SECTION C:
AN OVERVIEW
 

In the foregoing pages. an attempt has made to comprehend the diverse views and abstract the salient suggestions appearing in the columns of the press about the proposed redesiging of the education system. Intentionally, two sets of thematic categories were adopted in the analysis, one general and comprehensive, and the other specific, so that the views in respect of the diverse aspects of education could be taken into account in one theme another. Again, conscious of their merits, we have designedly gave equal importance to each channel for projection of views, Editorials, Articles, Letters to the Editor and News items. The diverse views and suggestions emerging from all these four channels were taken in their totality for content analysis.

Before summing up the observers' fervent pleas for incorporation in the new educational policy, it would be in order to caution the readers about certain limlations of this study. Firstly, this analysis is based on the press clippings of the period between August and November 1985, the immediate aftermath of the Conference of State Education Ministers. Secondly, the clippings are-drawn largely from three States and Union Territories, Delhi, Bihar and Maharashtra, which together account for more than 60% of the clippings and obviously from three languages, English, Hindi and Marathi. It is clear that the analysis could only be seen as a trend of opinions emerging from the press, and therefore, it is not the intention to project this as a `national opinion'. however, the strength of this analysis could well be the fact that even with these limitations, it has been possible to discern a significent trend of opinions from the press. The views that emerge from the press correspond to most of the vitual issues engaging the attention of the national leadership in connection with the new national policy on education.

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From what emerges from the press clippings, coming from 25 English, 40 Hindi and 11 Marathi, dailies it is felt that the goals and objectives which were embodied in on education system in the early years of independence have not been achieved. The plea that education should imbibe and reflect our aspirations for a better India, marked by values and morals which are in harmony with Indian tradition and culturalehtos,and the quest for modernization social and economic- are indeed universal. Content and Curriculum, it is felt should conceive and actualise these aspirations. In this endeavour, the observers proceed to add that both the national language policy and the system of evaluation and examination should become instruments then impediments.

It is at the alter of planning and management that the taks of coorecting the distrortions in every stage and aspect of education as well as completing the unifulfilled commitments have been laid. These range form the priority to be accorded in implementing the new education policy, to the urgent taks needed in the spheres of DEE, higher education, use of communication technology, etc. A blance has been struck in the matter of resources for education. While adequate resources are demanded an account of the higher cost of the default option equal stress has been laid on monetory inputs, moblisation of additional and community resources, and making differential costs from learners. It is contended that the measures in respect of restoring the crucial role of teachers in the educational process could be neglected only at the cost of education of the students, a loss to the nation.

The equity dimensions of the Indian education system are sharply focussed upon through the columns of the press and the dominant trends indicate the need to safeguard the interests of the weaker sections especially the most deprived, SC/ST women and the rural poor. It is not merely by delinking degrees from jobs that all problems connected with access to higher education could be solved. it is pleaded that more serious consideration is necessary in respect of both issues, taking into view their multiple implications.

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In line with its tradition of being the watchdog and conscience keeper of the nation, the press has sought to focus the attention of the public and authorities about the malpractices, indiscipline and hazards of politics in educational institutions. The different suggestions offered through the columns of the press deserve serious consideration in the formulation of the new national policy on education. The condition and earnestness with which these suggestions are put forward throgh the columns of the press are indeed appealing. The degree to which these are harnessed in the formulation of the new education policy may well mark the beginning of a new era.

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