CONTENT AND CURRICULUR
Existing curriculum and, content of education constitute one of the major areas of discontent Calling for concerted action for relating it to life needs and educational goals. Further, the multiplicity of content in different states make a hotch potch of national system of education compounding the problem of "Inter state comparability and, hampering the mobility of students. A carefully planned core curriculum has been deemed as necessary for realising the national educational goals. Some major suggestions offered by non educational institutions in this area are as follows.
Uniform Core Curriculum A voluntary association of television viewers from Rajasthan feels : "It is very necessary to have a uniform core national curriculum for all subjects developed by a national body at the national level" and have uniform standard of education throughout the country". Similarly, an all India level voluntary organisation of women urges that "the existing curriculum needs radical changes to incorporate values of secularism, world peace and scientific outlook in life." It pleads that "there should be national content and curriculum for all schools in the country".
An action group from Indore feels that at the secondary stage the syllabus and curriculum for science and mathematics should be completely uniform throughout the country, whereas, in the case of social studies and languages 30% of curriculum could be regional or local specific and the rest 70% may constitute common core curriculum.
Relevance Several non educational associations have deliberated on this popular theme and offered subtle constructive suggestions. They have Underlined the need for making education more productive, work oriented, bridging up the haitus between the world of work and education, building up of national and individual character, promoting
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moral and Spiritual Values etc. Some of their specific recommendations in this regard are succinctly given as follows :
There is a feeling that most of the subjects taught in schools are unproductive and irrelevant. A voluntary association for Uttar Pradesh suggests that the time allotted to unproductive subjects should be drastically curtailed and restricted to three periods only the rest periods should be devoted for imparting productivity education. a senior citizens group from Maharashtra pleads that content of education should be linked with productivity.
The eroding dignity of labour has been a matter of concern to several organisations. An action groups from Indore suggests that work experience and manual labour should be included in all the stages of education. At higher level of education, students should be awarded degree only after they have put in one year of work experience with community, in field or in industry.
Alienation from work and community caused by existing system of education is sought to be counter acted by introducing compulsory national service scheme for students. It may go a long way in reducing the problems of students unrest, give them sense of purpose and direction in life and an opportunity to visualise their positive role in reshaping, the society.
There is unanimity to impart work experience at elementary stage, skills based and vocational education at classes IX and X, and at plus 2 stage respectively.
A consumer service society from Karnataka has been worrying about the ills of free market economy where consumers stands grossly cheated on account of the ignorance of their rights and consumer protection laws. The society considers it necessary to integrate "consumer literacy" and "consumer education" in the exiting school and college curricula.
It is suggested that spiritual and moral education, education for providing human values, individual and national character building, physical education, practicing of yogasana, art and music, dance, cleanliness, health and hygiene education should be provided right from very early stages of schooling. "Moral training and character building should start as early as possible during the critical years of the child's life".
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Participation in sports and physical education have been considered as key inputs for physical and mental development as well as for socialisation and over all character building. Practicing of yogas has been stressed by several forums as to form a part of physical education. A semi political organisation from Maharashtra observes: "Youga and yogic practices are th gift of Indian culture and they keep the body and mind strong and healthy. These should be taught right from the formative years of life."
An international based religious association emphatically emphasises that "the content of the curriculum should be relevant to the needs of the child and the local community should form the primary unit of planning" learning is a life long process. Early school experience should be such that it gene rates a, trained mind that is always open to learning, new ways of feeling, thinking and acting for the rest of life. The curriculum should reflect the perfect blend between the social and the herd sciences to develop both the spiritual and the material nature of human reality".
In the context of building up of a new world order it is urged to plan and develop "a universal core curriculum that transcends religious and cultural subjetivity a curriculum for world mindedness".
A people's science forum from Delhi has pleaded for incorporation of various aspects regarding cruelty to animals, non-violence, protection of all living beings, hazards of meat eating etc., in the-content of education on human nutrition.
A religions group from Delhi has expressed unhappiness over increasing stress on sex education. The group resolves that sex education should not be imparted in school and colleges as it is likely to vitiate the young minds.
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Text Books In this context it is proposed that at the elementary stage, text books should be prescribed only for science and mathematics. Other subjects may be dealt by the teach with the help of teacher's guide.
A leading, All India based, voluntary association working in the area of deprived groups suggests that the text books in general should contain information on our country, culture, history, geography, environment, human faculties, natural resources, national values, freedom equality, fraternity, proper use of manpower development in total progress of the Country etc.