SECTION B:
THEMATIC ANALYSIS OF THE 
RESPONSES
 

In the earlier section we have already described the background of the respondents in terms of their spatial representation and interest group category. Similarly the degree of concern with regard to each of the major themes' and levels of `education' has been analysed by working out the percentage distribution of responses under `theme' and ` level' categories. In this section the major concerns of the respondents as also their suggestions under each of the theme will be discussed briefly.

Categorisation of issues within a theme is done for a better comprehension of issues. At times the line dividing the two themes is so thin that it is difficult to decide where to place it. To that extent subjectivity in classification of themes is unavoidable.

A few words about the nature of contents of the correspondence may not be out of place. This set of communication has been in response to the specific purpose of posing questions and eliciting responses from the Education Minister. As already

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seen in Section A a little more than half of the communications are short and just pose some questions. But there are equal number of letters which discuss problems in the educational system at times, in great details and some even offer suggestions.

Some of the letters are quite philosophical and analytical. Statement like the ones given below are not rare:

"India is a large country with people of different religions, languages,, cultural heritage, aspirations, and, economic conditions. A single omnibus prescription cannot cure various ills of the education in different parts of the country..."

or again

"Educational policy has to reckon with programme of educational reconstruction leading to economic prosperity and social harmony"

Secondly, as most of the letters have been written by people who are directly 'or indirectly affected by the educational system, the major problems raised relate to implementation aspect of the educational policy. There are only few which suggest some fundamental changes in policy.

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The ordering of themes in this section is according to the frequency of responses. Thus the first theme is 'Planning and Management' which elicited the highest number responses and the last theme is "Delinking Degrees from Jobs" with minimum number of responses.

(1) Planning and Management.

The theme which has been referred by the highest number of respondents in this analysis is 'Planning and Management'. On this theme nearly one third of the total respondents have shown their concern (790 responses out of a total 2255 responses). The highest number of responses on this theme have been received from Uttar Pradesh followed by Madhya Pradesh, Maharashtra and Delhi. The group which is most concerned with the issues of planning and management is that of students followed by teachers and educational administrators.

The major issues referred to under this theme are uniformity in the standard of education in various types of schools, the mushroom growth of Nursery Schools, the problem of private management of institutions, the monitoring and supervision of educational institution and implementation of

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educational Policies by Union and State Government and other private organisations.

The aspect of Planning and Management run through almost all the themes identified in this study but only those issues which are specifically related to overall planning and management of educational system have been kept under this theme.

Some of the questions which have been asked on the issues of 'Planning and Management' are:

"Why the persons who are in the field of education in schools and colleges not consulted for contributing towards new educational policy?"

"Keeping education in the control of the State - Is it the solution of problems?"

"Why not all the universities be taken over by the central Government and introduce courses relevant to its location, resources, avoiding redundance of the courses and make uniform rules for appointment of staff, administrative procedure etc.?"

"Several Universities/Boards of Education/ institutions being its session in different months (January or July). Why this difference exists in the same

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country? What steps are being taken to begin all the academic sessions simultaneously throughout the country?"

"What steps the government is taking to curb the mushroom growth of Nursery Schools which are meant for only money- making?"

"What do you think about the loot by so called public schools who take money- only and do not give good education? What is the Government doing to stop this practice?"

Some of the important suggestion in regard to general planning of education are (i) there should be uniform standard of education, common syllabi and identical pattern of evaluation of students throughout the country; (ii) talent identification should be done at primary level of education and students should thus be channelised in the aptitudinal direction; (iii) students aspiring to go for professional courses like M.B.A., Engineering, Medical etc., basic education should be imparted general education upto 10+2 level and then they should be given training for these professions.

On the issue of admission policy the

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suggestions given by the people are (i) Minimum age for admission to primary schools should be increased and some age relaxation should be given for admission in pre-primary class (A) Provisions should be made for admission of children of transferable job-holders (iii) Marks obtained in admission test for professional colleges like Medical & Engineering etc.) should be given full status of vocational courses.

The suggestion to improve the functioning of institutions included: (i) Number of working days in schools should be increased to 300 days instead of 200 days; (ii) One full working day should be alloted for sports and games; (iii) There should be no direct recruitment in the educational institutions (except primary level ) and vertical mobility should be provided for the promotion of staff; (iv) Education authority should be set up to look after the total financial aspects of Primary, Secondary and Collegiate education and the activities of organisations like UGC, CBSE and NCERT etc. should be coordinated; (v) The government schools set up by the states as well as central schools should be supervised and monitored properly so that the children

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studying in these schools ( who generally belong to poor families ) should not suffer.

Some of the general suggestions given by people are (i) Education should be imparted through massmedia to facilitate more and more people take advantage of it; (ii) Distance education and corres- pondence courses should also be increased; (iii) children who do exceptionally well on objective assessment should only be sent for higher education in science and humanities; (iv) Formal education system for getting graduate and postgraduate degrees should be run by big institutions but short and professional courses should be run by private institutions. Further private institutions take pain to prepare the students in all respects. Therefore the Government should encourage such institutions and give recognition to them.

(2) Content and Curriculum

The second important issue on which higher number of responses have been received is 'Content and Curriculum'. More than 31 percent responses are related to this theme. The states which have given highest number of responses on this theme are Uttar Pradesh, Maharashtra, Madhya Pradesh and Delhi. The

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'Teachers and Educational Administrators' have responded most on the theme of Content and Curriculum' while 'Students' group is the second one as far as the number of responses given on this theme are concerned. Quite a large number of 'Professionals Outside Education' have also touched upon the problems of Content and Curriculum.

The issues which have generally come out under this theme are - heavy syllabi at primary level which are beyond the mental capability of the children of that age-group; relevance of subjects and courses taught at various levels; and, need of a uniform curricula and inclusion of some important themes in the content, Some of the representative questions are:

"Why bags of kids are heavier than their own weight?"

"Why do we need 5 to 8 subjects in Class I and II?" or again

"What steps government is taking to minimise the heavy syllabi?"

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Relevance of the curricula is as much a matter of concern as its load and the question asked is "why do our text books contain material written years ago?" "While the present curriculum be revised or changed"? or again, "will the Government take necessary steps to make humanities courses concise and elaborate Maths and Science Courses?"

People in general have asked for a uniform curricula. A businessman from Punjab asks "Why can't we basically have same syllabi for same classes in different parts of the country?" More pointedly a respondent asks "What is Government doing to make education system uniform throughout the country?"

No less important than the question are suggestions:

"Content and Curriculum is an important and essential aspect to be considered in policy. It is most powerful means of education It is evolutionary and continuous process which embodies in itself all learners, meaningful experiences included by the educational institutions to attain the set of goals of education".

Starting with the philosophical underpinning of the theme, the suggestions in this regard are

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both general as well as specific. Some of the general suggestions are to have a uniform pattern of curriculum, selection of courses keeping in view relevance and employment potential, balanced curricula and reduction in workload of students. More specific suggestions are Constitution of an All India Level Board for preparing syllabi, association of employing agencies in the preparation of curricula, laying of equal emphasis on theoretical and practical aspect in the syllabi. With regard to the content aspect it is suggested that it should include moral education, sex education, cultural and social heritage Lastly, keeping in view the fast technological changes some of the persons have suggested that computer programming and data- matrics be made a compulsory subject.

(3) Teacher

'Pivotal role of teacher' in improving the quality of education is well recognised. However, looking at "the poor harrassed and frightened man who is the teachers today it is difficult to imagine how he can perform this role. What has gone wrong? How can the teacher be brought back to regain his sense of solemn vocation". Today, teaching does

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not attract the best talent. What is to be done?

Respondents have rightly shown their concern about this area by posing a large number of questions and offering a number of suggestions to improve the quality of teachers. About one fourth of the total respondents (555 out of 2255) have sent their querries and suggestions on this aspect. This is the third most important issue on which responses have been received. About half of the responses in this category are from 'teachers' and students' only.

The major part of the correspondence is devoted to way and means to attract best talent to this profession and improve the service conditions of the teachers. Recruitment criteria and evaluation of teachers' performance has also figured in quite a few letters. A few letters also make reference to transfer norms. Teacher behaviour and corrupt practices have also been mentioned in a few letters.

Starting with the querries "Why real talented do not come for teaching jobs?", "Why teaching is the last preference of people?" or "What the Government proposes to do to attract good teachers to the profession?" It is suggested that to attract best

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person to the profession it is necessary "to pay the teachers better" "to provide for uniform pay scale to teachers" and "to provide for Vertical mobility within the profession". To ensure better performance of teacher it is suggested to have more of inservice and refresher training programmes for teachers".

"Recruitment of teachers should be on the basis of merit with due consideration for aptitudes". To ensure fair selection "National Education Authority should be set up for recruitment of teachers". This body should also be responsible for arranging on the job training of teachers, conduct refreshers courses as also periodic tests for spotting talent".

While no efforts should be spared to attract best talent and improve working conditions of teachers, the respondents are equally concerned with better performance of the teacher and adoption of an objective evaluative criteria for the same".

Further the respondents want to know "what specific steps the Government is proposing to take "to contain the immoral activities of the teachers viz.- private tution, helping students in cheating in the examinations". Some have suggested that transfers within the State will improve the

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situation.

The responses thus show that while on the one hand the respondents want to ensure attractive service conditions to the teachers as well as better training facilities, they also want teachers to perform their duties honestly.

(4) Corruption and Politics

The corruption, it is alleged, has gone very deep in almost all sectors of our country. So the educational institutions which are supposed to be the sacred places to gain knowledge and make the people more disciplined, have also not been spared from corruption. The problem of corruption has become a subject of great concern for public and for the press, The educational institutions are not a mere commercial assets depending on the length and duration of its existence but their reputation depends upon the improvement of moral and intellectual standard of its teachers, students and other staff members. So corruption in these institutions not only hurts their reputation but shows that they are not fulfilling their prime objective."

The Politicisation of educational institutions as well as the interference of political

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parties in the working of these institutions is also a matter of great concern. A large number of respondents have written on the theme 'Corruption and Politics' (nearly 34 percent). The respondents from Uttar Pradesh (78) are highest in number as far as writing on this theme is concerned. The other states from where good responses have come on it are: Maharashtra (73 responses), Bihar (61 and Madhya Pradesh (59). The group which is most concerned with the problems of corruption and politics in educational institutions is students (111 responses) follwed by 'Teachers and Educational Administrators' (77 responses). Considerable number of responses have come from 'Professionals outside Education' ( 34 responses).

The respondents who have written letters appear to be very much worried about the problem of corruption and politics in the educational institutions. A number of questions have been asked in this regard and here only a few are mentioned to show their concern on this issue. About corruption the querries include: " What will be done for dealing with corruption in Education sector by the Education Minister in the new

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Educational Policy?" A person from the Union Territory of Delhi asks: "Hamare desh mein degree aur certificate ki bikri kab band hogi?" (when will the sale of certificates and degrees be sopped in our country? Another person from Jammu & Kashmir puts his question: "How long favouritism. will prevail in Universities and other Professional Colleges in India?" A respondent from Bihar asks, "Why the Central Government cannot directly interfere or take action against irregularity, mis-use of funds in the autonomous institutions when they are fully financed by the Central Government?"

People are also much concerned about the interference of politics in the education sector. A person from Uttar Pradesh thinks, " the cause of corruption in the educational institution is the active participation of staff in politics. Due to this factor the educational institution have become playground for politics. He asks, "What steps are taken to stop it? "What policies you have adopted or going to adopt to get education free from these (i.e. politics, favourtism and violence) 'dangerous infection?" is a question from a respondent from Punjab. "What are the possible measures taken by the Government to make education free from politics?"-

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asks a lecturer from Orissa. A professor from Maharashtra asks: "Can't University environment be free from political and other non- academic influence?" A Journalist from Bihar enquires, "Is there any proposal with the Government to stop the political connection of students and teachers of universities and Colleges?"

To deal with the problem of corruption and politics in education a number of suggestions have been given by the responses. Some of these suggestions are as follows:

- Unfair means of malpractices should be curbed.

- Commercial educational institutions should be closed.

- Mass copying should be dealt strictly and administrative reforms should be made in this regard.

- Mal-practices in the employment should be checked.

- Partiality, Nepotism and Favourtisim in the educational institutions should be strictly dealt with.