TEACHERS AND STUDENTS
 

Prof. S. Guha Ray, Population Studies Unit, Indian Statistical Institute, 203 Barrackpore Trunk Road, Calcutta

- Proportion of women teachers should be raised significantly.

- To combat the wilful absenteeism of teachers, an incentive scheme similar to the "non-practising allowance" for medical doctors be introduced.

Shri S.P. Patil, Headmaster, Z.P. Primary School, Pune (30.9.90)

- Procedures for appointments and transfers of teachers should be objective. Teachers performance should be assessed objectively. Their pay and terms and conditions of service should be in conformity with their social and professional obligations.

Shri Sita Ram Singh, Lecturer, H.N.K. +2 School, Arrah, Bhojpur, (Bihar).

- Intensive and in-service training should be given to teachers after every five years, at evaluation centres.

Principal, Government School, Tarhali (Palamau), Bihar (26.9.1990)

- A code of conduct for teachers should be formulated. In the code emphasis should be given on devotion to duty, discipline, integrity, punctuality, national integration etc.

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Shri Shashi Bhushan Singh, Noomar, Dadha, Monghyr, Bihar.

- All the teachers from primary to university levels should be considered as one unit and all of them should have a common designation viz. TEACHER.

- Short duration interview alone is not enough for selection of teachers. There should be at least a three-day camp, where the working methods of the candidates should be judged minutely. Women should be given preference for appointment at the primary level and only women should become Principals of primary schools.

Shri A.R. Khan, Headmaster, Basic Primary School Khananlampura, Saharanpur (UP).

- Nyaya Panchayats of students should be set up to enable students to sort out their disputes.

Shri Gujraj Singh Sikarwar, MLA, Madhya Pradesh Janta Dal, Lalitpur Colony, Gwalior (5.10.1990)

- Age of retirement of teachers should be the same throughout the country.

Shri M.R.N. Gaonekar, Headmaster, Smt. Hirabai Talaulikar High School, Sancordem-Goa.

- Students should have right to choose the subject of study and teachers.

- It should be compulsory for all teachers to write dissertations on any subject relevant to him after every two years. Otherwise no increment should be sanctioned.

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- Teachers should not be allowed to have Political activity while in service. They should not do tuitions or any other service.

The Principal, Adarsh Inter College, Shambhuganj, Jonpur (6.10.90)

- The procedure for selection of teachers should be strict. Teachers should be devoted to their profession.

Shri G.S. Sharma, President, Karnataka Unaided Schools' Management Association, 9 Vanivilas Road, V.V. Puram, Bangalore (15.10.1990)

- It is better to appoint teachers on contract basis keeping emoluments very attractive. Competency should be the basis for security of service.

Prof. B.R.K. Raju, Programme Adviser, Department of Youth Affairs & Sports, Ministry of HRD, New Delhi (22nd October, 1990)

- During the VIII Five Year Plan, all efforts should be made to make every student at the under-graduate level opt for either NSS/NCC or sports to inculcate values of service, discipline and sportsmanship. 'Hand' and 'heart' could be integrated with 'head' only through this. This involves the deployment of a number of teachers at under-graduate level in these efforts. Serving in these organisations should be treated as part of the normal duties of teachers.

The Principal, Mahila Mahavidyalaya, Karad, 415110 (11.10.1990)

- The teachers be made motivated, single-minded and fully involved. Presently most of the teachers are part-time workers; many engage in other occupations also. This should be stopped immediately. The agricultural land be taken away from all teachers. In rural areas

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the education and agriculture both suffer from farmer teachers. Such teachers try to serve two masters and obviously without success.

Shri Alain Bernard., Director of Administration, Sri Aurobindo International Institute of Educational Research, Auroville (9.10.90)

- In any educational system the one central element is the teaching community. A "good" teacher will manage even with poor infrastructure; a "bad" (or untrained) teacher will do poorly even with the best educational setting. In terms of returns to be expected from necessarily limited resources, appropriate investments in terms of teachers' training are, what Is first and most urgently needed.

Justice C.S. Dharmadhikari (Retd.), 343 `Gharkul' West Park Road, Dhantoli, Nagpur-12 (6th October, 1990)

- It will be necessary to provide for a separate grievance machinery for solving the disputes of the teachers, students and other employees. The Tribunals at the State level and national level can be the only solution. Even the matters relating to admission etc. could be referred to the School and College Tribunals.

Shri Ashok K. Angurana, Director School Education, J&K State, Jammu (25th October, 1990)

- The vital issues regarding teachers' training and recruitment have been very peripherally touched in this paper. This should have been dealt with in greater detail.

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Dr. R. Bandyopadhyay, Director, Centre for Applied Systems Analysis in Development, D-5/8, Salunke Vihar, Pune-411022 (19.10.90)

- The Committee may like to recommend the following

(a) Standard of educational qualifications needed for various levels of teaching.

(b) Nature of attitude and behaviour expected from persons joining teaching profession.

(c) Manner of evaluation of effectiveness of teachers and nature of their career progression.

- There should be review of the existing teacher training system (statewise) by an expert committee. After the review, modifications, and restructuring of the existing system as needed may be undertaken.

- There should be greater use of 'Open University and distance learning system' to upgrade the quality of the teachers on a continuous and compulsory basis.

- All teachers should be oriented to link themselves to the problem of the local community. They should be encouraged and given adequate orientation in using 'local issues based knowledge' as illustration in classroom teaching.

- Teachers involved in primary and secondary Education must be concerned with the real life issues (covering the community and the neighbourhood). Specifically they should be concerned about the following areas:

i) Health and Nutrition

ii) Sanitation and Environment

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iii) Energy Resources

iv) Use of land/water and other natural resources

v) local society, social/religion, festivals, cultures, conditions of living and housing.

vi) Transport, Information and Communications

vii) Industry and technology

viii) Ethics and social responsibility.

- Evaluation of the teacher should be dependent on the effective discharge of the teaching and developmental responsibilities given to him/her. The evaluation process of teachers performance must ensure fairness and, desired and feasible levels of objectivity in the assessment. To ensure fairness and objectivity evaluation of teachers should be entrusted at the local level to a committee of experts.

- All fresh teachers initiated to the training/education system should take prescribed number of courses from the Open University/Distance Learning Institutions. All such prescribed courses should be completed within three semesters (18 months). During this period, the teacher should continue his/her normal teaching and related activities within the primary and secondary education systems. Existing teacher training institutions and their resources/ teachers should be utilised in designing/conducting courses through open university/distance learning systems. The entire teachers training programme education should be in the form of post - entry education.

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Prof. Hira Adyanthaya, Dean, Tilak Maharashtra Vidya-peeth, Vidyapeeth Bhavan, Gultekadi, Pune 411037 (16.10.90)

- If education in colleges and universities is to be creative, innovative teaching methods must be introduced

Prof. S. Abdul Kareem, Member of Syndicate & Academic Council, Karnataka University, Dharwad; and Principal, Nehru Arts, Science & Commerce College, Hubli (16.10.90)

- It is strange that the Review Committee is silent about the role of teachers and their accountability. Grievance Redressal Cells could be added to help the system to work effectively. Schools at the doorsteps of the people and the Neighbourhood Schools with Local Area Planning should give to teachers the requisite administrative function.

Shri P.D. Sachdeva, General Secretary, Government School Teachers' Association, Delhi, Govt. Co-ed Sr. Sec. School, Kitchner Road, New Delhi (20th October, 1990)

- The Committee may impress upon the governments the desirability of implementing the proposals of the National Commission on Teachers.

Shri B.R. Mutagi, Headmaster, D.Y. Chaugule Bharatesh High School, Belgaum and Chairman, The Belgaum District Headmasters Association, Belgaum (October, 1990)

- Teacher-pupil ratio should not exceed 1:40 in view of the additional work load pertaining to internal evaluation etc.

- Vocational aspects should be given due consideration in the teachers' training.

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Dr. (Smt.) Jyoti H. Trivedi, Raj Mahal, Juhu Koliwada, Bombay (17th September, 1990)

- Teacher training is a very Important aspect. The teacher not only has to have the knowledge of his subject but also has to have communication skills, skills for curricular development and preparation of teaching materials. The teacher must have in-service training - summer training for orientation and exposure for updating their knowledge. At least every 5 years a full assessment of their knowledge must be made. There should not be very great disparity in the scales and grades of teachers from pre-primary to college. The facilities necessary are accommodation and outlets for social interaction.

Shri V.S. Jotheeswaran, 7, Pillayar Kovil Street, Extn-Tirupattur (27.10.1990)

- In a developing country like India the most important aspect of education is teacher education. A sound programme of professional education to teachers is essential for the qualitative improvement of education. The teacher must be equipped in the subject as well as in the instructional technology. The admission of students to the teacher training course should be on a very selective basis. Perhaps separate teaching technology universities could be established.

Shri D.J.K. Cornelius, A-916, Poonamalle High Road, Madras (24th October, 1990)

- Grievance Redressal mechanism should be created to examine Issues relating to teachers and students which will prevent strikes and other forms of breach to the educational systems.

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Shri D.J.K. Cornelius, A-916, Poonamalle High Road, Madras (24th October, 1990)

- Teacher training should be restructured to take into account the revised educational schemes envisaged. The transition from the present system should be phased-in over a period of five years and over a definite and structured programme. Teacher reorientation courses should be held for three to six months In each region, each year, with the faculty who would be dealing with the reorientation being in charge of monitoring the change.

Dr. (Mrs.) Radha Thiagarajan, Vice-Chancellor, Alagappa University, Alagappa Nagar, Karaikudi (19.10.1990)

- With a special responsibility towards "value education", the teachers should act as role models. Best teachers who live on values should be honoured and recognised. This will have telling effect on other teachers.

Shri K.S. Acharlu, Gandhi Vigyan, 80, Temple Road, I Main, Malleswaram, Bangalore-560 003 (8.10.90)

- The training of teachers for our primary and high schools has been continuing along the western pattern of teacher education and is not fitted to promote our educational policy. The training institutions should be located in villages and should develop interaction between teachers and the rural community.

Ms. Marie Correa, All India Association for Christian Higher Education, 39, Institutional Area, D-Block, Janakpuri, New Delhi- 110058 (16.10.90)

- In the Perspective Paper at no stage has there been any reference to the role that retired teachers can play. Most teachers in

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schools and colleges retire between 55-60. This should be made uniformly 60 years. The majority are physically and mentally fit for another 10 years, besides having a teaching experience to support them. They could form a kind of "watch dog" corps to implement/supervise/advise personnel on schemes for rural education in their own districts in viable form with only TA and honorarium.

Dr. L.K. Singhal, Vice-Principal, Govt. Boys Sr. Sec. School, Badarpur, New Delhi (23rd October, 1990)

- Teacher training programmes (including refresher courses) should be such as to equip teachers for the various roles they are to play in common/neighbourhood school/school complexes.

- Holistic view of education should take into account mobility of teachers both horizontally and vertically as per their achievements.

Prof. B.S. Sonde, Prof. S.V. Subramanyam and others, Indian Institute of Science, Bangalore (18.10.90)

- The selection of teachers for colleges and universities must be done with utmost care. The criterion for selection shall be the suitability of the applicant for the job. This can be judged by:

(a) asking the applicant to give class room, lectures;

(b) his rapport with other teachers; and

(c) his overall abilities judged atleast over a period of one week.

If necessary, the selected candidate be given an orientation training.

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- The teaching abilities of 'good' teachers should be made available to all the students. Such teachers should be given all facility and help so that they can also be on deputation to other institutions to offer courses. Infrastructural facilities for these persons must be fully met.

- The assessment of teachers in colleges/universities should be based on their discharging the duties and not based on additional degrees acquired. The FIP/QIP programme involving M.Phil/Ph.D. degree should be delinked with promotions. The motivated teachers in the colleges should be identified by academic bodies and must be encouraged. The teachers must be given professional allowances to enable them to purchase books, magazines, demonstration materials etc.

- In order to improve the professionalism among the teachers, the teachers' organisations based on subject disciplines must be nurtured. These can discuss the academic problems in teaching the subject and suggest remedial measures.

Dr. T.H.V. Prasada Rao, Principal, M.V.S.R. Engineering College, 6-1- 486, Saidabad, Hyderabad (14.10.90)

- Statutory bodies like AICTE UGC etc. must evolve teacher appraisals, teacher training programmes and strict enforcement procedures alongwith AICTE/UGC scales of pay. Teacher training should include training in teaching methodologies, and also general education to make him a committed man, committed to profession, to faith in the future of man, future of this country and the world. The teachers' training must be such as to make him conscienciously aware that the profession of a teacher should not be reduced to a mere trade and that It is a calling, a vocation, a mission.

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