 QUALITATIVE ANALYSIS

2.1 GOALS

The theme on goals of education received one of the largest number of responses from individuals who felt that the goals defined by the proposed policy needed to be wider in their perception. Issues relating to moral education, national and human values and culture, needed a far greater emphasis than at present. Though the policy proposal did take into account the changing Indian social set up, there was a feeling, that they were not comprehensive enough to incorporate the demands of the social transformation of the Indian society at large.

Role of Education

It was felt that the proposed policy aimed more towards goals that were utilitarian. Education however is much more than that. It is a process that not only inculcates learning and knowledge in human beings but also defines and guides them in developing their personalities, abilities and a `Weltanshuuang' - world view. In other words, it is an all encompassing institution that prepares humankind to exist, develop and work to carry humanity into its future.

Goals of education, therefore need to be looked at in totality. They should be such as to create an awareness of personality development along with social development - a close linkage between the individual and the society. An utilitarian perspective of education confines its role to merely increasing productivity and introduces a market economy approach to an institution whose foremost approach ought to be social and democratic i.e. aiming to provide equal opportunities to all.

Out of 67 correspondents who sent in views on the goals of education, almost 90 per cent of them were concerned that education be viewed as a continuous life-long process of creating awareness in human being, of not only the right kind of values but also be sensitive to the issues of the broader community. One correspondent contends:

Should children learn mainly 'humanities' considered ornamental or mainly 'science' that is utilitarian? is education aimed solely at technical instruction: for some trade or profession, without the large perspective of human values.

Both these extreme forms of education may perhaps, become relevant only in later years of learning. But the early stages of education, it is felt, "should concert themselves with the production of the best type of human being". Moreover, in developing countries where many people are below the poverty line, the satisfaction of the physical needs is at the moment more urgent than anything else., In view of the fact that the socio-historical conditions have been very different in most third world countries from those of the developed ones, our priorities will thus have to be different from the latter and accordingly our goals of education, Though the proposed policy was certainly based within our own sociocultural requirements, correspondents felt that this was not adequate. The role of education could still be more specific. The role of education could still be more specific in relation to the Indian Socio-cultural milieu.

Human Values

Development of human values has been noted as an important area which the proposed policy, it is alleged, has no reference to. For a proper character buildings, efforts-are needed at an early age, of school going children. For developing the overall personality of an individual, i.e., physical, intellectual and spiritual development, education must aim to impart the right kind of human values - dignity of labour, principles of secularism, social justice and international understanding Most important of all, education should inoculate in human beings, the, ability to adopt.

National Integration

The goal of national integration as an inherent aspect of education, is felt strongly by a majority of the correspondents from different groups. They have expressed that the need for inculcating national values is urgent. Feeling of national integration cannot be created on its own. It has to become part and parcel of the curriculum and humanpower development of the student community who can then be prepared for tackling national problems. Practical suggestions have been given to organise cultural and work-oriented visits of students to different parts of the country to bring about awareness as well as respect for peoples from different cultures.

Also, the tact that national integration should not entirely be understood in its narrowest context is summarized by one school teacher:

New Education Policy should actively assist in building up of a vibrant India Where the citizens will have a National character, social responsibility and spiritual sublimity, with a deep sense of commitment to the country's aims and aspirations and to ensure World Peace and International Understanding.

Culture

The need for education to grow out of and respond to the indigenous culture as also to take pride in it has been more than emphasized by correspondents. They have urged that in the making of the education policy this very important tenet cannot be ignored. Students must be made to come to terms with the diversity of the Indian cultural milieu as also realize the significance of unity in this. Instead of developing our thought process from this great tradition, we have, the correspondents contend sadly derived our inspiration from western thought. It is thus imperative that education undertakes a revival of our indigenous literature and philosophy. Their relevance today even in the modern context, Cannot be undermined as put by one college teacher:

Indian thought tries to realise and experience a sense of unity, in the midst of diversity, through some mental disciplines and certain practices which are linked to them or help such disciplines. It does not ignore human urges in the physical plane (artha and kama, for example) but desires to fit them in a plan of life and restrain them in order that they may not run counter to the attainment of the sense of unity and fulfilment. The emphasis is definitely and especially on inward achievement.

Moral Education

Some correspondents have attached great significance to moral education and feel that, as a matter of policy, it should be made compulsory in the curriculum of all schools. The Ramayana and Mahabharatha, it is suggested, should be considered as texts for such education. The main purpose of such education is to nurture good citizens, as such texts expand national values.

With regard to other goals not outlined in the proposed education policy, there was general consensus by people from diverse backgrounds that there was a need for education to develop initiative in young, people, as analytical mind and ability to make independent judgement, dignity of labour and a sense of social commitment. Also, as proposed by one educational administrator, any step towards educational reform must take into account the non-official book need "Educational Reconstruction"- a collection of Gandhiji's article or Wardha Scheme*. It was, she contends, high commended by the then education ministers of all the states as well as the members of the Zakir Husain Committee, including a large number of thinkers, writers and leaders of the time. The present day basic education is only a, mockery of the `Nayee Taleem' that Gandhi propounded. This has to be re-read as it holds great relevance for the present society.

*Educational Reconstructions & A Summary Proceeding of the All India National Educational Conference, published by Hindustan Talimi Sangh, Sewagram, Wardha, 1937.

2.2 Structure

The majority of suggestions from Correspondents on the structure of the education system was on elementary followed by higher and secondary education.

It was generally believed that the basic structure of education at the primary level has been very weak until now. Major efforts have to be directed at this level as it is the foundation upon which rests the entire education system. "The structure of the base is therefore to be strengthened in order that the rest of the system stands firmly".

It was contended by some that classes 1-3 should be in one part where a given number of children could be allotted to a particular teacher who would teach them the three Rs. This would be outside the formal school. Only after completion of this stage would a child enter school. Alternatively, basic education should involve the first five years of the child's school. Another correspondent suggested having 2+5+5+2+2+1 Years of formal education or 12+2, 2+1 years, and an open Board examination for all students from class 1-12.

With regard to the plus 3 stage, some proposed that it should be divided into two parts 2+1 i.e. plus 2 for those wanting to end formal education and plus 1 for those who want honour's degree. Others put forward the view that universalization of education should extend upto the secondary stage and also that this stage should involve a certain degree of specialization or vocationalization. Universalization however, need not necessarily mean uniformalization of curriculum.

For higher education, one group contended that there should be an Open University system for all college students. Both extensive and intensive research cells should be created in institutions of higher earning to make education socially as well as productively oriented.

2.3 Planning and Management

More than 50 per cent of the correspondent sent, in their views on educational planning and management. They proposed at length alternative schemes for our new educational policy. The concensus is that educational planning should be linked with planning of other sectors of our national development policy. It needs to be participatory in nature, taking into account the opinion of ail sections of the population, especially the local community of students, teachers and parents affected by the educational process. Secondly, planning for such a vast country needs to be decentralized but with some centralized agencies monitoring the progress of educational endeavours. Thus the model is to be a mixed one. Further, the management model should be based upon the concept of development management so far used in other development projects such as irrigation, health and services, take into account the total development of the locality, and project an inter-sectoral approach to educational problems.

Planning at the School Level

According to an educational administrator, the scheme for model schools in each district of the country should be extended to the urban areas. At the elementary level a number of schemes both old and new are required such as extension of the Anganwadis, Bal Mandirs and Sishu Kendras both in the rural as well as in the urban areas. Further, elementary education should be stated controlled, even at the pre-primary Level, the latter requiring more attention than the first level of formal schooling. As put by a college teacher.

educated unemployed are to impart elementary education getting lump sum of Rs.1,000/-- as incentive to get- every child/ adult, thus solving the problem of illiteracy & employment. This service may be monitored by E.O. as also for supplying teaching materials. This remuneration will be much below the total establishment cost of conventional schools in a block. Under this scheme of education 1 ) there will be no dropouts, as there is no need of attending schools 2) education can be imparted at any time & place, 3) uniformity in standard will be maintained as examination will. be conducted by block education officer, 4) no fear, of-examinations, as students can sit any time of the year, 5) income for unemployed, 6) a uniform course curricula.

The urge is to, make elementary education not only compulsory but also free and wherever necessary, residential. The correspondents feel that mid-day meals, free uniforms and text-books would also be required to encourage full enrolment of students. According to them the teacher-pupil ratio would also have to be reduced to a maximum of 1:30. The school hours should be flexible in the rural areas coinciding with agricultural requirements. The government should also extend the scheme of central schools to the rural areas. Another opinion is that elementary education should be looked after by the Panchayat and Municipal wards.

Apart from extending the scheme of central schools to this level of education and open up more hostel facilities for the economically deprived communities, the correspondents have sweated that "only 50 percent of all school age children should continue to study at the secondary level. Correspondent suggests that "the idea of neighbourhood schools should be revived" at this level, and the concept be extended to include "the so-called public as well as convent schools".

The continuation of both general education as well as vocationalization of education upto grade 10 has been suggested by the correspondents. In the case of the latter, a stronger link between the centres of production and the school has been urged. Section 2.8 of this report gives a few of the alternative schemes suggested by the same correspondents. A school teacher has suggested the creation of "Data banks" to monitor and select the type of professions to be chosen by the pupil for his/her vocational subject.

An eminent person has suggested the creation of a School Grants Commission with "district educational committees fully autonomous and consisting of educationists and elites, but not politicians" to look into the planning and management of school education.

Another respondent feels that the unit of educational development should be the village and not block, district or state. he says that:

All welfare activities and plans should be restarted through the coordination of various organs like village panchayat, school, cooperative, patwar, hospital etc. and schools should lead them all with ample powers to execute, guide and supervise and itself be supervised by legislators and ministers. 19

Planning at the Tertiary level

At the higher level of education a politician feels that the link between top level academics, scientists and industrial executives should be maintained. Academics should act as "consultants" in commercial and agricultural enterprises and in turn the managers of these concerns should act as consultants" to the universities and nigher institutes of learning.

Quite the contradictory opinion is expressed by an educational administrator who sees the shifting away of academics to government and industrial agencies as "brain drain" away from the university.

The suggestion of the correspondents on higher education and links between academic studies, and employment opportunities and inclusion of vocational studies as part of university curriculum has been dealt with in sections 2.8, 2.9, and 2.10 of this report. The general feeling is that there should be more research-oriented institutes in this country and mote institutes for studies in physical education.

In order to bring about uniformity among institutes of higher education, a college teacher has suggested the creation of:

A new body called the National Education Development Commission with the Prime Minister as the Chairperson and the Union Minister for human Resource Development as Vice- Chairperson. This body should after planning, implementation and evaluation of both public and private institutions.

Management

The patterns of management suggested are for both centralized and decentralized schemes, At the school level an observation was:

One wonders whether the vigilance in the school through the Periodic inspection of Inspector of schools should not be strengthened further. We should also think in terms of having an intelligence branch in our educational system as well to check on the activities of the school teachers who are responsible for character building of our young and simple minded youth. To check on the harsh attitude and unrestricted and unchallenged powers of these teachers, suitable machinery under the various Secondary/Higher Secondary Education Board need to be set up who

should go into the reasonableness of the questions put to the students in the school tests as well as periodic tests. It has been often found that the headmaster or the principal of the school more often pleads helplessness and appears to be indulging in the activities of these type of teachers.

It was also suggested that teacher-training courses, and courses of higher education need to be centralized and managed by centralized bodies to ensure uniformity of standards both academic and non- academic.

The general opinion is that for the drafting of a common school syllabus alone, national lines; school inspection, supervision, and monitoring of academic progress needs also to be done by a national committee of "Experts consisting of eminent and unbiased state and national level functionaries, which would manage both the public and private schools.

An educational administrator has suggested guidelines and norms for management of schools. University acts and policies for recruitment of teachers should also be provided by the centre. A few school teachers have lamented that frequent transfer of their teaching staff adversely affects school teaching.

At the tertiary level, it has been suggested that it would not do:

To have central body for evaluation of courses and curricula of 140 universities and 5000 colleges. Therefore we need to take stock of resources already available to the colleges and universities and adopting practical measures. To determine the intellectual, creative, entrepreneurial and sociable qualities of students, a correspondent suggests the setting up of a central psychological research institute.

2.4 Infrastructure

The necessity of infrastructural facilities both material and human to educational, endeavours, has been proposed by 17 correspondents. An educational administrator has called for an educational complex being built where besides education: