 III. EDUCATIONAL PLANNING AND
MANAGEMENT

The present section summarizes responses with respect to planning and management aspects of education from nearly 138 organisations. These responses have been analysed under the following eight heads. It is quite natural to expect that various organisations educational, cultural, social and religious have reacted on this vital question according to their own perceptions. Thus, quite often they have expressed views on a particular item. diametrically opposed to the one expressed by some others. It has not been made possible to give a detailed account of each view expressed by the respondents in such cases. Effort has, however, been made to be as representative and objective as possible in our summarization of the views. The extreme views have been mentioned in the text yet the main thrust has been on the views expressed by majority of the respondents.

1. Educational and National Development

Education can directly serve the cause of socioeconomic development of the economy and social transformation of primitive agrarian human society to the modern industrial one. In their enthusiastic support for education these organisations have suggested that (1) six to eight per cent of the GNP should be spent on education; (ii) Education Ministers - at the centre as well as in the States - should be of the Cabinet rank; and, (iii) there should be All India Education Service - members of which may be enjoying parity with top most civil servants in the country. One memorandum has forcefully advocated for granting independent status to education like the one being enjoyed by the judiciary in the country.

(2) Education and Human Resource Development

Education can directly serve the cause of socioeconomic development of the society by playing a helpful and positive role in development of human resources. Human beings are not only the production agents but are the end-all of all activity, economic as well as non-economic. Their welfare is the ultimate aim of all

developmental efforts. Inequalities of wealth and income distribution can be lessened only through the spread of education. For lack of awareness and concretization on the part of the beneficiaries many developmental policies and programmes introduced since independence have failed to deliver intended benefits to the poor and the deprived. The socioeconomic and regional imbalances have been accentuated over the period. Effective educational strategy is required to combat adult illiteracy and ensure cent percent effective enrolment of children in relevant age-groups in schools. For this, (i) programmes of UEE should be pursued with greater zeal and determination. Drpout and repeater-rates must be reduced to avoid wastage. One memorandum suggests that primary education should be the responsibility of the Central government. It would ensure fulfilment of our constitutional obligation. Some other organisations have suggested that primary education should be the responsibility of the local bodies.

In nut-shell, the views expressed emphasise importance of UEE, and advocte for meeting this challenge effectively and adequately; (ii) alongwith UEE, the adult-education programmes for age-group 15-45 years should be given top priority. In order to make adult-education a success there should be large-scale involvement of voluntary agencies which may be given requisite public support and recognition, college/ university students and teachers, and, (iii) programmes for open learning, should. be introduced seriously so as to facilitate life-long learning of the human beings living in this fast changing technological age. Open learning should be the way of life and open universities should be established at the state level with Boards of Examinations for students of OLS and there should be, parity among students coming from open as well as from the formal channels; (iv) programmes for education of the women especially for women from rural areas, may be given greater attention and a larger number of schools for girls should be opened in deficient backward areas; (v) mass media such as T.V., video, radio, pictures, posters, etc. should be harnessed in the service of education through interesting and absorbing educational features, and programmes, and (vi) education upto class X should be compulsory and free. All six measures discussed above will go a long way in negating World Bank's forecast that in the year 2000 AD more than 50% of the world's illiterate population would be in India. It may not be out of place to indicate concern for the UEE of the respondent as under :

"A mass movement involving every capable person is required for this monumental task in order to achieve the target of universal

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elementary education. It should also be taken up on an emergency footing since the problem requires immediate attention. The programme requires to be prepared with an in- built system of decentralisation all the way to the local community level in its planning implementation and accountability. Decentralisation is required for the mobilisation of people's participation and local resources. UEE should be linked to adult-education and to learner's incentives".

(3) Secular and Democratic, Character of Education

If education is to play a constructive role in nation's development then all irrational irritents must be removed at once. Education should play a unifying rather than divisive role. Appropriate constitutional changes may be made to dissuade people from opening educational institutions on the community basis such as Christian college, Hindu college, Khalsa college, Muslim college, etc. The curriculum should be suitably developed so as to emphasise oneness of the people of India. Equally important is that decision-making in education should be decentralised and special arrangements should be made to involve local community, especially its enlightened members, in the affairs of the educational institutions. In short, educational programmes, should not be conceived and implemented in `isolation'. Some teachers' as well as students' associations have suggested that the appointment of Vice-Chancellors to various universities should be, made out of renowned academicians alone. IAS, IFS and IPS members should not be made in-charge of the educational institutions as this practice has often resulted in police entry into the institutions leading to ultimate clashes between members of the police force and members of the academic community.

(4)Control of Education

Many organisations/associations have strongly recommended complete nationalisation of education. In their view, the step would help evolving common educational goals, plicies and programmes supervison and monitoring agency etc. Educational activity would be conducted with the sole aim of developing useful and law-abiding citizens having national perspective and common vision before them. This would defeat divisive and separatist tendencies. Further, it would provide required resources for balanced development of education in all regions a subject of crucial importance for national unity, peace and prosperity. Presently, some states are, spending more on education while some are not so enthusiastic about the development of

education in their respective states, However, there is a diametrically opposite view expressed equally forcefully by some other organisaTions. In their opinion education should be given completely in the hands of private agencies under general direction and guidance by the government. This practice would ensure community in educational affairs provide financial resources and physical. facilities needed for proper development of education and esure proper functioning of system and accountability of the personnel involved in the teaching and administration of education, including that of the students who are beneficiaries of the system. There is a suggestions that meets mid-way and advocates. that primary education should be responsibility of the local bodies, post-primary to +2 stage that of the state govt. and post +2 stage; i.e. college/university education should be responsibility of the central government. This would avoid spreading of resources too thinly, by each one of these agencies. Another recommendation suggests that educational activity in the country should be carried out as per directions and suggestions of an Autonomous Body of Educationists. This would result in development of common Core curriculum at different levels and would ensure interstate mobility of students and teachers and serve the mottoo: One Nation, one Education.

It is surprising to note that there is hardly any mention of education being included in the Concurrent list. Either, respondents are not fully aware of this fact (the fact needs further publicity) of they feel nothing worthwhile car be achieved through this half hearted step and only nationalisation of education is an answer to all educational ills.

(5) Structure of Education

Majority of respondents have, welcomed the national pattern of 10+2+3. However, they have expressed anxiety as to how soon all the states and union territories in the country will switch over to this rationally agreed pattern. In this case, they are particularly worried about the success of +2 stage. In their opinion it can succeed only if education joins hands with surrounding production centres for arranging practical training of the students of various vocational streams. Co-operation of the industry in responding to this timely need is a necessary condition. Efforts should be made to elist support of the concerned departments and societal preferences should be changed in favour of vocational courses through guidance, counselling And persuasion. Some respondents have given their own structure of education. The variations are however of marginal

nature and they have not given any argument in favour of the structure proposed by them. It is heartening to note that there is a near unanimity oh the nationally suggested pattern of education i.e.. 10+2+3.

(6) Integrated Educational Planning

Many associations /societies in their responses have indicated the non-existance of a common body who oversees the integrated development of all the three formal. levels of education i.e. Primary, Secondary and Tertiary. References have been made to the appointment of various Commissions and Committees since independence. Excepting Kothari Commission, no other commission or committee had so wide terms of reference as to consider problem of each level in an integrated manner or in totality. We must more away from analysing educational problems relating to a specific level. Each level is a vital link to the succeeding as well as the preceding level. Thus, there is an urgent need to deveop, a unified outlook on educational activity with a detailed account of problems specific to each level. In short, we need to integrate all the three formal levels and devise development strategies accordingly. Formal component, through vital, is however not the only important segment of educational activity. Non-formal. and informal (incidental) components need to be developed and integrated into the total educational endeavour.

Some organisations have suggested that in schools and colleges, there should be four days of formal teaching and one day should be reserved for, non-formal education. On this particular day, not the teachers, but the enlightened members of the society, people proficient in various occupations should be brought in touch with the students. Similarly, through contact programmes, opportunities for non-formal learners be created for face-to-face interaction on formal teaching lines. Further, there should be sufficient flexibility for students of formal stream to join non-formal stream and vice-versa. Thus, sufficient linkages need to be developed between formal and non- formal educational programmes. In respect of incidental education, imparted through mass-media like radio, T.V., video and other means, efforts should be made to ensure that mass instructional and entertainment programmes are in tune with the educational programmes implemented through formal and non-formal channels.

There a need to establish Open University in each state so as to create and provide opportunities for life-long learning through different kinds of Connecting bridge courses, for those who wish to

grow personally and professionally? In short, there needs to be a comprehensive Educational Policy and Planning that would include not only all the three channels of education but also development of mass- media and other means of reaching out to the masses. There should be proper integration of development activities which may carry educational content with and educational programmes which may deliver message of some development agency.

(7) Role of Private Institutions in Resource Mobilisation

Responses from some organisations from -Uttar Pradesh highlight the fact that ever since the introduction of Educational. Reform Bill in 1982, the private interest in educational activity has subsided resulting in the decline of private financial resources for education. The aforesaid bill provides job security to teachers and their salary is paid by the government and disbursed through the concerned District Education Officer. This has left private management virtually with no powers to discipline the teachers who have grown defiant and careless towards their responsibilities in the school. The teachers run private coaching centres in their residences and their interest in teaching the students in school hours has been on the decline. This has discouraged the private managements not to invest in opening new schools or affecting improvements by way to repairs, etc. in the existing infrastructure. This has further deepened the crisis for educational resources. In their opinion the situation can be eased only if voluntary/private organisations are encouraged through public support and recognition.

In some other responses front Tamil Nadu, the State Government has been urged upon to put an end to the practice of capitation foe by private managements. The students who join professional colleges after paying capitation fee are always worried to recover their `cost' once employed. It affects their integrity and makes them anti-social individuals. In some responses there is a very strong plea to bring government schools, in terms of physical facilities, educational equipment and other things, at par with the public (private) schools. This dichotomy between the public and government govt. aided schools must end. This is possible if children from the well off elite families are also admitted in `neighbourhood' government/govt. aided schools. This would rationalise distribution of resources for education made available by the society.

(8) Planning for Educational Reforms

i) Quality in Education : There is a, concern for poor quality of education at all levels. The quality is poor at the primary level because teachers are indifferent, curriculum is overburdened which remains undigested; at the secondary stage the teachers are ill- prepared, the school labs and libraries are ill-equipped and at higher level the quality is lacking because of too much politicalization of academic community and faulty evaluation system. It has been suggested that each teacher must undergo a refresher course at least once in five years to update his professional and subject knowledge, strict standards for teachers, and the concept of neighbourhood schools must be implemented with all seriousness. Distribution of students in a balanced way would ensure parent's/communities interest in the affairs of the school and the present gap between `elite' and the `Poor' neglected schools would narrow down. The centres of excellence should be strengthened and multiplied at the university stage where admission should be restricted according to merit rather than means.

ii) Relevance in Education : Much of the educational. content is ill-related to needs of the student or the geographical area in which he lives. Education should be related to some professional skills/competence that the student must acquire during his study period. Education should prepare him for life and should relate him to his surroundings and environment. Education should develop national as well as international perspective and at the same time should awaken the students towards local realities It has been suggested that each student must have some practical skills. Some societies heave recommended that there should be separate universities, at state levels, for technical and professional subjects.

iii) Reducing drop-outs : Enrolment drive for children from the poor families must be vigorously launched so as to realise the goal of UEE. In rural areas, education of girls needs to be emphasised. Provision of educational facilities is just not enough. A study of inhibiting socio-cultural factors should be undertaken and efforts made to pull down such barriers. Opening of more schools for girls, recruitment, of lady teachers are some of the helpful steps in this direction. in place of `single door entry' multiple entry system needs to be relied upon to improve attendance ratio and reduce dropout rates. Success of adult education programmes may also help in enrolling larger number of children in relevant age-groups to schools due to inter-generational effects of education.

iv) Accountability : The single most important improvement need to be made in the system is the introduction of accountability on part of students as well as teachers. It has been Suggested that the Parliament and the State Legislaturers should monitor progress of the educational programmes. In absence of proper monitoring, huge financial resources invested in education fail to yield any dividend. On the part of the teachers, there needs to be a code of conduct. However, opportunities should also be created for the teachers to enable them to undergo refresher courses in their subjects periodically. The pi-ogress of each student should be monitored through continuous evaluation. Only those students should be allowed to stay in the system who show consistently good results in academics or in games. There should be constant touch between the teachers and the guardian/parents of the students through frequent parent-teacher meetings.

v) Admission Policy : Reservation policy needs a review. Not the social class but the economic class should be the criterion. Further, admission to college/university stage should be restricted to the capable and meritorious students alone. Majority of the students should join the world of work after +2 stage. Only those brilliant and exceptionally talented should be allowed. to join institutions of higher learning. Thus merit of the student rather than his financial strength should be the deciding factor in admitting him to an institution of higher learning.

III. EDUCATIONAL PLANNING AND MANAGEMENT