GENERAL COMMENTS
 

fr. Louts xavier, national secretary, jesuit educational association of india, sterling road, nungambakkam, madras (9.11.1990)

- already successful. Experiments have been conducted in some colleges to link curriculum with regional development. They should be evaluated and the experience gathered should be widely shared before the proposal in this regard is implemented.

Shri shiv samaddar, former steel secretary and member upsc, k-1997 chittaranjan park, new delhi-110019 (5th november, 1990)

- the present education system is dominated by urban bias. It is also bereft of functional thrust and is, therefore, ill- suited to the paramount task of initiating the overall rural transformation. Therefore, a new education system which is free from urban hangover and which is suited to the needs and the nature of our villages, has to be designed and implemented. It should aim at developing and harnessing the available human and physical resources to an optimum level.

- The new education system should be related to the common needs, ethos, experiences and aspirations of the local community and should have direct relevance to their way of life. The learning experiences should be drawn from the local surroundings and environments.

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- There are significant differences between rural and urban environments which should be taken into account while identifying the existing and/or establishing new educational institutions for designing and implementing the new education programmes. These programmes should be devised so as to create meeting points between the rural and urban ethos.

- The educational programmes should be flexible enough to accommodate local needs and variations from place to place. It should subscribe to the principles of decentralisation in planning, monitoring, administration, selection and transaction of curricular and developmental activities.

- The content of the educational programme should not remain confined only to the "three r's" or upto cognitive level but it should be capable of integrating the "three h's" (head, hand and heart) to ensure that education does not alienate the student from family and community. It should adopt an organised action based upon feasible developmental programmes visualised by the local community and such programme should become an integral part of the curriculum.

- Participation of local community should be encouraged in the instructional and organisational functions of an educational. Institution. The system should help the schools to grow as positive hubs of all local activities for improving the quality of community life and achieving a higher level of material and human resource development.

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- The system should be founded on the principles of "learning by doing" and of "work experience" which are directly related to the day to day life of the community. The system should correlate education with productive work and social service.

- The education should take the form of mass movement with an all. Out government support. It should broaden the traditional functions of schools so as to make them act as gramodaya kendras/samudayik vikas kendras, capable of responding to all local needs for development. The system should expose the concerned people to modern technological. Advancements and should help local communities in identifying and developing appropriate indigenous technologies.

- The system should lay special emphasis on education of women and other weaker sections of society and the rural people.

- Each social sub-system, such as health, industry, rural development, co-operative, agriculture and scientific and technological. Research has its own potential to serve the cause of education, but, these sub-systems do not have effective interface among them. Hence, there is a pressing need for effective intersectoral coordination.

- The work of well identified voluntary organisations should be given the pride of place in all future plannings and implementations of policy.

- The most fundamental caveat in conceptualising and restructuring education is that the spirit of volunteerism, community participation social, action, social defence and local self-help

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should be mobilised into a mass movement. Progressive professionalisation with grass-root perceptions and sensitivity should be promoted and bureaucratisation should be eschewed and avoided.

Shri s.s. Gokhale, secretary, faculty association, iit, madras (24th october, 1990)

- gainful employment should be the key factor while framing or modifying any educational policy.

Shri rajpal tyagi, secretary, all india democratic teacher's organisation, central office-88 b.b. Ganguly street, calcutta-700012

- educational facilities should be provided keeping in view the population: primary schools in every village, intermediate college in every block and post-graduate college in every district.

Shri m.b. Prajapati, assistance teacher, kathara primary school, kathara, surendra nagar, gujarat

- residential school should be set up for tribal people. Such schools should be opened in a cluster of 4-5 villages.

Dr. Shreekrishna misra, general secretary, madhya pradesh shikshak sangh, state office 69/1, south tatyatope nagar, bhopal.

- We should stop using words like indian culture, secularism, socialism etc. Which have lost meaning.

Smt. Daya sirohi, principal, s.d. Girls inter college, saharanpur- 247001 (u.p.)

- the implementation of education policy should be monitored effectively.

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- For all-round development of education, political., economic and administrative assistance is necessary.

Shri pankanj shree, c/o shri ramesh chandra, kalal toli., p.o. Church road, ranchi-834001

- macauley's education system should be abolished.

- Every school should be co-educational.

Shri. H.k. Thakur, president, vanavasi seva kendra, p.o. Adhaura, distt. Rohtas, bihar

- the perspective paper is silent about any monitoring system. It has also not clarified the policy regarding the common school. System. The economic and industrial policy should be complementary to the education policy.

Dr.(smt.) kala srivastav, lecturer, education department, m.l.k. College, bal rampur, gonda (u.p)

- present education system is aimless, one-sided, defective and incomplete. It has no relation to knowledge and work. It makes the teacher helpless and reduces his status. There is too much control by government. It has divided the society into elite and ordinary classes. It has devalued man. The examination system is defective.

Shri virendra prakash pancholi, 3 daya, irrigation campus machhala magara scheme, udaipur, rajasthan

- education should not be divided into formal, non-formal, academic etc.

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- Emphasis should be given to subjects like child care and health. Liberal financial assistance should be given to backward areas. Free boarding and lodging, textbooks, stationery, uniforms etc. Should be provided to students of backward areas. Casteism, and communalism should be kept out from education.

- Effective monitoring systems should be introduced for implementation of education policy.

Dr. Govind singh, mla, block 3/86-87, vidhayak niwas, bhopal

- education system should respond to local needs and traditions.

Shri r.d. Joshi, teacher, h.n. Intercollege, haldwani, nanital

- there should be a uniform pattern of elementary education.

- There should be no politican intervention in the educational institutions.

- The education officers should be held responsible for maintenance of discipline and proper management of educational institutions.

- The tendency of taking up private tutions on the part of teachers should be curbed. Similarly publication of guides, guess-papers should also be stopped.

Smt. Madhurima singh, govt. Quarter, nirala nagar, lucknow

- the network of education has not so far reached the rural masses.

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- The policy of reservation has also not been implemented properly with the result that the benefits do not reach the target groups.

- Education should be provided to those who did not have an access to education so far.

- The basis of reservation should be economic and not caste/community.

- Many schools do not have buildings.

- The mushroom growth of private educational institutions should be curbed.

dr. P.c. Bansal, b-58, inder puri, new delhi. (8Th november, 1990)

- more emphasis should be laid on women's education by allocating 50% of the resources for primary education for girls.

Shri durga singh rathaur, freedom fighter, anand kutir, dhali., shimla (19th october, 1990)

- equal opportunities for education should be given to all children in the country.

Shri khem singh gill, vice-chancellor, punjab agricultural university, ludhiana (29th october, 1990)

- for any system of education to be effective it must take into account its three vital components - students, teacher and school (college/university). The main thrust of the paper is on elementary school education but the secondary and tertiary education has not been adequately discussed. The report is silent about the ways and means which should be adopted to provide the

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minimum necessary infrastructural facilities in government schools particularly in rural areas and city slums. Similarly, various aspects of recruitment, training and motivation of the teachers have largely been ignored.

Shri shatrughna prasad singh, mlc, general secretary, bihar secondary shikshak sangh, jamal road, patna (9th october, 1990)

- recommendations of kothari commission regarding educational restructure may be implemented.

- Education should be linked with industrial development and planning.

- Adequate facilities should be provided to girl students so that they do not discontinue their studies. Child care should be available in every school. Hostels also should be set up for girls.

- Private engineering, medical and training colleges should be banned.

Shri p.c. Mathur and dr. Chandra mouli singh, indian society for public affairs, lal bhawan, barkat nagar, jaipur (30th september, 1990)

- emphasis should be on the education of economically backward classes.

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Smt. K.a. Parwathy, registrar, sri padmavati mahila visvavidyalayam, tirupati-517502 (2nd november, 1990)

- the stress on removal of regional disparities by starting educational institutions in the backward areas is a welcome idea but incentives should be given to those people who are opting to work in such institutions.

"Saheli", women's resource centre, new delhi-110024 (27th october, 1990)

- the recommendation on women's education made by the committee would be possible only if a network of balwadies, creches and other child care centres are attached to the schools.

- Various committees have made a number of useful suggestions for reforms in education in the past but for want of resources and other reasons they have not been implemented. Therefore, what is required is the political will to provide enough resources for education.

Shri anil biswas, editor, ganashkti, muzaffar ahmad bhawan, 31, all- muddin street, calcutta-700016 (27th october, 1990)

- the perspective paper has not brought out the socioeconomic policy framework envisaged by the committee while formulating the recommendations on education. In the existing socioeconomic conditions many of the recommendations will remain impractical.

Shri k.k. Tandon, secretary general, punjab state recognised school teachers (and other employees) union h.o. 19 Sewak colony, patiala (30 october, 1990)

- to facilitate education of weaker sections they should be given free hostel facility, textbooks etc.

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Prof. Atiq a. Siddiqi., co-ordinator, curriculum development centre, department of urdu, aligarh muslim university, aligarh-202001 (24th october, 1990)

- the trend in education universally is towards specialisation. Integration will only result in chaos.

Prof. Krishnaji, chairman, indian institution of maharishi vedic science and technology, maharishi nagar 201 304 (1st november 1990)

- private parties without any discrimination should be allowed to open schools.

Shri vinod pandey, chinmaya vidyalaya, vasant mar, new delhi

- the real need of the hour is that all the private institutions should be taken over by the government.

Dr. H.k. Jha, namkum bazar, ranchi

- the education policy should be uniform through out the country.

Shri gadadhar bhatt, chairman, bhartiya shiksha mandal, bhatt sadan, jharwar, rajasthan (28th september, 1990)

- the pattern of education should be uniform through out the country.

Shri p.n. Panicker, state resource centre, kanfed, saksharatha bhavan, trivandrum, (panel discussion held at thituvananthapuram on 1st november, 1990)-

- fifty per cent of resources provided for primary education must be earmarked for women. Gender justice should be ensured at various levels in the system of education.

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Shri h.p. Biswas, programme officer, deptt. Of adult and continuing education, university of delhi, delhi (one day discussion held at bangalore on 3rd november, 1990)

- access to education for rural children should be seen not only in terms of enrolment but from the retention angle also. This has implications for the kind of schools such children should attend. The streams - general and vocational - could be tried at school level. Alternatively, vocationalisation could be introduced at the primary level itself.

- The growing trend of nationalisation of elementary education should not stifle initiative from the voluntary sector.

- The duration of schooling should be staggered for weaker/disadvantaged sections both in terms of the total period and the number of hours per day with provision for variability in the pace of learning.

Jamia millia islamia, jamia nagar, new delhi-110025 (views expressed in panel discussion held on 26th september, 1990)

- the paper has not mentioned about subjects like equipping teachers for the changes envisaged, policy research which is an accepted science, modalities for fussing right to work and right to education etc.

Southern regional centre of the council for social development, hyderabad and indian 'university association for continuing education, new delhi (one day discussion held at hyderabad on 22nd october, 1990)

- any change introduced in education should be given adequate time and institutions should be given the required autonomy for experimentation.

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- Detailed recommendations should be made on education among minority communities, concept of 'qualitative bench marks' in the growth of education, role of measurement in education, role of distance education, concept of composite culture and its operationalisation and curricular reforms in higher education particularly in terms of their linkages with issues of regional development and contribution to improvement in school education.

Department of foundation of education, jamia millia islamia, new delhi (panel discussion held in new delhi on 26th september, 1990)

- in order to make education a mass movement, empowering of people through strengthening their marketable skills is a must.

Workshop organised by the university of bombay at bombay on 26th september, 1990

- there should be more interaction between the community and the educational institutions. Community participation in the learning process can be not only in the syllabus making but also in teaching skills. Students should be additionally involved in literacy programmes and other extension activities.

- Early childhood care centres should be opened so as to make it possible for girls to attend the school. All possible steps including legal steps, if necessary, should be taken to make it compulsory for girls to join school. No subject should be looked upon as an exclusive preserve either of men or of women. Special polytechnics for women should be opened.

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Dr. S. Muthukumaran, vice-chancellor, bharathidasan, university, tiruchirapalli, tamil nadu.

- To boost education of girls, proportion of women teachers may be increased significantly. The tamil nadu model of recruiting 'only women teachers' at the primary school level is a laudable example worthy of emulation by other states.

- To remove regional disparities, preferential funding of the educationally backward regions on selective basis should be done.