4. In every state, Institutes of Indian Languages should be set up for teaching and learning of Indian languages.

5. Suggestions were also made for promoting Hindi as the Link Language of the Union of India in terms of Article 351 of the Indian Constitution. It was also suggested that an International Hindi. University should be set up.

6. Cultural content in education should be concretised with a view to reflect the composite culture of India and Indian value system. Sanskrit should be given a special status and clasical languages such as Pali, Prakrit, Old Tamil, Old Kannada, Old Telugu, Apabhramsa, Persian and Arabic should be promoted. The teaching of foreign languages should also be encouraged. The distinct cultural identity of tribals should be safeguarded. An all India survey of folk literature should be organised. Universities should set up departments of Mass Communication for developing regional languages and promotion of their culture.

7. A performing arts institute should also be set up in each state.

(MHRD,UGC,AIU,ICCR,State Govts.,Universities, Educational Institutions)

XII Education for Women, SC & ST, Backward Minorities and Handicapped

A Women

1. Every university should set up a women's cell for implementation of programmes for women's education.

2. Courses should be devised with emphasis an women's equality. These courses should be common for all students .

3. Women's education should be free at all levels. As a part of adult literacy, development linked education should be preferred.

4. Women's polytechnics should be established in large numbers.

5. Awareness of women's equality should be created through all possible media.

(MHRD, UGC, AICTE, Universities)

B.SC & ST

1. To promote educational interests of SC & ST, there should be coordination between centre, states, universities and voluntary agencies.

2. Adequate reservation should be given to SC & ST in educational institutions for admission upto secondary level.

3. Remedial courses and special classes for training for public service examinations should be organised.

4. Funds and Staff should be available from UGC for state government for implementation of SC/ST Welfare programmes. Sufficient funds should be provided for research on problems relating to SC & ST.

(MHA, MHRD, UGC, Universities)

C. Minority Education

1. The definition of 'minority' should be more specific- and be defined by law. National integration, secularism and egalitarianism should be consciously promoted through education.

(MHRD, Min. of Law, State Govt., Universities)

D. Handicapped

1. Special institutions should be established for the handicapped; special research programmes should be taken up to study the problems of education of the handicapped.

MA, MHRD, UGC, State Governments)

XIV Research and Extension

1. Inter-disciplinary research in Extension should be promoted at the Ph.D. level. Universities must provide adequate facilities for research. A research committee should be set up for guiding research scholars. Women, SC & ST should be provided adequate opportunities for research.

2. Extension work should be encouraged. The concept of community colleges should be fully explored to encourage extension.

(Ministry of Agriculture, MHRD, UGC, ICAR, State Governments)

XV Teachers and their Training

1. There should be close collaboration between university departments of education and college of education with state level agencies of teacher training including DIETS

2. Research in educational training with dynamic linkage between research and training process should be promoted.

3. Correspondence courses in education should be discouraged.

4. The UGC should formulate and enforce objective criteria for the establishment of advanced centres of studies in education. Adequate funds should be provided for teacher- orientation programmes.

5. Language teachers should be given adequate training in teaching of the third language under the three language formula.

(MHRD, State Govts. NCERT, SCERTC, Universities, Central Institute of Indian Languages, Mysore.)

XVI In-service Education of Teachers

1. Inservice refresher programmes should be organised for school teachers by B.Ed. colleges university departments of education.

2. The AIU should prepare a draft of educational planning management and implementation in the light of the development of the Indian universities and higher education in general; AIU should forward the model act to the UGC for onward transmission to the state authorities for adoption.

(UGC, AIU, Universities, State Departments,)

XVII Living and working conditions of Teachers

1. The principals of B.Ed. colleges should be given salary scales at par with those of the general education colleges.

2. Adequate liberal housing loans should be made available to teachers. Leave Travel Concession facilities should also be extended to them.

3. Teachers moving from one university to the other should be allowed to carry service benefits from previous employment.

(AIU,UGC, State Govts, Universities)

XIX Grievance Removal

1. Central Educational Tribunal, as recommended by the Law Commission should be set up. Orientation of Principals/ Deans/ V.C's in the procedures of the Tribunal must be undertaken.

(MHRD, Min. of Law, UGC, AIU, Universities, Law Commission)

XX Restructuring of Courses

1. A uniform model of restructured courses should be implemented at the regional and national level. Scheme

of restructuring of undergraduate courses may also include vocational courses and personality development courses. The weightage scheme of the UGC should be modified.

2. The contact hours per week for the arts stream should be increased to 25.

3. The existing Boards of Studies should be reconstituted to cater to the needs of restructured courses.

4. Special funds should be made available to universities for reorganisation of courses under the NPE & POA.

(MHRD, UGC, State Govts. AIU, Universities)

XXI Autonomous Colleges

1. The universities should set up committees for implementing programmes of NPE & POA. Seminars should be organised to create awareness among the teachers and the management about the programmes.

2. The UGC should monitor the progress of the NPE programmes.

3. The UGC may grant financial assistance to colleges, which show outstanding performance for various quality improvement programmes. It should maintain a balanced approach in assisting universities and colleges for implementing NPE & POA programmes.

4. 500 colleges should be given autonomous status by the end of the seventh plan; each university should confer autonomous status on 10 percent of its colleges. All-out efforts should be made to remove misconceptions in the minds of teachers towards autonomy.

5. Colleges should be financially helped to get permanent affiliation status.

6. a. The state governments should provide timely and adequate assistance to colleges and universities for implementing NPE programmes.

b. The states should amend university acts enabling the universities to grant autonomy to colleges.

7. The autonomous colleges may be encouraged to:

a. change their internal management structure.

b. provide incentives to teachers by upgrading their posts.

C. to attain the status of "deemed to be university" in course of time.

8. The maintenance expenditure on autonomous colleges should be met by the UGC on a permanent basis.

(MHRD, UGC, State Govts., Universities)

XXII Education in Human Values

Value orientation for Teachers

1. Preservice and periodic training in value oriented education should be given to teachers. This programme should be emphasised in the Academic Staff Colleges.

(UGC, Universities, State Govts.)

Co-corricular and Extra-curricular Activities for Value Orientation

1. Programmes like NCC and NSS, sports & games as well as cultural programmes should be encouraged and their coverage increased.

(State Govts. Universities, NCC, Directorates)

XXIII Evaluation Process and Examination Reforms

1. Hundred percent internal evaluation at postgraduate level in unitary universities and autonomous colleges should be introduced in 1990-91 and extended to undergraduate level by 1993-94.

2. Students' performance in terms of letter grades and overall performance on the basis of cumulative grade point average should be made and recorded.

3. Examination process in the case of non-autonomous affiliated colleges should be decentralised.

(UGC, AIU, Universities, Colleges)

XXIV Conduct of Examinations

1. Central and State legislation should be introduced to make malpractices in examinations as cognizable and non- bailable offences.

(MHRD, Ministry of Law, State Govts., Universities)

XXV Interacting the Process of Evaluation with Teaching and Training

1. Affiliating universities should evolve alternative systems for the conduct of examinations; they should decentralise the process of course designing.

2. Cells for continuous research and development in evaluation procedures may be set up at the UGC as also at the institutional level.

(AIU, UGC, Universities)

XXVI General Recommendation

There is need for introducing innovative practices in evaluation like Question Banks, open book examination system, clearing examinations in parts in accordance with the pattern of courses.

(AIU, UGC, Universities)

National Testing Service

1. National Testing Service should be established and developed to evolve norms and for quality control.

2. The AIU should analyse the system of evaluation of M. Phil and Ph.D. programmes and evolve a more suitable system.

3. Teachers should be provided orientation and refresher courses in various evaluation procedures.

(UGC, AIU, MHRD, State Govts., Universities)

Evaluation and Accreditation

1. Accreditation should be a compulsory follow-up to the evaluation system for all higher education institutions. It should have built in benefits to the accredited institutions in terms of funds, priority clearance of projects, etc.

2. Institutional evaluation should have a three tier structure: Self evaluation, outside evaluation and

coordination of expert panel reports by State level assessment council.

3. The national level apex body should issue suitable guidelines for evaluation. The evaluation body should consist of experts from within the educational system and outside the system.

(MHRD,UGC, ANTE, AIU, Universities, Colleges)

XXVII State Council of Higher Education

1. The State Council of Higher Education should be a statutory body to be set up for improving academic standards, further development of university system and co-ordination of students, teaching, research and examinations, etc.

2. The Council should consist of a full time Chairman, Vice Chancellors, teachers and distinguished educationists and industrialists besides nominees of the Government. The term of the Chairman and members should be limited to one term of 3 years. It will have a Secretary and other supporting staff.

3. The Council will be the main coordinating body in the field of higher education and will take up the following functions:

a. Planning and coordination

b. Academic

c. Advisory and;

d. Administrative

4. The State Council for Higher Education will work-out the quantum of block maintenance grants for higher education. It will also prepare a comprehensive perspective plan for the development of higher education. It will scrutinise and process the development plans of universities/colleges in that perspective and prepare five year plans regarding higher education. The council shall follow the guidelines issued by other funding bodies like UGC, ICAR, AICTE, etc.

5. A State Research and Development Board should be set up under the Council to establish linkages and coordination between the research in educational institutions and other research agencies and identify priority areas of research.

6. The Council should have the function of accreditation of institutions through an accreditation board at the state level in cooperation with the national accreditation council.

(MHRD, UGC, ANTE, AN, State Govts.)