- Course content of different stages of education should be revised. A text book committee may be formed. This may be manned by teachers and experts. More facilities should be provided for science education in the states.
Nagaland - A national syllabus for mathematics for all classes and national syllabus for science from class VII upwards may be formulated.
Rajasthan - The content of education has to be revised to make it more meaningful and relevant. The emphasis on bookish knowledge and on rote learning should be minimised. Instead, we should concentrate on inculcation of moral values, respect for manual labour, development of communication skills, acquiring proficiency in at least two languages.
Andaman & Nicobar Islands - It may worthwhile considering whether it will be in order to evolve a special curriculum for students of Andaman & Nicobar Islands from which the students belonging to all linguistic/religion groups can derive their knowledge and a sense of common fraternity. Such a special curriculum will enable the tribals and the first generation learners in this backward territory to acquire the needed self-confidence to face their future just as their counterparts in the advanced states do.
Arunachal Pradesh - Moral education and physical education should form an integral part of school curriculum. As proposed by the Central government. 75% of the course may be devoted to national core curriculum and the remaining 25% to local curriculum. The thrust should be shifted from rote learning to "learning by doing". The number of text books may be reduced. Upto class X all subjects should be compulsory and more thrust should be given to teaching of science, mathematics and SUPW to provide a strong vocational base.
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Dadra & Nagar Haveli - More emphasis is required to be given in the eductional curriculum on imparting education on agriculture, environment and forests. Tribal art and culture should be predominently reflected in curriculum. This would go a long way towards preservation of art and culture of tribal people and their rich cultural heritage. Curriculum should be so designed as to develop respect in tribals about their nation and their own art and culture. This would help minimise inferiority complex also in the tribal population.
- Too much centralisation in framing and preparing the curriculum and text books is not conducive to healthy teaching-learning process. Decentralisation and more initiative and freedom to the teacher are essential.
- Core curriculum needs national consensus. It demands the participation and opinion of the regions of the country while framing the core curriculum.
- Value education should not be taught as a discipline but should democracy, socialism, secularism, national integration, humanism and a sense of dedication and service to society.
Pondicherry - Value education should not be taught as a discipline but should form part of the courses in languages, social sciences and science.
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IV. Language
Assam - Introducation of a common link language as medium of higher education should be carefully examined so as to avoid academic destablisation in education.
- In order to improve the standard of teaching English as a second language, an Institute of English language teaching should urgently be established in Assam.
Bihar - For proper development of understanding, the medium of instruction should be in the mother tongue.
- The three-language formula should be implemented vigorosuly with an emphasis on mother tongue or regional language as compulsory meaning thereby that one will have to pass the examination of National language i.e. Hindi in Non-Hindi speaking states, and that of the foreign language i.e. English, in all the state of the country while in Hindi speaking states, one will have to pass examination of the third language is may be prescribed thereto. However, the study of classics should be retained.
Gujarat - As regards teaching in languages other than mother tongue the recommendation is that for this state one cycle of learning of 3 years in Hindi and two cycles of 3 years learning in English should be introduced within the 10 years school system. For Gujarati knowing students, it is felt that one three year cycle of Hindi learning should be adequate because of language affinity and also because of the general environment outside which one can sustain the knowledge acquired in one cycle within the school system.
Jammu and Kashmir - Urdu/hindi to be introduced from Class III and English to be introduced at Class IV.
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Meghalaya - The teaching and learning of language should be improved and strengthened to permit the growth and development of mother tongue and Hindi to enable the students to communicate clearly within and outside the state. The teaching and learning of English language should also be standardised right from the lower level. States like Meghalaya have adopted english as the medium of instruction at the high School level. There is no desire to change it.
Nagaland - To ensure access, equity and quality of elementary education the provision should be made to strengthen the learning of mother tongue as medium of communication and English as the medium of mother tongue and English should start from Class I and Hindi to start from Class V.
Orissa - The three language formula should be appropriately blended into the course structure. But at the secondary stage, greater emphasis shall have to be placed on English language for facilitating better comprehension on the part of the students both at the level of higher education and technical education, further, English at the Secondary stage has assumed added significance in the context the agreement to delink degrees from jobs.
Rajasthan - At primary level among other subjects major emphasis should also be on teaching of mother tongue. The students who choose Hindi as first language may study English as second language.
- Medium of instruction at secondary stage should be the regional language.
Sikkim - The languages especially at the lower primary stage should be English (as it is also the medium of instruction in the state)
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and the mother tongue of the child. Hindi should be introduced only in Class IV (i.e. Hindi as third language under the three language formula to start from class IV as a compulsory subject and continue upto Class VIII).
Uttar Pradesh - Mother tongue should be taught at pre-primary levels and in class I & II. From class III to V mother tongue should be the medium of instruction and regional (or state) language should also be taught as a subject. From VI to VIII medium of instruction should be regional (or state) language. At this level (i.e. VI to VIII class) national language should be taught as a subject and in the states whose language is Hindi one other Indian language should be taught as a subject.
- At secondary medium of instruction should be regional (or state) language. The three language formula should be adopted by which one other Indian language should be taught. National language, one classical Indian language and one other Indian language should be taught in class IX and X. At higher Secondary level (i.e. XI and XII) also the medium should be regional language and provision for teaching one international language should be made.
- In the Hindi speaking states provision for one Indian language (mentioned in Indian constitution) teaching should be made and it should be compulsory subject and to pass in this subject should be compulsory but its marks should not be counted towards division.
West Bengal - It would be harmful to insist on teaching of three language to students of tender age.
- The proposed model schools, aimed at imparting education through the media or English and Hindi has ignored the accepts policy of education through mother tongue. Thus the language policy of model schools is against the language policy of the state government and against the recommendations of different Committees and commissions on education.
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Andaman & Nicobar Islands - Since in the New Education Policy more stress have been laid on three language formula, the students or Andaman and Nicobar learn their mother tongue as first language, English as second language and Hindi as third language for Non-Hindi medium schools. In Hindi medium schools the students may study only Sanskrit as third language instead of studying a South Indian language as envisaged in the three, language formula since they, do not necessarily have an origin in north Indian States. As far as medium is concerned in this U.T. also students of different linguistic groups study in different media. So the three language formula be implemented in Andaman and Nicobar in a modified manner.
Delhi - There should be a uniform language policy implemented and followed throughout the country from elementary level to university level.
- Hindi should be taught as a, compulsory language throughout the country after the primary stages.
- English should not be compulsory at any stage.
- Three language formula should be followed upto class X with Hindi, English and Mother-tongue and South Indian language for Hindi speaking states.
- Medium of instruction should be mother tongue.
- Special emphasis has to be laid on production of instructional material in all the modern Indian languages, and centre should take the financial responsibility for the same.
- Facilities should be available in all schools for the encouraged in English from Class I, if the child desires.
- Study of a language of South India should be encouraged in schools of north India and vice-versa for national integration.
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- books of other regional languages should be translated and provided to students for extensive study and centre should provide funds for them.
- Centre should provide reasonably equal grants and administrative support for the development of all the national languages recognised by the constitution.
Pondicherry - The three language formula should be adopted throughout the country.
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V: Examination Reforms
Assam General : The present examination system requires reforms. As such examination reforms should form a part of academic programmes in every state. Drastic reform in the existing examination system. On completion of the course of study scientific tools and techniques of a national pattern of external examination be devised for the whole country and continuous evaluation system at the institution level during the course of study be introduced. A national testing service may also be set up in the interest of equity and standardisation.
Elementary : Abition of annual examination at the primary level and introduction of continuous evaluation would surely bring down the rate of stagnation and dropout.
Secondary ; HSLC may be considered the terminal stage of school education beyound that entry into higher secondary and higher education should be strictly on merit basis.
Higher : examination system be so refined as to give option to the examinees to use books in the examination hall.
Bihar - A system of continuous evaluation will be an effective step to get rid of the evils of the present system.
- A public examination must be held at the end of the secondary education course.
- Every section of the community living in the location of the school should be made a party to the management of the schools together with the teachers' representatives to regulate its activities in the interest of the society.
Higher Education - It is imperative to introduce desirable changes in the very system of evaluation.
- A System of continuous evaluation appears to be a veritable solution to the problem.
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Elementary Education - It has been suggested that oral and written examinations should be conducted at specified intervals.
- A public examination should be conducted at the terminal stage of elementary education.
- Promotion to next higher class should be based primarily on attendance.
Gujarat - The system of supervision and administration through the school board system as at present needs a second look.
Haryana - The state board of school education will be the examining agency. It will have a separate vocational education wine, and employers would be involved in the process of evaluation.
Vocational : Admission to these courses should be strictly based upon abilities, aptitude and capabilities. For this purpose strong guidance and counselling service in the school will have to be organized and strengthened.
Higher - (Teacher Education) systematic/scientific mode of selection for admission to colleges to be evolved, which would take cognigance of academic as well as attitudional qualities. Admission to these college should be regulated through state levels pre-entrance tests.
- State boards should plan and organise inservice/reorientation courses for paper setters, examiners/evaluators and school based assessmment. Academic wings of the State Boards of education should be adequately strengthened to take up this task.
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- Teachers performance should be judged not only by their scholastic achievement but also by the services they render to the community.
Himachal Pradesh General : Suggestion for starting a scheme of entrepreneual teachers for unemployed youth was given. Such teachers would work on their own and could be paid a lumpsum amount per student passing in a board examination, the student should be identified as a confirmed dropout in a printed list, as in done in the case if IRS beneficiaries.
- Apart from holding public examinations after V,VIII,X and XII classes in the. schools and retention of the system of Annual Examination at College and the Semester system at the University level, there should be an effective system of monthly and quarterly assessment of the students which should include tests from the text as well as personality assessment in general. Results of such tests should be communicate to the students and their parents guardians so that ail the parties concerned feel involved in the process of development and not merely in the process of examination.