 ADULT EDUCATION

In the foregoing pages an attempt has been made to present the views, suggestions and recommendations of 113 educational institutions/organisations, and educational and non-educational professional bodies. here, it would be useful to abstract the salient points raised in respect of different aspects and stages of education for consideration in formulating the new education policy.

Objectives and Goals of Education

The foremost concern of all those involved or even interested in education is that it should be forged as the main instrument to inclucate and foster patriotism, feeling of national unity and integration, human values, social awareness, dignity of labour, pride in our heritage, democratic values and civic spirit. Secondly,

education should be made to develop scientific outlook and total personality in order to fulfil material needs and spiritual aspirations. Thirdly, it should become the major instrument of economic development and social transformation of the nation, in general, and the rural/poor population, in particular. Lastly, and most important of all education should serve as the sheet author of the moral values of a society. The single most important task is to education fulfils these objectives and goals.

Common Pattern of Education : Structure

Content and Curriculum and Vocationalisation

A broadly common pattern of education, common in its structure and standards, in the different parts of the country is viewed to be crucial as much for national unity and integration as for an even development of the education system itself. There are no two opinions about the structure of education that it should be "common" and "uniform throughout the country". The pattern 10+2+3, suggested by the Kothari Commission, endorsed by National Policy Resolution, 1968, and nationally accepted, is the "uniform", "common" education that people want. Content and curriculum, which are seen as the main agents in imbibing and reflecting goals and objectives, leading to skill formation and development of individuals and the nation, are also desired to be broadly uniform throughout country. This uniformity should be achieved through a core curriculum, incorporating elements and aspects essential for national unity, integration and allround development and some amount of regional/local ethos, traditions, culture and needs, diverse but not divergent to the prespective of core curriculum. The Content and curriculum, comparable with every part of the country, should seek to inculcate values, and outlook essential for National unity without suppressing the richness of regional/local diversities, should be based on practical bias and designed to lead to vocational and technical skills in an appropriate manner right from the primary stage. Most importantly, the vocational content of education, especially at the secondary levels, should become the main focus of the new education policy. Sufficient safeguards must be provided such as equivalence and parity with the general, technical and professional strems as well as vertical mobility within technical and professional lines. In the designing of content and curriculum, the involvement of teachers, students and educationists is held to an essential conditions for its wholehearted acceptance and sincere implementation. In the case of vocational education, it is suggested that industrial/economic needs and

employment potentials of the, region should determine the type of vocational/technical courses. In the matter of imparting vocational skills and training, a flexible approach is urged as regards the method of drawing expertise front trained specialists in industry or from the public although not educationally qualified.

Language

Like goals and objectives and content and curriculum, the language policy in education is seen to be a crucial issue in the new policy on education. Viewed more from the point of view of national unity, the major issue arising from the nationwide debate is the language policy which includes three elements, (i) the three language formula, (ii) medium of instruction, and (iii) hindi as the national language. There is no disagreement, but in fact the misgiving is universal, about the luckewarm attitude towards the implementation of the three language formula - lukwarm attitude towards the southern languages in the Hindi speaking states and towards Hindi in the southern states. however there is no consensus as regards the implementation of the three language formula. Majority plead for the proper implementation of the three language formula while some suggest a two language formula too, with only English and Hindi. There is also disagreement about the stage class for the introduction of the second and third languages.

On the question of medium of instruction, there is unaninuity of view in favour of mother tongue or regional language, beging the medium from primary level, althrough some do not mind English as the medium in schools beyond V standard especiat in District headquarters.

The status of Hindi as national and link language finds favour numerically with larger number of institutions/organisations, predominantly from northern states. The southern states favour English in place of Hindi.

Evaluation and Examinations

The ills plaguing evaluation and examinations are seen to be at the heart of the problems affecting education. Reform and re- orientation in the of evaluation and examinations are offered as the mildest but most urgently needed remedies. These include (i) continuous internal assessment in place of end-of-the term external examination; (ii) responsibility of the subject teacher in examination and evaluation; (iii) grades and credits instead of percentages, and

semester instead of terms, (iv) testing cognitive abilities and learning potential of students through objective methods then memory testing methods; (v) learning the responsibility of examinations to state and national examination boards.

Planning and Management

"More planning not less in the field of education is necessary" - this demand of most of the participants, is self-explanatory and this planning is desired to make education an integral part of the national development. Viewing education as next only to defence and independent like the judiciary, a number of issues are raised and the more crucial once include (i) educational authorities and their jurisdiction' (ii) equity issues in education and desirable measures; (iii) priorities in education and UEE and (iv) Management implications.

The trend that becomes clear on the issue of authority and jurisdication is that: (a) an increase in government's (Centre and State) involvement not interference in the administration and implementation of educational policies and programmes (b) there should be blend of states' commitment with community's involvement especially in respect of school education, UEE, literacy, vocational education, etc, and (c) the centre should concern more with higher education, policy matters, financial assistance and technical guidance while states should have freedom to adopt national policies and be responsible for implementation through adequate decentralisation of administratives and other responsibilities to District, block and panchayat level authroties. Institutional autonomy is also demanded especially at the higher level with accountability and performance appended to it.

The equity issues arising from the elite-poor divide perpetuated by the English medium private schools as well as the proposed Model Schools in each district, are sharply focussed upon. Abolition of private English Medium schools and preference for diverting energy and resources from Model Schools for the upgradation of existing rural schools are nearly the unaminous views.

The special care enjoined upon the state for the education of the deprived, the SC/ST, women and rural poor has been reinforced by the plea to abolish privatisation of, and urban bias in education. Pre- primary education and its integration with the primary schools has been advanced with the conviction that such a step alone could ensure

success of universalisation of elementary education as it enables, girls to attend schools with their siblings. Of all the priorities in the new education policy, UEE before the end of the Seventh Plan is given in first place and towards this End, decentralisation of planning and administration of primary education at block levels, involvement of community, monetary incentives to the socially deprive sections, etc. are suggested.

A separate educational service like IAS, IFS, etc., for educational administration, involvement of educationists, and teachers in educational policy - making are also suggested. Nationalisation of educational services and decentralisation of and educational institutional autonomy for educational management are not contradictory. This is sought to ensured by the suggestion for regionalising organisations like UGC, and involving district block and panchayat level educational committees in policy making as well as implementation.

Financing of Education

Allocation of sufficient resources and means of mobilising additional resources are the two big issues raised in respect of financing of education. Unless higher allocations are provided in the General and State budgets, howsoever strong may be the political will for change, there would be no perceptible improvement in our educational system. The minimum the people ask for is to provide the 6 percent of the national income for education suggested by the Education Commission. Allocation within education is an important issue and it is the unanimous view that primary education should receive the highest priority.

Mobilisation of resources for education stems from the feeling and at least some part of should be contributed by the public sharing that government would not be able to meet the entire cost of education the burden by the local community, contributions from user agencies and tapping unconventional sources are the three suggestions for raising additional alternative resources.

Teachers

To restore the vital place of teachers in the educational process several proposals have been putforward, reorientation and modernisation of the curricula of teacher training even with an extension of the duration is one of important suggestions. Teacher

selection procedure is seen to be faulty and it is suggested that besides academic qualifications, aptitude, interest, commitment, etc., should be given due weightage. "Bitter renumeration". "better service conditions", etc. are the most common phrases used to urge for improvement of teachers status. Special incentives to lady teachers in rural areas, are suggested to tide ever shortage of teachers. against teachers, as was evident in individual letters, is consepicously absent here and in fact opinions are sharply divided on whether or not teachers should have the right of political views and politicisation command equal support.

Social Justice

The areas of major concern in respect of equity and social justice raised in the different forums relate to the education of Scheduled Castes and Scheduled Tribes, of girls, of children in rural areas, the disabled, and the poor sections as well as the equity measures such as incentives, reservation, etc.

In respect of the reservation in admission for the SC/ST., resentment was noticed in individual letters, the general trend of opinion in the deliberations of institutions and professional bodies is that of strong support, including the remedial coaching. The consensus in favour of strengthening the scheme and items included in the incentives is as strong as the plea for opening pre-primary school in rural areas to increase envolvement in primary schools. There is influence the attitudes of people about the importance of girls education.

The concern for equity takes a different from when it comes to the question of Model schools in rural areas. This scheme has come in for severe criticism for their inherent character of perpetuating inequities.

The quest for equity and the unanimous concern from all concerned is also seen on the question of the so called `public schools' and the money-making capitations institutions. "Ban Them", "abolish them" would correctly sum up the consensus on these institutions.

The concern evinced about the inadequacies of sorts affecting the education system and the sincerity and the expectation with which the

suggestions and recommendations are putford beckons the national leadership to take into serious consideration in the formulation of the new educational policy. An educational policy, which, comprehencing peoples' concern, incorporates their suggestions as the agenda in the comming years may well be on its way to its sure success.

ADULT EDUCATION