be set apart for translation and production of books; IO to 12 per cent for the training and orientation of teachers; and 3 to 5 per cent for the finalisation of terminology in the language concerned. In the case of Hindi-speaking States, no expenditure need be incurred on terminology, for they can readily adopt the terms evolved by the Commission for Scientific and Technical Terminology. In their cases, therefore about 85 per cent of the funds might go into the production and translation of standard books in Hindi and the remaining 15 per cent or so into the training and orientation of teachers.
5. It is hoped that States which have not so far provided for the finalisation of terminology and training and orientation of teachers will revise their proposals suitably. The other States which, have yet to formulate their proposals may like to make suitable provision for these two purposes.
Machinery for implementing the Programme 6. Although the main implementing agencies of the present scheme will be the universities and other institutions of higher learning, it has been decided that assistance under the programme will be channelled through the State Governments. It will be for -the State Governments to lay down suitable procedures for making funds available to the universities and other participating institutions within their jurisdiction.
7. Each State Government will have to set up a suitable machinery for implementing the scheme. Whether the required machinery should be a Government Organisation or an autonomous body* is a matter primarily for each State Government to decide. The Ministry's own preference is for non-government autonomous organisations. A non- government Organisation
*The term autononmus body means a society registered under the Societies Registration Act of 1960.
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will, among other things, be more suitable for coordinating work with the universities which are autonomous organisations.
8. As an example of the kind of Organisation to be considered, mention may be made of the autonomous Organisation called "Rajasthan Gyan Vigyan Hindi Rachna Sansthan" set up by the Government of Rajasthan. The Organisation has a Board of Management of 17 members of which the State Education Minister is the Chairman. There is a 5- member Executive Committee to attend to the day-to-day work of the Organisation. For the technical guidance of the Organisation, the State Government has proposed five specialist committees. The details of the Organisation are given in the Annexure.
9. Another example of autonomous Organisation is the Maharashtra Universities' Book Production Board set up by the Maharashtra Government. It consists of the following :-
1. Vice-Chancellor, Bombay University.
2. Vice-Chancellor, Nagpur University.
3. Vice-Chancellor, SNDT University.
4. Vice-Chancellor, Poona University.
5. Vice-Chancellor, Marathwada University.
6. Vice-Chancellor, Shivaji (Kolhapur) University.
7. Vice-Chancellor, Krishi Vidyapeeth (Bombay).
8. A representative of the Department of Education, Government of India.
10. The Organisation should have the advice of as many advisory groups or committees including subject panels as may be found necessary.
11. The Organisation to be set up by a State Government will have to be given necessary administrative staff. Since the present programme is of a temporary nature and is being sponsored by the Central Government only to fill the existing gaps in the university level literature in different languages, it is necessary that the staff to be appointed should be competent and minimum. The approach here has to be functional. A good example of his approach is provided by the proposal of the Maharashtra Government. To quote from a communication from that Government "The office of the Bureau should have the necessary administrative staff comprising one Office Superintendent in the grade of Rs. 300-20-500, one Account Clerk, one: Senior Clerk, one Typist-clerk and one Library Clerk". Suitable provision. will also have to be made for contingent expenditure and for travelling and other allowances of the administrative staff.
12. On a careful examination of the proposals received from the different States so far, the Ministry is of the view that expenditure on administration should in no case exceed 5 per cent of the total expenditure on the scheme.
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Separate Subject Cells or Individual job assignments 13. An important question is : who will translate or write the books Some State Governments have suggested the establishment of subject cells-each cell to consist of say two lecturers, one reader and a linguist. The Ministry does not consider this approach to be functional or economical. In the first place, our universities and institutions are already short of competent teachers and to displace a large body of teachers from their normal teaching responsibilites will adversely affect instructional standards. Secondly, since this work is of a temporary nature, to create a large number of positions in special cells or units for the purpose, may create vested interests and other administrative problems later. The Ministry's considered view is that it would be far better to farm out translation and writing assignments individually or jointly to selected university teachers on the basis of approved rates of remuneration. These rates should be in conformity with the prevailing rates of that State or of its universities. Naturally the rates will vary from State to State. However, the Ministry does foresee the need to make the prevailing rates more attractive in those cases where the assignment is extremely difficult and may require the services of teachers or scholars with special experience. In such cases it should be possible to remunerate the authors or translators on a more liberal basis. Leave or any other special facilities required by the selected teacher could also be granted to them where necessary.
14. The foregoing discussion of the State machinery is principally from. the point of translation and production of university level books. But the Ministry believes that where independent or more suitable organisations are not already in existence, the responsibilities for the finalisation of standard terminology in the language of the State and for the training and orientation of teachers to teach in the language of the State could also be entrusted to this machinery.
State Language Institutes 15. Some State Governments have suggested that they would prefer to entrust the production of university level books to their Language Institutes. Where this is considered to be the most satisfactory arrangement, the Ministry would surely have no objection to such a proposal. However, it should be recalled that the scheme of State Institutes of Languages is in the State Sector and is eligible only for 40 per cent assistance from the Centre. The present scheme, however, is in the centrally sponsored sector and is eligible for 75 per cent assistance. In case the responsibilities for implementing the present programme are entrusted to the State Language Institute, it will be necessary to maintain separate accounts for the present programme.
Printing, Publication and Sale of Books 16. Each State machinery will publish selected books by assigning the job to Government or private presses. Presses should be selected for their suitability for the job and for the competitiveness of their rates. Preference in job assignment may be given to a cooperative society where such an Organisation exists as in Mysore.
17. For each edition of a book, the number of copies should be determined after taking into consideration the likely demand for at least a period of 4-5 years. A Hindi State will have to be guided by the requirements of
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the other Hindi States in addition to those of its own. This means that in some cases the minimum print order may be 10,000 or more. Under the title of each book there should be a clear inscription of the name of the present scheme under which it is brought out. The books should be reasonably priced on a no-profit-no-loss basis or with a marginal profit only.
18. As far as possible, the State Governments or the organisations to be set up for the purpose are advised not to undertake the responsibility of the sale and distribution of books directly. Such arrangements have rarely succeeded in the past. It would be far more economical and effective to associate private publishers on suitable terms with the sale and distribution of books. However, where well-developed Government or semi-government sales agencies are already in existence, and are functioning satisfactorily these could certainly be associated.
Creation of a Revolving Fund 19. One of the conditions mentioned above for the success of the entire programme is that the concerned universities will take steps to prescribe the books produced under this programme. This will guarantee sales. Even if the books are priced on a no-profit-no-loss basis, a good part of it, if not the entire expenditure, can be expected to be recovered in due course. If a little profit of say 10 per cent is allowed, the receipt should increase from year to year. Each Government should, therefore, take steps to create a revolving fund out of the receipt so that not only their current but future needs as well could be met out of the initial investment. Mention might be made of the Andhra Government which has already decided to create a revolving fund as proposed.
Coordination of the book production programmes of different States
20. In order to get the best results from this investment, it will be necessary to coordinate the programmes of the different States. This responsibility will be primarily borne by the Ministry of Education. The Ministry will collect information of the progress of the programme in different States from time to time and make it available for their guidance.
21. In so far as the Hindi States are concerned, a separate coordination committee has already been set up for the purpose. It includes representatives of universities and State Education Departments from these States. The Commission for Scientific and Technical Terminology is functioning as the secretariat of this committee. The Hindi States and their universities will do well to be in touch with the work of the coordination committee in the Commission.
Summary 22. Briefly the proposals of a State Government for assistance from the Centre under the present scheme should inter-alia give the following information :
(i) Nature and details of the machinery proposed to be set up for implementing the scheme.
(ii) Details of the administrative staff, and the care taken to limit the expenditure on administration to a maximum of 5 per cent of the total expenditure.
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(iii) Rates of remuneration to be given to authors, translators and vetters.
(iv) Details and estimates of books and other literature to be produced or translated.
(v) Details and estimates of measures necessary to finalise a standard terminology in scientific, technical and other subjects in the language concerned. (The finalisation of a terminology should not extend beyond a period of 9 months to a year, as otherwise the entire programme of book production may get held up.)
(vi) Details and estimates of suitably phased programmes of training and orientation of teachers to teach in the language of the State.
(vii) Nature of arrangements for publishing the approved books and for their sale and distribution.
(viii) Steps proposed for creating a Revolving Fund.
(ix) Steps contemplated to ensure that the books produced under the programme will be actually prescribed by the concerned universities.
(x) Indication of any further assistance/guidance that a State Government might wish to seek from the Centre.
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ANNEXURE
SOME DETAILS OF THE AUTONOMOUS ORGANISATION SET UP BY THE RAJASTHAN
GOVERNMENT FOR THE PRODUCTION OF UNIVERSITY LEVEL BOOKS
NAME OF THE ORGANISATION The State level Organisation for producing technical literature in Hindi may be named as "Rajasthan Gyan Vigyan Hindi Rachna Sansthan".
AREA OF OPERATION The proposed unit would work in active collaboration with the other States and the Central Government which are involved in producing literature in Hindi. Within the State it will work as an autonomous organisation and enlist cooperation of the three Universities in the State, the B.I.S.T. and the Colleges imparting higher education.
BOARD OF MANAGEMENT It is suggested that an autonomous Board be set up with all the financial and executive powers under the general guidance of the State Government. The Board will consist of the following :-
1. State Education Minister . . . Chairman
2. Vice-Chancellor, University of Rajasthan, Jaipur.
3. Vice-Chancellor, University of Udaipur, Udaipur.
4. Vice-Chancellor, University of jodhpur, jodhpur.
5. Financial Commissioner.
6. Educational Secretary.
7. Bhasha Sachiva Director, Bhasha Vibhag.
8. Director of Education.
9. Additional Director of Education.
10. Director, B.I.S.T.
11. Director of Technical Education.
12. Deans of Agriculture, Medical & Veterinary.
13. Five experts belonging to different areas.
14. A publisher to be nominated by the State Government. Two eminent persons to be nominated by the Government interested in the work.
15. Representative of the Ministry of Education.
16. The Chairman, Board of Secondary Education, Rajasthan.
17. Secretary, Sansthan.
The Board would meet at least once a year to lay down policies, to approve the budget and to assess the progress of work from time to time.
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EXECUTIVE COMMITTEE An Executive Committee consisting of the following may be appointed to look after the actual management of the Sansthan.
1. One of the Vice-Chancellors . . . Chairman.
2. Finance Secretary to the State Government.
4. Five experts belonging to different areas or group of subjects.
5. Secretary of the Sansthan.
It may be desirable to appoint one of the five expert members as Working Chairman who would preside over the meetings of the Executive Committee in the absence of the Chairman (One of the Vice-Chancellors) and also be available for guidance to the Secretary of the Sansthan as and when needed.
AREA WISE SPECIALIST COMMITTEE Five committees may be set up to deal with different areas or groups of subjects viz. General Works, Humanities, Social Sciences, Natural Sciences and Applied Sciences. The conveners of these Committees would be members of the Executive Committee as also of the Board of Management.
ITEM 4 (xviii) : RESOLUTIONS PROPOSED BY EDUCATION MINISTER,
RAJASTHAN
RESOLUTION NO. 1
RESOLUTION NO. 2 224