OBJECTIVES AND GOALS OF EDUCATION
In the early part of post independence era, the national leadership endeavored to provide a broadly common pattern of education system so that it becomes cementing factor for a society marked by immense diversities. This desire was prompted, in part, by the concern that in the absence of a strong unifying force like education, these diversities, rather than being underlined by the desire for unity, might lead to disparities and eventually to disunity. the national leadership was conscious that a common pattern of education system should have two elements, namely, a broadly uniform educational- structure and a comparable content and curriculum.
Right from the Lays of the Secondary Education Commission in 1952-53, both these aspects were stressed and the Education Commission's recommendation for a uniform 10+2+3 system of education was endorsed by the national Policy Resoluation in 1968. Despite. gaining national acceptance, the 10+2+3 pattern was not implemented. uniformly in all the states, and in fact, some of the states and union territories are still to adopt it completely. Even in those states where the 10+2+3 pattern is in vogue, the comparability in content and curriculum is till to be achieved. There has been an increasing awareness on the part of the public of the need to evolve an educational system, uniform in its structure and similar in its content and curriculum and standards. it is this awareness that has received a pointed focus in the recommendations and suggestions putforward by educational institutions as well as educational and non- educational professional bodies. With marginal differences in the duration in primary, secondary and higher education stages, all the suggestions point to a common educational structure and content and curriculum.
Structure There is essentially only one type of opinions as regards the structure of education. This is almost an universal view which is in favour of "a common educational system through-out the country", "a uniform education throughout the country" or only one type, of school throughout the country". This is sought to be elaborated further by suggesting the duration of the different stages of the education. system even where, the consensus is in favour of the 10+2+3 system, However, one does come across some variety in the composition of the
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school stage, in the form of 8+2+3, etc. but these differences stem essentially from a specific end. in view, namely, the type of education, liberal, vocational and technical, they have in view. The following is an interesting variant of a uniform educational system.
Stage of Structure Education
a) Parent Education 0-4 years 4 years
b) Elementary Education 5-14 years 10 years
c) General Education 15-18 years 4 years
d) Occupational Education 19-20 years 2 years
e) Old age Education 61. 40 years
Content and Curriculum Content and Curriculum are the arteries through which information and knowledge are inculcated and skills formed. In other words, designing of the content and curriculum and. the, manner of its inculcation are seen to be intimately linked with the fashioning of the individuals, society and the nation. Therefore, viewing content and curriculum as the most crucial factors in the educational process.' all the observers have hastened to suggest a variety-of ways and means to make them as the most potent instruments of individual and national development. This section present as overview of the salient aspects to underlie the designing of content and curriculum, its crucial ingredients as well as manner of its inculcation in the educational process.
Judged by their recurrence and emphasis, the following points and their order of prominence becomes evident from an examination of the deliberations of educational institutions as well educational and non- educational bodies interested in education. These include (i) uniformity of content and curriculum (ii) core curriculum (iii) aspects deserving the highest importance in curriculum and the rationable (iv) relevance of curriculum (v) designing curriculum (vi) craft-vocational skill formation (vii) study of language (viii) relating education with environment, health, productive work, etc. (ix) place of spiritual, physical and yoga education in content and curriculum and (x) national service in curriculum.
India is not merely a big continent but is a country with immense diversities in linguistic, cultural and geographical aspects. Despite these diversities there has always been an underlying, unity. Education should reinforce and strengthen this unity. It could do so
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more by way of its broad uniformity throughout the country than by its multiplicity. A uniform curriculum comparable in its essentials and standards in every part of India as distinct from a unifrom syllabus, is seen to be a cementing factor of India's unity. There is a need for a uniform curriculum but not a uniform syllabus" - this is the watch-word of most of the institutions and bodies. It is through such broad uniformity in the curriculum, that a national purpose could be achieved and this precisely is the point which comes cut with tremendous force and clarity in the deliberations of institutions and professional bodies.
The second most important but related aspect engaging public attention is the "core-curriculum". Advanced even more pointedly from the standpoint of unity and integration of the country, the stress on core-curriculum relates to the proportion between. common and locally variable elements in the content and curriculum. While there is perfect agreement on the need to have the dominant part of India, there is not so such agreement of what elements should constitute this core. A numerical proportion of 60:40 or 70:30 core curriculum, and regional/local elements, informing the shape. of content and curriculum enjoys universal support. There is as much differences in the views regarding regional/local aspects - reflecting local needs, diversities, traditions, culture, etc. as in the case of core curriculum. An illustration in respect of what should constitute the core curriculum and the blend of core curriculum with regional/local variations would be useful here. In what seems a. typical case, an educational institution says:
A core curriculum should mean much more than a comman basic minimum for the syllabus of each subject. It should consist of basic syllabus for a study of the national heritage and fundamental principles. The aim should be to create a proud awareness of the national heritage and national ideals and an urge for the integrity and unity of the nation.
"A uniform curriculum should be framed in broad outline with scope to accommodate local needs and variations" this is how most of the institutions and bodies see the blend between core curriculum and local variations. Many institutions went on to elaborate this point by saying that: "at least 25% of the syllabus should deal with regional requirements to make education more socially relevant".
In fact, while core curriculum is seen to be important to promote national unity, diversified curriculum according to local needs, even
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from the primary stages, is seen to be the best strategy to make education socially relevant.
Values, morals and character building which should be grounded in the study of Indian history, cultural heritage, that promotes unity and integrity of the nation, are seen to be the most important things to be inculcated. The relative order to importance could vary but the estentials do not `brook any compromise. Some would prefer that "moral education should be compulsory in all schools and colleges in the country .... ". Others would feel that from elementary to University levels sound knowledge about Indian history of last 5000 years should be taught .... in a manner which would arouse patriotism, pride in our ancient culture and sense of unity. Most of them come round to the view that "compulsory subjects an history, culture, Indian freedom movement and nationalism should be introduced in the curriculum at all levels". In the some breath they also emphaise that "moral and value based education with proper curriculum should be imparted from elementary to higher levels".
These illuestrations serve to highlight the point that morals and value and national heritage are complementary factors. In fact, it is in this spirit that emphasis is added on the inculcation of nationally accepted political values like democracy, socialism and secularism.
The consensus in respect of curriculum at each stage is as follows:
"At the elementary stage there should be nonformal education imparted through story telling, play, etc. Children should be encouraged to develop creative skill and expressiveness through acting. Trips and excursions should form a part of education at this level and the process of learning should activity oriented. Learning rather than information should be stressed". It was felt there must be connection between primary and middle level curriculum. The first two years of middle level should have general education, whereas the last two years should combine vocational and academic education. The curriculum at the secondary and higher secondary stages, "should be developed in, such a manner that it caters to the educational needs of the rural and urban children equally." At the higher education level, it is suggested that courses on NCC/NSS should be made compulsory in the college so as to promote the. students towards studying and serving and community.
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In matters of designing the content and curriculum opinions differ. Some advocate involvement of the Central Government while others emphasise "introduction of a scientific curriculum through the democratic body of teachers, students and educationists". A leading Institute is of the view that parents should be involved in formulating the content and curriculum at primary level. Another institution is convinced that "a relevant curriculum should involve the local community in curriculum designing" in order to make it "reflect local culture". There is yet another suggestion in favour of an "expert committee consisting of eminent and unbiased educationists with national spirit" at state and national levels to be entrusted with the task of preparing the syllabus.
Social relevance of content and curriculum is a dominent issue exercising the minds of the participants and in this case, there is as much emphasis to give practical, skill formation orientation as the emphasis on inculcation of values, and morals. Application of knowledge to practical situations the problem solving approach- relation of education with modern life and living conditions, lesser emphasis on theoretical orientation and greater stress local environments, etc. receive more prominence in the suggestions of educational institutions and professional bodies. This has been sought to strengthend by the stress integrating within education aspects of health, environment, dexterity, yoga exercises, productive work, communty national service, etc. The stress on national and socially useful character of education was an attempt to provide the most vital elements of education.
Vocationalization and Job-Orientation Vocationalization is one of the means and possibly the most effective of enabling our education system to produce skilled workmen for the various requirements of society. The 10+2 system was expected. to introduce and operationalise this very concept, but the expectations from this were not realised.
It is apparent from the responses that the present degrees have lost their credibility since they are not capable of ensuring employment to their holders. Therefore, there is a widespread feeling that courses should be designed to promote job opportunities. It was also flet that vocational training should be accorded a higher status by declaring its equivalence with existing degrees. The following recommendations of an educational institutions illustrates this point:
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.... steps should be taken to remove the stigma that vocational stream is for the unworthy by improving the quality of courses, by appointing qualified persons in respective fields, by making vocational stream really vocational without language load, by giving `field exposure' to students.
A number of suggestions from teachers and other organisations are towards an effective vocationalisation. These relate to the stage at which vocationalisation should be introduced in the curriculum, its nature and duration.
There is a general acceptance of the need for opening more institutions for vocational studies and to upgrade presently existing facilities to provide better training for the teachers and instructors. In order to do this, it is felt the help of industries should be sought by inviting trained specialists from industry in part training to the students in vocational stream.
A note of action is sounded on two accounts. Firstly, vocational education should be in accordance with the job market requirements available in particular areas where such courses are to be taught. Secondly, as with the number of Humanities of products, only as many students Should be trained in vocational skill as are needed in our society. At least one special institution, it was felt, should be set up in every district with residential facilities for vocational training had been suggested by some, the society for educational research, Baroda, for instance, that the development of vocational skill should form an important component of non-formal education at the elementary stage. But the most commonly accepted nation is that vocational education should be introduced after 10th standards, with classes 11 and 12 being attached to colleges having specialised subjects which would enable them to decide on their professional courses after 12th standards.
Even those who did not favour introduction of vocationalisation from primary school wanted that children should be taught crafts and encouraged to develop a healthy attitude towards working with one's hands.
Various measures are suggested to make vocational courses more attractive such as more deversification, giving preferential admission in professional course to students from vocational stream
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and by providing for vertical mobility to those from vocational stream. It is also suggested that skilled persons should be employed as instructors whether or not they possess degrees.