 SUMMARY AND CONCLUSION

he foregoing pages, an attempt has been made to examine the perceptions of, the, people about the diverse aspects of, the education system. As far as practicable, these have been sought to be comprehended wider the different themes. In this section, it would be worthwhile to abstract the salient points which emerge from people's perceptions in respect of the different themes.

Goals and Objectives of Education

The desire to fortify education with goals and objectives stems as much from the point of view of safeguarding the unity and integrity of India as the desire to forge education as an instrument of national development and individuals, well being. The failure of the present education system to be imbued with the nationally accepted goals and objectives has been the first point. The second point relates to the respondents' desire for a nationally uniform education system, uniform respondents desire for a nationally uniform education system, uniform in goals and objectives. The third point of the peoples' desire pertains to the essential ingredients of education including (i) building of character and cultivation of values and morals; (ii) knowledge of Indian history and culture; (iii) making a person socially and economically useful, etc. The last point of the public plea is to incorporate an implementation framework as an integral part of the new education policy on education.

Structure of Education

In the previous two volumes of "Citizens' Perception", a uniform education system, in general, and a uniform education structure, in particular, was held to be so sacrosanct for national unity, that one did not come across even a handful of attempts to present an alternative structure. Not that in this set of communications, the acceptance of a common education system and the 10+2+3 was really marginal. The difference, in this case, is that there were more number of people suggesting an alternative structure. While the structure, pattern and the duration differ, most of these have been impelled by a common desire to reduce the duration and to lead the passouts to the wood of work earlier than in present set up.

Content and Curriculum

The multifarious issues raised in respect of content and Curriculum could be grouped under three categories, viz., (i) core Curriculum; (ii) relevance vis-a-vis the load of the syllabus; and (iii) the new thrusts desirable in content and Curriculum; Decrying the severe lack. of comparability in the standards of education in different parts of the country and convinced that it constitutes the crust of national unity, a certain minimum learning competencies, through a core Curriculum is strongly advocated. This point is sought to be highlighted with example of the load of an already irrelevant curriculum on young children. While perceptions differ on what all. should constitute the core, there is unity of view in regard to the inclusion of subjects and aspects like Indian history and culture, science and maths, Civics morals and values and finally infusing greater practical orientation.

Language

Three major issues relating to the language policy have been raised, namely (i) medium of instruction; (ii) implementation of the three language formula; and (iii) the place and promotion of Hindi and Sanskrit. There is complete unanimity in favour of doing away with English and adopting the, mother tongue or regional languages as the medium of instruction from primary to university levels. There is an intense misgiving against the lukewarm attitude adopted both, by the Centre as well as some states in the implementation of the three language formula. Considering the disservice, to the cause of national unity by this lack of sincerity in the adoption of the three language formula, some are even inclined to favour a two language, Hindi and English, in Hindi speaking areas and mother tongue and English in non-Hindi speaking areas by and large, people are agreed that importance should be accorded to Hindi as the national and link language. However, there are also those who, while not disputing the national unity and mobility factors flowing from the national or link language, also feel the need for a common script, Devnagari, for the whole nation. The promotion of Sanskrit is advocated for its historical cultural depth and richness.

Evaluation and Examination

Nothing in the present system of education has come under so much attack as examination for the loss of its reliability and credibility and being a source of malpractices and corruption. This is comparable

to the cynicism against the excessive emphasis placed on examinations and their consequent vulnerability to the multiple abuses. Continuous internal assessment, a simultaneous decrease in the importance attached to examinations, adopting the policy of non-detention, conduct of examinations by independent state and national level boards, etc., are some of the suggestions to contain abuses of examinations.

Planning and Management

Multifarious issues relating to planning and management have been touched upon by the respondents. However, there are four sets of issues about which there is a virtual unanimity. These are (i) the need to accord highest priority for UEE; (ii) the need for greater involvement of the Central Government in the educational development of the country; (iii) the urgency to forge community involvement in educational development and maintenances (iv) decentralisation of educational planning and policy formulation responsibilities through the establishment and/or activisation of the district educational institutions and authorities/councils/boards.

Financing of Education

The foremost issue with which people are concerned in financing of education, is that of inadequacy of resource allocation. Driven to extreme misgivings about dwindling share from GNP for education, most of the respondents feel that the 6* of GNP as recommended by the education commission, is the minimum that should be given to education. besides paucity of resources, lack of clear prioritisation between different sectors of education is another issue agitating the public mind. More often than not, the preference is for UEE, and optimum utilisation of resources than on model schools and modern technological instruments like, TV, Computer etc. The strongest aspect of the individual letters is in regard to the methods of mobilising additional resources for education as well as for harnessing community resources.

Teachers

There is tremendous misgivings about the role of teachers as viewed by the respondents. These misgivings stem from the understanding as the document "Challenge of Education" states, that "teacher performance is the most crucial input, in the field of education". Arising from this perception and expectation of teachers'

role in education, the respondents have pin-pointed suggestions on five related issues; (i) considering the pivotal role of teachers in the preparation of students for nation building, their commitment to the profession, severely lacking now, should considerably increase; (ii) the recruitment procedures, faulty at, present, must be improved so that committed teachers are drawn to the profession; (iii) their Working conditions, severely lacking in avenues for professional advancement, must be improved, in order to attract and retain talented teachers; (iv) similarly, their salaries and other benefits should be commensurate with their qualifications as well as with those in other professions; and (v) since, teachers involvement in politics and unionism often disturb their commitment to the profession and the education of students they should be disallowed from political involvement and union activities.

Social Justice

The gap between the education of rural poor and urban rich, the equity dimensions of the proposed model schools, reservations to the deprived, equity implications of minority right to education, are some of the issues figuring in social justice. Equitous approach to the nurture and development of talents in rural schools and provision of infrastructural facilities are advocated to stem the inequitous conditions in which rural areas and rural children are placed. The idea to attract and nurture talent in rural areas through the model school scheme does not find favour with the majority of people. They fear that it would further, accentuate the already existing inequities in the rural, areas. While there is some misgivings against the policy of reservation, the major trend of public opinion is in favour of reconsideration of the reservation policy itself, preferably substituting it with financial assistance.

Delinking Degrees from Jobs

The debate on delinking degrees from jobs has evoked a two fold response. The first relates to the support for delinking and the second which does not favour delinking without at the same time introducing certain safeguards. The main contention in favour of delinking is its alleged advantage in reducing the pressure on higher education, and devaluation of degrees in the job market. Those who oppose delinking include two categories, those who oppose it on strong academic grounds and others who caution against it on the grounds that it would create more problems unless at the sometime adequate safeguards are also introduced.

Access to higher Education

In respect of Access to higher Education, the major trend of opinion is in favour of restricting it to a few, strictly by merit. However, opinions are divided on the question whether this restriction should be governed by the marks obtained in the schools final examinations or by means of an entrance test. There are also some who feel that for the sake of social Justice, access to higher education should not be restricted but should be open to all deserving and desirous.

Vocationalisation and Job-Orientation of Education

Skill training, in general, and vocationalisation of secondary education in particular, is desired by most of those talking about vocationalisation and job orientation of education. The variety of suggestions that one notices regarding the stage and the trades/skills to be cultivated point to the need to bear in mind the local needs in determining about vocationalisation. Another equally strong point is that while practical orientation should form an integral part of general education, vocationalisation should form an integral part of the wider economic planning of the country. The most crucial issue touched by the respondents relate to the status and recognition of the pass-outs from the vocational stream. It is felt that unless the inferior social status attached to it is removed by conferring parity With jobs available to the general stream and/or convergence with general stream and vertical mobility is provided, vocationalisation cannot be made successful. A related point emphasised by the respondents is the adequacy of provision, both resources, equipment and teachers.

Discipline and Politics

The public concern about discipline and politics in educational institutions appear to centre around three issues. Firstly, they believe that political involvement of teachers and staff reduces their commitment to teaching and education. The solutions they propose are simple. Since more often than not, such involvement leads to unionism and disruption of academic activities, teacher politics must be banned. Secondly, students politics is motivated by political parties from outside and is deterimental to their motivation and the educational process. Therefore, students unions, and their involvement in politics should be banned. Thirdly a distinct, but

not a majority opinion is not in favour of depoliticisation, even if possible. In line with the Education Commission's recommendations, they see no evil in teachers' right in holding public offices provided they resign from their jobs for that period.

Taken in their totality, the views emerging from people, irrespective of their professional status or regional background, are mostly, in line with the nationally accepted policies in education. There is, however, difference on two counts. The first is that, even with regard the nationally accepted policies, goals and objectives of different stages or aspects of education, there is greater forthrightness in decrying the failure, as well as in calling attention to the problems and the remedial measures than is normally noticed in official policies and pronouncements. The second aspect relates to the difference, even divergence, of perceptions vis-a-vis those of the government with regard to certain issues like delinking, model schools, the measures introduced for promoting excellence, etc. what warrants a serious consideration of the peoples' plea is the standpoint from which it stems. Whether it is an advocacy or criticism of any aspect, measure, stage or sphere of education the point made by the people both as receipients as well as agents of the education system. The utter sincerity which pervades the spirit of the communications and the expectations with which they are made deserve an impartial consideration of peoples' views, their incorporation in the national policy on education, including the blueprint for their implementation.