THE PRESS ON NEW EDUCATION POLICY (AN ANALYSIS OF PRESS CUTTINGS)

Some of the more important comments that appeared in the papers are given below:

- Elementary and Secondary education must prepare the citizen to be an effective member of the society and emphasis should be on inculcation of leadership qualities.

- The first and foremost object of education is to promote emotional and cultural integration of the country.

- The education system should aim at democratisation, socialisation and value orientation.

Some extracts demonstrate the interest of the public in bringing about equality of opportunities through education. One of the clippings says that release of social tensions and upliftment of weaker strata of society especially Scheduled Castes, Scheduled Tribes and women should be the aim of education. Another article points towards the need for providing facilities for further education and thus making it a life long facility or process. There has to be sufficient opportunity for non-formal and continuing education to safeguard the interest of the deserving persons who having left the formal system might like to continue their studies.

Another extract says that education should help in creating meaningful rapport among different strata of society. One newspaper in its editorial suggested that the new National Education Policy

should help creating self-employment capabilities in the educand. It also said the education should be related to realities of life and should attempt to raise the level of society and making it self- reliant.

The importance of discipline has been highlighted in some of the clippings examined. One of them said that education should help in bringing about modernisation in life as otherwise it would degenerate moral values. One of the articles contains the following suggestions:

- Education offers indirect benefits to society and to individuals. It helps increase social consciousness, makes people aware of their inherent abilities and makes them responsive and willing to learn more. An educated person willingly participates in socially useful programmes. It, thus, helps to improve the quality of life.

2.02 STRUCTURE OF EDUCATION

This section relates to suggestions and opinions made in respect of the educational ladder, educational administrative structure and other official and non-official organisational set up for administration of education and implementation of various projects. In a vast country like India which has tremendous diversities in respect of topography, languages, climate, culture, etc. the question of introducing a common pattern of education is definitely a very important one. This section gives sufficient material for a meaningful discussion on this theme.

The general trend noticed in the paper cuttings was in favour of encouragement of co-existence of private and public sector in the educational field. The question of instituting a national system of education is welcomed generally but there are at least some pockets in the country which have apprehensions about the possibility of the Centre dominating over the interest of states. A newspaper editorial has also expressed the fear that a uniform pattern of education for the entire country `may not' produce good citizens. The so-called public schools have been blamed for collecting fee at exorbitant rates and exploiting the employees.

In an editorial article a newspaper published from Uttar Pradesh alleged that the country is following the same old system of education which is the legacy of British Government, meaning thereby that revolutionary changes are needed in the structure and methods of

running the whole system. The pattern of 10+2+3 has been more or less universally accepted in the country. Still there are variations in the break up of the educational ladder especially at the 10-year school stage. In some states primary education ends with the 4th year, while in some other they extend to the 5th year also. Similarly, 6th, 7th and 8th years constitute the middle school stage in some states while classes 5, 6, and 7 belong to this stage in some other states. There is a feeling that there should be uniformity in the details of the pattern also. But there has at least been one newspaper article which recommended a 6-year primary education. Some of the extracts taken from the cuttings belonging to this area which are of general nature are reproduced below :

"The education advancement must be multi-dimensional and should cover all levels of education form elementary to the highest stage"

"All reforms in education will be reduced to a farce unless a crash programme to provide primary schools with basic facilities is launched. Government should provide an alternative system of nursery education to end the exploitation of parents by mushrooming institutions under private management which charge fanciful fees".

There are some reference to the field of higher education also. Most of the writers are complaining that there is fall in standards and therefore the new policy should aim at raising the standards especially at the highest level of research. A suggestion made in this regard is setting up of remedial schools as distinguished from the traditional colleges and universities. These remedial schools will be paying more attention to teaching of student than boosting of number of degrees awarded.

The move to set up an open university is considered as a right one by an author. While another person has suggested that every district should have a study centre working under the direction of the proposed open university. Another suggestion made in this regard is setting up of regional offices which should function under the open university programme. A leading newspaper in its editorial has warned that before embarking on the ambitious plan of open university, necessary preparations should be made. University courses should be linked with the development programmes of the region so that expenditure on education is profitably utilised for training young people for specific assignments.

A leading English newspaper from Madras in its editorial said like this "The formal system cannot be expected to bear the entire burden of providing manpower with basic fundamental skill and knowledge. The gaps are to be filled by emerging a body of institutes outside the formal system. Industries, as in some foreign countries, should draw up their own programmes to provide specialised training. National educational policy's thrust on manpower development should be shapped to go beyond the formal education system and reach out to industrial units and non-formal education institutions as well.

Referring to modernisation of the system, the columnists have become aware of the demand for introducing computer in schools. According to one writer, India will have to train 2,00,000 computer professionals as against the annual output of 4,000 at present.

A report of the State Education ministers' Conference held in New Delhi which appeared in the newspapers indicates that the national system of education should include universal access to education for all children and adults, vocationalisation and promotion of national integration.

2.03 CONTENT AND METHODS

Content and methods section lays emphasis on what is to be taught and how it is to be taught in our educational institutions. There are also included suggestions regarding vocationalisation of education and questions concerning methods of teaching at various stages of education.

Comparatively a large number of cuttings concerning this particular area is available. The people are definitely getting interested in what is being taught in educational institutions and how they are being taught. A trend noticed in the material contained in the press cuttings analysed is that people believe that the purpose of education should not be restricted to collection of degrees and certificates, but building character of the growing generation. Some of the points mentioned in the area of goals of education are reflected in this part also because some of the articles lay stress on creating among the people the conscience needed for building a powerful and prosperous nation. "Modernisation of education presumes a problem which is essentially that of socialisation of our education system". Some writers are worried about the increase in the lead of the curriculum which the child finds it difficult to bear with. The

remedy suggested for this contingency is introduction of specialisation at the earliest possible level and thereby restricting the scope of different courses. Some extracts from the clippings included in this area are given below.

"An educational system be truly successful must act as a social welfare package scheme and at the same time a scheme for economic growth."

"Introduction of computer in education is going to be a great challenge".

A report of the proceedings of the education Minister's conference held in Delhi highlights the enormous support received for the proposal to devise a national core curriculum. It is believed that such a step will facilitate mobility of learners in inculcating nationally shared perceptions and values. It has been suggested that the centre should bring suitable legislation to ensure implementation of the national core curricula.

"The importance of relating the world of work with the world of knowledge has been highlighted in an article published in one of the leading English dailies from Delhi. It also says that education has to be forward-looking and should met the demands of an egalitarian society. quality of education has to be uniform and equitable to the extent possible. Another newspaper article recommends that there should be a decisive intervention in favour of "holistic science based technologies plus reforms in socio_economic sphere."

Referring to the problem of maintenance of discipline in educational institutions a suggestion has been made that there should be provision for military training for all young men between, 18-20. Another recommendation put forth in respect of maintenance of discipline is utilisation of the services of the students of higher classes for tutoring of the lower classes. The idea is that students are in a position to communicate with younger children in a better way and they are accepted by their peers. It is also suggested that the student teachers can be paid some kind of remuneration for the job.

While framing the curriculum it has to be remembered that education is manifestation of the perfection already inherent in man. Therefore, the eternal and cultural background of the nation should be given due consideration in framing the content of instruction.

The importance of extra curricular activities including games and sports, has been duly emphasised in many of the cuttings gone through.

Another sensitive and much discussed area is vocationalisation of education. There is almost unanimity in stressing the need for vocationalisation. It is accepted that children should be enabled to realise the dignity of labour and they should get some kind of skill training by the time they leave the school system. It has even been suggested that management skills should be attempted to be instilled right from the beginning of a child's education.

Some are not happy with the rate of progress achieved in the field of vocationalisation. Though it is agreed the education has to be directly linked to employment, there is widespread apprehension as to whether the schools will be able to give training, in the vocation which the student might be called upon to take up after schooling. Vocationalisation is considered as a. remedy for the unhappy situation arising out of the fact that the present education system draws the educated youth from the real working situations and does not effectively fix him in a desirable alternative productive field. The need for linking education with the job especially with job opportunities available in rural India has also been emphasised. One leading newspaper in its editorial has gone to the extent of saying that "the education system should be predominantly vocationalised and only secondarily academic". Theoritical and Preparatory work has already been done in the field of vocationalisation. What is yet to be done is laying due emphasis on implementation of the programme". A newspaper article while dealing with this problem says "the student who gets some amount of specialised training in schools has little chance of employment. This leads to wastage of efforts and investment made in vocational education. Therefore, a kind of apprenticeship scheme has to be thought of. The schools cannot be properly equipped for this purpose due to obvious reasons. Therefore the possibilities of involving industrial and other institutions in the locality will have to be explored.

The materials gathered invite our attention not only to the problem of vocationalisation of education but also to the problem of extending and strengthening facilities for technical education. Modernisation and expansion of existing polytechnics has been suggested in this connection. One author suggested conducting of indepth study of the whole programme of vocationalisation of education in the country. While referring to the problem of expansion of technical education one author has suggested introduction of non-

formal techniques in this field also. At present non-formal education facilities are available only the for general stream. Another aspect touched upon in the cuttings received is that we have to look at the problem of vocationalisation of education not merely as a training in certain mechanisms and skills but also as an opportunity for learning applied science and technology. Therefore, a kind of multi- disciplinary approach is suggested.

The importance of mass media in education has been highlighted in a number of newspaper articles and `letters' to the editor. The radio/TV and other media of communication should be utilised for spreading education to the extent possible. There should be framed a suitable policy perspective for the guidance of the authorities of the cinema, TV and the Radio.

Commenting on the post graduate courses on suggestion made is that research or supervised study of specific problems should form a part of such courses and the duration of the post graduate courses should be four years.

2.04 LANGUAGES

This Section predominently deals with the issue of a National Language Policy with special reference to the three-language formula. The question whether a common language for the country will bring about the much desired national integration is also discussed here. Other areas touched are development of modern Indian languages, medium of instruction at various stages and the ideal stage at which foreign languages can be introduced in the school system.

The problem of language policy in the field of education is probably a very sensitive one. A news paper editorial has suggested that there should be series of discussions at state and regional levels regarding the three language formula and the new educational policy should contain the consensus arrived at thereafter. There is no difference of opinion about the desirability to adopting mother tongue as the medium of instruction. The three language formula has been widely welcomed in the country with the exception of Tamil Nadu. An editorial in a Tamil news paper included the following lines. "Tamil Nadu will continue to follow only two language formula. Each state should use only its language as the medium of instruction for improving the thinking capabilities of its students. One language for the whole country may cause great difficulties to many people. Experience has shown that use of mother tongue has yielded good

results". The newspaper article published in a Bengali daily from Calcutta says that "It is a wrong policy that common language will necessarily unite the multi-lingual people". It also says that language learning is biologically timed. The earlier the child is exposed to various languages the easier the chance of his mastery of the language. Therefore, English can be taught as a subject even from the beginning of elementary stage. Another news paper article published from Delhi while endorsing the idea of having mother tongue as medium of instruction proceeds to say that the progress of the nation depends merely on the development of a national language. One newspaper from Uttar Pradesh has even suggested that the medium of instruction even at the primary stage throughout the country should be the national language. A Bihari paper says that English should not be given any importance in the education system. The news paper article from U.P. itself has suggested that English should be given the same status as is given to other foreign languages. Atleast one press cutting has pointed out that promotion of Sanskrit is essential for national unity.

2.05 EVALUATION AND EXAMINATION

This Section deals with the problem of conducting evaluation of the students in the most effective manner free from draw backs like mal-practices, prejudices etc. This Section also tries to look at various proposals for revamping the evaluation and examination machinery. There is a great deal of dis-satisfaction about the present system of evaluation and examination. The suggestion that the present external examination should be substituted by continuous internal evaluation has also been questioned by some. It is feared that Indian situation as that exists today may lead to subjective favouritism and lack of integrity in the field of testing. The following suggestions have been made to revamp the system :

1. We should have only one examination at the end of the class 12. School leavers at class 8 should be given school report only. Aspirants for scholarship can appear at special examinations conducted for the purpose.

2. It must be possible for anybody to appear at the class 12 examination. The appearances should have no relation to the school session or attendance.

3. Tests should contain both essay type and objective type questions. Division should be decided on certain uniform criteria.

4. Examination results should be declared within a reasonable time.

5. At the national level we should have a matriculation examination and anyone with formal, non-formal or informal education could appear and get a diploma on passing.

6. Continuous evaluation system can become subjective and can lead to corrupt practices which might show more serious drawback than those found in the present system of examination.

2.06 PLANNING AND MANAGEMENT

Planning and Management is comparatively a broad category. This includes various aspects and levels of planning, policy formulation, administrative management and control of the educational system. It also touches upon the concepts of `educational for all, educational technology, centre-state relationship in education, depoliticisation of education etc.