II. CONTENTS AND CURRICULUM
At present qualitative improvement of education has been a major concern in most of the states in India. It has been conceived as one of the measures to achieve goals and objectives of education. Efforts at qualitative improvement are characterized by measures to make the content and curriculum of education more relevant, meaningful and interesting. There has been a. growing realization of the need to direct educational efforts to the all round development of the students. An added emphasis on adequate preparation to keep pace with for adjustment to the fast changing society and ensuring a happy, personal and social life. It is in this context that the suggestions with regard to content and curriculum made by 138 voluntary and non- voluntary associations, belonging to different professionals such as teachers, administrators, cultural organizations, social workers, religions workers, physically handicapped have been analysed.
The whole lot of suggestions made by the associations with regard to content and curriculum required logical presentation. Though each response in itself was in a right place with right argument, only when, these responses were picked and put together with other responses, it necessitated assortion into groups on certain logcal grounds. For the purpose of analysis, responses have been grouped under twelve themes and furthers these twelve themes have been classified into two major areas:
1) Planning of Curriculum
2) Content of Curriculum
In this section, global issues pertaining to general planning of curriculum keeping in view the goals and objectives of education, issues like uniformity in education, flexibility in content and structure, the need for relevant and need-based curriculum, language issues and the role of curriculum in improving the quality of education have been discussed.
Specific issues, pertaining to what, how much, where, how and when are discussed under the heading "Content of Curriculum". Issues like curriculum for national integration, emphasis on Cultural heritage, value education, discipline education, spiritual education, extra curricular activities, and vocationalisation have also been analysed in this group.
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This kind of classification is done only to facilitate proper analysis of the responses and to present it in a logical manner. This classification is neither mutually excluasive nor collectively exhaustive, in terms of overlap and comprehensiveness.
The total number of responses in each issue and in the two major groups viz. (i) planning and (ii) content of curriculum are given in, the following table.
(i) Planning of Curriculum (ii) Content of Curriculum
1. Uniform and National Core 1. National Integration 18
Curriculum 7
2. Cultural Heritage 5
2. Flexibility in Content
and Structure 12 3. Value Education 28
3. Language Policy 18 4. Vocationalization and
work Education 27
4. Quality of Education and
Role of Curriculum 22 5. Discipline Education 1
5. Relevant, need based 26 6. Spiritual Education 3
Total Respondents 85 7. Extra Curricular
Activities 2
Percentage 61.6%
Total Respondents 84
Percentage 60.08%
Issues on planning and content of curriculum have figured as the most prominent themes in the correspondence accounting for about 61.6% and 60.08% of the total responses respectively.
2.1 Planning of Curriculum The issues of curriculum has figured directly or indirectly as a prominent theme in large number of memorandums. Whether the analysis is with reference to past education system, present condition or furture planning, it has bearing on both content and curriculum. It appears that all most all the association memorandums have visulaised
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content and curriculum as the media through which the quality of education can be improved. For this purpose, it has been emphasized by the respondents, that in the planning of curriculum existing non- fromal education structure should also be treated as a Part of overall system of education. A well known voluntary association of dedicated social workers suggests that.
"Non-formal Education should be treated as a part of overall system of education. Subjects like local vegetation, soil preservation, weather condition, aforestation, animal husbandry, water supply, utilisation and preservation of energy etc. should be taught to the rural students, in the non-formal structure, similarly practising cleanliness, maintenance of public senitation, traffic discipline, first aid treatment partriotic alertness and the topics that are necessary for urban students and hence should be taught through non-formal education system".
Such an arrangement would in addition to contributing to the reduction of work load in the formal system, helps in developing proper linkages and coordination between the formal and non-formal systems.
"Open University courses should be developed in the form of modules in different subjects. The students from open university may come back to the formal system of education, after completing certain modules and after satisfying the criteria laid down by the universities".
It has been suggested that "formal syllabus" should be taught for 3 days a week and one day should be reserved for extra-curriculur learnings e.g. "Lectures by distinguished professionals, exhibitions, competitions etc." to make learning more creative, interesting and enjoyable.
Such an arrangement would help in reducing the burden of work load, finance, instruction hours etc. in the formal system.
Within the broad theme of planning of curriculum, the issues that have figured prominently are:
2.1.1 Uniform and National Core Curriculum
2.1.2 Flexibility in Content
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2.1.3 Relevant and heed Based Corriculum
2.1.4 Quality of Education and Curriculum
2.1.5 Language Issues
Planning the curriculum should be preceded by
a) fixing the duration of academic session;
b) beginning and ending of academic session;
c) number of categories of syllabi that the centre/state decides to offer, and so on. Towards this end the suggestion made by the respondent reads:
"The academic session should be the same for all faculties and colleges, the syllabus for every subject must be published before the start of the fresh academic session. The syllabus should be published through news paper".
While planning the curriculum, an education foundation has asked for "number of categories of syllabi to offer to cater to the needs of various sections of the society. It has been assumed that with this .kind of variety it should be possible to reach the goals and objectives of education. It says:
"Every state should have a number of categories of syllabi to offer:
SYLLABUS `A' 100% CBSE Hindi/Eng. medium
SYLLABUS `B' 100% CBSE REG.Lang./Eng. medium
SYLLABUS `C' 100% CBSE(core) Hindi/Eng. medium
+30% Local(env.)
SYLLABUS `D' same as above Reg.Lang./Eng. medium
SYLLABUS `E' same as above Reg.Lang./medium
SYLLABUS `F' 100% Local (env.) Reg.Lang. medium
for the needs of School for the purpose of LITERACY only - Reg. language + Arithmetic Only
(a) SYLLABUS `F' to aim only to LITERACY : as such to be prescribed in schools in remote areas, backward villages and some areas even in town with high percentage of dropouts and for ADULT EDUCATION.
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(b) All Metropolitan cities/Cosmopolitan towns/state Capitals/ District H.Q./District Industries Centres MUST have some Govt..Pvt. Schools catering to Syllabi `A' and `B' besides other Govt./Pvt. Schools catering to syllabi `C' `D' & `E'.
Thus there would be three kinds of School (Govt. and Pvt.)
1. SYLLABUS `A'/`B' schools
2. SYLLABUS `C'/`D'/`E' schools
3. SYLLABUS `F' schools
But this kind of format should be implemented with a note of caution i.e.; a careful eye should be kept on gifted children in SYLLABUS `F' schools. A gifted child MUST be shifted to other kind of school as early as possible. It should be mandatory for the nearest good Govt./Pvt. school to accept a gifted child from SYLLABUS `F' school- preferably with some kind of scholarship if needed".
To plan the right kind of curriculum it has been envisaged that "Curricular framing upto the secondary level should be left in the hands of autonomous school boards, but should be assisted by a research wing comprising of competent educational researchers with a background of teaching experience".
"Representation of officials there on, should not exceed onethird of the total composition and they should not be mere administrators but also competent educationsts."
"Nominations on the school-boards should not exceed ten percent of the total membership and should be resorted only to balance the composition."
"The board should be constituted primarily of teachers and active educationists who should have full involvement in affairs of the boards
With this broad structure now us see what these associations have to say in regard to the specific issues.
2.2.1 Unoform and National Core Curriculum The importance of national core curriculum for having a uniform pattern of all over the country has been emphasised by a
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number of respondents. Pleas such as "at the secondary stage national core curriculum should be evolved in such a way as to allow a certain degree of flexibility for providing for the specific needs of region or the particular needs of a state".
"The national or common curriculum could occupy about 70% of the total curriculum and the remaining 30% can take care of the specific local situation."
It is felt that without such a pattern the interstate movement of both teachers and students would be jeopardised. Uniformity in curricula is also desired in order to delete "Unhealthy social segregation that is taking place between the school for rich and those for poor, between two regions, between two states and so or."
Common core curriculum, the respondents feel, is very essential for peace, unity and integration of the country. People, educational societies and government should all play their role according to their resources and capacities to make education an effective instrument of social justice, national integration., socio-economic development and creation of a new man with higher consciousness capable of evolving a just, democratic, classless human society, devoted to mutual cooperation, international peace, security and progress of mankind."
2.1.2 Flexibility in Content and Structure Almost all the respondent who have pleaded for national core curriculum have done so with a note "to allow certain degree of flexibility for accommodating the specific statewise, regionwise or local needs. It is stated that "It is the education that which is. flexible in content and structure and uses the existing social and physical environment as the source for learning."
To ensure the local requirements and to base the education on local environment and local resources and finally to introduce cultural heritage, flexibiliy in curriculum is essential:
"Upto the level of secondary education subjects of local requirements and contemporary concerns should be included in the syllabus. Thus the syllabus should be flexible enough to embrace local needs."
The students should be infused with the ideas and ideals of cosmic culture, which is our national heritage, to ensure not only
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national integration, but also the unity of mankind with a universal well being in view."
2.1.3 Relevant and need based curricula The provision of flexibility has been visualised by the respondents to ensure need based curricula relevant to the students residing in diverse habitats. In achieving this, are of the memorandum suggests that "school and teacher under the new policy of education should not only create social awareness about the society its needs and aspirations but also should take children to actual centre of social, cultural, historical, economic and industrial activities. "In their own village, city and state, if possible, to other states also for study tours and practical work activities." Such an education would help in developing proper needs in human beings in addition to providing education according to the needs of society. Based on the plea that education should be relevant to the students, it is emphasised that "every college and school should identify areas of its work and services according to its curriculum and divide working groups of students as per their likes, inclinations, knowledge and utility and the needs and requirements of the society already identified by linking of society to education and education to society we will be able to produce a new generation perfectly suitable to the new emerging India."
2.1.4 Quality of Education and Curriculum Today everything, largely due to economic reasons, is based on maximum numbers. This makes the programme massive and they lose individual or personal touch and Contact that deteriorates the quality of education to a regretable level. Informal relationship between teacher and the taught inside or outside the school or college, no longer exists. The situation has been further worsened by the type of education that we are providing to the students. Content and curriculum has been visualised as the major media through which quality of education can be improved. Different memorandum have suggested different content of curriculum for improving the quality. The details with regard to Content and curriculum is given in the second portion of this unit (2.2)
2.1.5 Langauge Issues A large, number of memorandum have discussed the language policy and made worth-while recommendations. Two language formula and three
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language formula have been recommended. The reasons given by the respondents vary from making education easy and enjoyable to inculcate culture heritage, national integration etc. Each respondent has found some aspect of the existing language policy deficient in our educational system. At the same time each memorandum also emphasizes need for proper language formula for the national unity and integration. In the process, several recommendations have been made. One such respondent suggests that the study of Sanskrit should be duly emphasised and it should be introduced as one of the compulsory subjects at the school level. Reasons for such an argument are :
(a) The widespread study of Sanskrit will reinforce the national integration of India. Keeping the back bone of our cultural heritage as strong as they should be; and
(b) Sanskrit will, with all its potentialities, be able to help in understanding the regional languages of the country.
It appears that the logic for introducing, Sanskrit is well established by the reasons given above. Similarly, the reason given by another respondent seems, to be equally sound. It says "English language should be taught as a compulsory subject right from primary level to higher secondary level throughout the nation". This would help in updating the knowledge not only at national level but also at international levels.
The importance of national language appears to have been given due emphasis in good number of memorandums. It has been time and again stressed that "National language be emphasised". In a much stronger spirit runs the recommendation made by another respondent which suggests that "All southern pupils should learn Hindi and ail northern pupils should learn one south Indian language as a compulsory subject to encourage the feeling of integration."
The question of mother-tongue as medium of instruction has evoked strong response amongst the respondents. The reasons given for such argument seems to be much more logical on the provisions made in the Constitution. The suggestion reads "compulsion of studying regional language for ail students is grossly indiscriminatory and unjust......Education should be in their mother-tongue."
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2.2 Content and Curriculum Content of education has been visualised by most of the memorandums, Rs the media through which goals and objectives of education can be achieved. The issue of content and curriculum has been used as an issue to justify the present status of both quality and relevance of education. Keeping the present position in view, the respondents have asked for renewal of curriculum. In doing so they have suggested for additions, ommitions, modifications and have given reasons for their suggestion.
Within the broad theme of content and curriculum the issues discussed are : emphasis on cultural heritage, value education, discipline education, spiritual education, extra-curricular activities and vocationalisation. Table No. 2A indicates the total number of memorandums that have made suggestions with regard to content of curriculum, and also the number with regard to each issue discussed under this global heading.
It has been emphasized that educational system should keep in view the need. of independent development" of the nation as a whole. This implies constitutional goals and national goals for development. The content at different levels of. education should be in tune with these goals. It has been suggested that :
"Basic core of subjects at the general education levels, with the work culture upto the age of fifteen; diversified courses including vocational as well as discipline orientation of higher education stressing the applied aspects of the discipline to be studied at the collegiate levels".
It appears that much is expected from education and this expectation seems to have been focussed on the content and curriculum. Whether it is a matter of personality development or cognitive capability, effective domain or individual Talent, everything is expected by the society from the education sector and that too through the content of curriculum. This is we depicted in one of the statements made by the memorandum which reads
"Education should mould characters, promote group thinking, decision making and constructive action should be factors in development of self-confidence, initiative competency in every individual and make himself a realiable member of his group in society".
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For achieving these goals respondents have given large number of suggestions as to what should be the content and curriculum. The items suggested include :
"Environmental cleanliness good manner, dental hygiene, politeness, collective living, functioning in an organised and disciplined mariner, working together, mutual assistance, cooperation and division of work", Values of collective functioning and. the need for preserving and protecting,", "Physical Education, "Yoga", "Cultural heritage", "Sports, Dance, Drama, Music and Extra-curricular activities".
The broad framework of content of education at different levels has beer worked out by an association of teachers. The suggestion reads follows:
Standards Levels Subject
1 to 5 Primary Mother tongue, English, Conventional
Maths 50%, Set theory 50%, Fundamentals
of Science and Indian history
6 to 8 Middle Mother tongue, English, Science, Maths,
Indian History and Geography, Handi-
crafts
9 to 10 High School Mother tongue, English, Science, Maths,
subjects like modern Maths, modern
Science and humanities and vocational
subjects like Agriculture, Automobile
and Electricity
11 to 12 Higher Academic stream - Humanities, modern
Secondary maths, modern Science. - Vocational
stream - Agriculture, Animal husbandary,
Engineering and Technology, Health,
Commerce, Home science, fine arts
Physical education should be made compulsory at all levels.
Another framework suggested by an association emphasises on teaching of grammar at all levels. And it has been expressed that
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fourth optional that is being imposed on at the senior secondary level at present is waste of energy and resource, suggestion reads :
"Arts students need not study science. Even social science students need not study because they are weak students, they should have less maths".
2.2.1 Cultural Heritage Cultural heritage seems to have been given due weightage by large number of associations. India is known for its rich culture and its subsequent advantages. It is the responsibility of the education sector to find means and ways to enrich this culture and inculcate it in the next generation. It has been rightly said that :
"Cultural heritage elements, knowledge of the past events, etc. should find prominent place in new educational policy"
2.2.2 Value Education In the modern world the most precious asset of humanity is man himself, and the most effective tool for the judicious development of this precious resource is education. India, can not afford to ignore the urgent task of constant review of its educational system in the competitive world today. Today, competition has gone beyond economic and commercial spheres and reached intellectual and spiritual domains. The imperatives of national unity and national integration seem to have certain direct link with the value perspective in the educational system. Major criticism about the education is that it has been successful in alienating individuals from his/her root in the society. This has resulted in individuals getting alienated from their original individual, moral, societal and spiritual values. In this context, it is said that :
"Education should try to develop a total man, it should be skill generating as well as value generating and to achieve this it is necessary that the "Primary education should be related to value, work and inculcate values of life. Even the drop-outs should be provided value education through "own-time" education. At the senior secondary level, just as there is an emphasis for skill training, there should also be In emphasis on value orientation in which the Indian culture and tradition also be emphasised".
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While analysing the present position of the country in general and the educational content in specific, it has been stated by an association of teachers that:
"Eradication of social evils can be done with the help of teaching basic values of life to our students. Discipline and self-restraint are the important values for self- development and development of the society".
It has been suggested that moral education and sense of devotion, dedication and discipline education should find a dominant place in the overall education. Competition, individualisation is overtaking, basic values and it is this component or education that needs to be uprooted; content should be such that it facilitates collective living and functioning, cooperative working and self-assessment end healthy competition that needs to be incorporated.
Spiritual education and discipline education are the fertile grounds on which the crop of value education can be reaped. It is suggested that:
"Value education oriented courses, personality development activities like NCC, NSS, Sports, Mountaineering, oratory be included in the under-graduate curricular/credit courses".
While emphasising for spiritual education, a well known organisation of primary school teachers suggests.
"Education be based on Vedas and Vedas be taught in Schools".
and further to develop the sense of concentration in the students, Yoga be made compulsory. It is requested that
"every school should teach Yoga as Brahmcharya".
2.2.3 Extra-curricular Activities A number of respondents have given due recognition to extra- curricular activities in the formal education systems.
"Sports and games including indigenous games and rual sports which help in physical development end inculcate a sense of discipline and team work, yoga exercises and activities promoting a spirit of adventure should from an integral part of education21
at all levels. In addition to the sports "there should be variety of entertainments in all villages in the form of dances, dramas, harikathas, plays, festivals, etc. should be introduced to cur-tail city centered entertainment and raise local talents".
2.2.4 Vocationalisation and Work Education Work education and vocationalisation seem to have been such recommendations which have figured in almost ail the memoranda. It has been emphasised that the programme for work culture be made obligatory for school and college going students as a part of national youth policy. These programmes should be planned and organised in such a way that it may enable student community to identify itself with the community development. Such an emphasis has arisen out of a reason that the present education is more theory oriented rather than practice oriented. One of the associations suggests :
"Practical aspect of education be strengthened to prepare student to face the real world. In this context experience of China has been quoted for studying the feasibility of extrapolating and applying it to Indian situation. A member of Parliament (Lok, Sabha) suggests "half-halfschool perception of China wherein productive work and learning processes have been reconciled, may be carefully studied and assimilated where suitable".
Effort has been made by one of the private management institute to work out the detail content of work education for rural and urban areas. It has been suggested that
"In rural areas agriculture education should be stressed in which some business trades and improved agriculture techniques should also be given. `Earn while you Learn' scheme should become inherent component of all education. For urban area courses like Radio, Watch, T.V. or such electric and electronic related subjects be introduced. Selection of students should be made on the basis of aptitude and interest otherwise even the work education becomes a burden".
The need for vocationalisation and work education has been visualised for enhancing the social prestige, in the sense, that it is not meant for dropout. Work oriented education would not only checks the dropout, rate but also boosts the enrolment and retention. Such an argument is based on the following assumptions that the higher secondary education board has spelt out :
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(i) We are moving from non-technical to technical culture;
(ii) Educated person is the chief resource of the community;
(iii) Achievement and merits are the qualification marks of one's ability;
(iv) Quality of intellectuals required to be nurtured; and
(v) Investment in human resource development requires a priority.
Vocational Education is required
"for improving quality of human resources through increasing level of education and vocational skills of masses".
Though there has been an emphasis for vocationalisation to be taken as a central programme, it is Suggested that
"Vocational courses should be started in different states on the basis of different sources available in the States".
It appears that a good number of associations have concentrated on the philosophy, planning and management of vocationalisation rather than the content and curriculum of vocationalisation. Examples of such recommendations are given below:
"The vocational education should, accordingly comprise of the following :
"Socially useful productive, work at ail levels of education"
"Drawing useful lessons from successful experiments in basic education"
"Imparting training for occupations which should be carefully surveyed"
"as 70% of our population lives in villages, imparting skills and raising of existing skills of farmers, artisans, farm labourers, cattle breeders etc. should assume special significance"
"training programmes should be re-oriented according to changing needs of the society
"opportunities for upgrading of skills from time to time and for career advancement in Jobs should be enlarged"
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While emphasising the need for introduction of vocational courses at lower levels of education, it has been stated that "vocationalisation should start at the primary level by developing skills and capacities that would enable the students to make their own decision and follow a vocation of their choice.