 CONTENT AND PROCESS OF
EDUCATION

Cultural Content

248. The cultural content of education should include not merely the common cultural heritage of India as a whole but also diversities of cultural traditions of all parts of India, particularly those symbolised by the oral and folk traditions. (12.3.2)

249. In conveying to the student community, through the content of education, the cultural traditions of the country, the needs for acceptance/rejection of the same based on critical analysis should also be inculcated. (12.3.2)

250. The Department of Education should take upon itself the primary responsibility of linkages between the university system and institutions of higher learning as envisaged in the NPE instead of leaving it as a sectoral responsibility of the Department of Culture. (12.3.2)

Value Education

251. Democracy, secularism, socialism, scientific temper, equality of sexes, honesty, integrity, courage and justice (fairness), respect for all life forms, different cultures and languages (in- cludnig tribal) etc. constitute the mosaic of values which is vital to the unity and integrity of the country. The content and process of education should be all pervasively informed by these basic values. (12.4.0)

252. Imparting of value education should be an integral part of the entire educational process and school climate, as distinct from dissemination of values through special classes or lectures in morality or through mechanical textbook-based learning methods. Some of the specific activities that could be promoted in this context are :

Establishment of linkage between the school and the community to stress the harmony and inter-depen- dence between human being and human being and human being and nature;

- Narrating stories, including folktales depicting heroism, of martyrdom and supreme self-sacrifice on the part of great personalities belonging to different religions and regions etc.

- Community singing of folk-songs;

- Study of classical traditions of India as part of Social sciences.

- Systematic and greater exchange of students within a region and between regions.

- Encouraging schools and colleges to take up projects on States or regions of the country other than their own. (12.4.0)

253. In value education importance should also be given to 'hidden curriculum' whether it be inside the class room situation or outside. Subtle inculcation of values contributing to the development of total personality of the individual should be organised. These values would encompass a wide range of attributes such as courtesy in person to person interface, a result orinted behaviour, personal and intellectual integrity, magnetic conduct etc. In other words, the overall output of hidden curriculum shall be what is normally understood by the use of the expression 'Tehzeeb'. (12.4.0)

Languages

254. In order that the language Policy which has already come to be established and established is meaningfully implemented, the following measures should be taken :

- Universalisation of imparting instruction in the mother tongue at the primary stages including for minorities and tribals.

- Development of regional languages.

- Progressively imparting education in regional languages including at the tertiary level in a time bound manner.

- Development of language competencies of students, by providing operational flexibilities for the national language institutions like Kendriya Hindi Sansthan, Central Institute of English and Foreign Languages and the Central Institute of Indian Languages.

- Strengthening of language teacher training.

- Provision of national level facility for training in translation methodology.

(All the measures mentioned above are more elabo- rately dealt with in the chapter on Languages in Education). (12.5.2)

Educational Technology

255. The Educational Technology Programme as a whole should be reviewed by the Government in the light of the past experience. Specifically-

(i) Status of utilisation of the RCCPs and TVs already provided to the various States should be quickly studied in detail, closely involving the States themselves so that their proper utilisation is ensured. Where it is obvious that these equipment cannot be used on account of difficulties in providing the required infrastructure, they should be transferred to schools where such infrastructure exists. In the class room situations obtaining in the majority of the schools which are indifferently provided with infrastructure, there are serious problems in using TV. The TV programmes cannot also be a substitute for normal teaching. (The printed material used by the teacher still remains the most potent tool for imparting of instruction). Priority should rather be for use of audio and video cassettes for educa- tional purposes. The reason is that the teachers will have the facility of playing them in a regulated way at the time they consider suitable for the students.

(ii) Within the Education Department, in the monitoring of the implementation of this programme, there should be very close coordination between the Schools Bureau which handles the scheme and the Elementary Education Bureau which (teals with the problems of the children of the relevant age group. In fact, use of education technology hardware as well as software should be made part of monitoring of UEE.

(iii) Teacher training in the use of these equipment should be organised. The emphasis in teacher training should be on instructional designs suitable to local needs. Techno aids should be made available to the teachers only if and when needed.

(iv) Already, infrastructure and capability are available in existing institutions in the country for the production of educational software. The UGC, NCERT, the Central Institute of 'English and Foreign Languages, Central Institute of Indian Languages, and the Kendriya Hindi Sansthan are the organisations which have facilities and experience in this area. While the creation of education media foundation may be worthwhile, simultaneously with this, the modalities of utilising the existing institutions should be laid down by the Government. These Institutions themselves could tap talents from the open market for production of educational software.

(v) Immediate steps should be taken for properly manning the technical and professional posts in the State Institutes of Educational Technology so that their capacities are fully utilised and the present situation of their apparent under utilization altered.

(vi) Early steps should be taken for implementing the programmes to have a channel of the Doordarshan dedicated for education, care being taken to ensure that distance learning at all levels is facilitated. (It is worthy of mention here that the Indira Gandhi

National Open University has been pressing for separate TV time for its programmes). Reportedly, Doordarshan has been demanding commercial rates for telecasting education programmes. In the context of educational development which is the basic minimum human need, it is not appropriate to apply commercial rates for education programmes-parti- cularly, as they are designed for providing access to education for the disadvantaged sections of the society. The Government should fund the costs involved-I & B Ministry meeting the capital cost, and the running costs being met by the Department of Education, Ministry of Human Resource Deve- lopment on no loss, no profit basis. (12.6.11)

Computer Education

256. Computer education, of course, is important because computerisation has become part and parcel of technologies contributing to development in every sphere. However, a cautious approach should be followed in the expansion of computer education. The simple reason is the serious resource constraint and the need for priority being given in the deployment of available resources for universalisation of elementary education. [The Committee itself recognises that at school stage computer awareness is necessary but computer aided learning requirements (CAL) as such is to be carefully evaluated before introduction]. (12.7.0)

257. Computer learning should be made an integral part of the time table. Emergent and meaningful steps for the production of computer software in regional languages should be taken. The resource centres which are expected to train teachers and provide necessary support should be streamlined. The time gap between teacher training and computer hardware supplies should be minimised. The project not having been very successful consequent on having been tied down to CMC, the ,Government should bring about involvement of diverse agencies, at the same time going in for computers other than BBC micros,

apart from these equipment being improved for facility of operating software in regional languages. (12.7.0)

Work experience, environment awareness and mathematics and science education

258. While the Committee agrees with the emphasis given by NPE in regard to work-experience, environment orientation to education, mathematics teaching and science education, differs in regard to Implementation modalities. Specifically-

(i) Work experience/SUPW has remained a largely marginalised activity and this should become an integral part of the curriculum. Work has to be construed as a medium of education as senses are the window to our minds. (Already brought out in the Chapter on 'Education and Right to Work').

(ii) Appreciation of environment should be inculcated amongst children through their participation, on a day-to-day basis, in project work on ground. (This will also be one of the incidental outcomes of implementation of the new model of vocational education recommended by the Committee). One of the basic objectives of environment orientation to education should be creation of a positive interface between the human being and environment.

(iii) Traditional wisdom and knowledge should be integrated in the teaching and learning of mathematics and science. (Already much enthusiasm has been generated in using the sutras of Vedic mathematics as enrichment material for school education. This, for example, could be followed up).

(iv) In the teaching of science, conscious deviation has to be made from the practice of imposing on the students standardised terminologies and nomenclatures. They should be encouraged to build up their own perceptions about natural and physical phenomena through the discovery method which will help them understand the underlying principles first on

their own. In other words, the approach to science teaching-learning should be deduction method as well, and not induction method alone. For bringing about significant changes in terms of this style of science teaching, appropriate orientation of the teachers and the functionaries of Boards of Education should be organised. A whole range of new books should be brought out and simple experiments devised for the purpose.

(v) The objective of science teaching itself should be inculcation of a scientific temper. Emphasis should be not on mere acquisition of scientific knowledge but use of scientific method as a tool of acquiring knowledge. 'How' is as important as 'what'.

Sports Physical Education and Youth Activities

259. As in the case of implementing programmes relating to synthesis of culture and education, in the matter of provision of opportunities for the youth to involve themselves in national and social development through educational institutions anti outside them, the primary responsibility should with the Department of Education. (12.9.0)

260. Dr. Amrik Singh Committee has recommended widening the base for sports in educational institutions; laying down sports syllabus for students at different levels; orientation of teachers for sports and games; close coordination between Lakshmibai National College of Physical Education (LNCPE) and educational authorities of different levels for drawing up a plan for reorientation of teachers etc. This package of measures should be implemented. (12.9.0)

261. Provision of specific slots during schooling hours for physical education; stipulation of acquisition of specific grades in Physical Education to qualify students for particular classes, incentives for Physical Education teachers; and regular courses in sports and physical education for students who want to choose this field as a career option are other important measures which should be brought under implementation. (12.9.0)

262. One of the important elements of physical education, all along has been emphasis on stereo-typed drills. Aerobics bringing out the rhythm in human movement have lot more educational and developmental value. This should be made part and parcel of physical education programme. The emphasis should also be on Indian games. (12.9.0)

263. General youth programmes to be implemented in the school system could be a package of the following measures :

*Conduct of National Integration Camps; teaching of patriotic songs special reference to children of one region learning songs of other regions; and interState visits of students;

*Introduction of National Service Scheme in all the schools at +2 level;

*Grant of appropriate credits for national service at the college level for award of degrees. (12.9.0).

264. Only 5% of the youth are involved in youth activities in the school system. There is a vast reservoir of youth potential outside the school system. Appropriate activities should be organised for them as well. The youth outside the school system should be given access to the infrastructure available in the schools. This alone will facilitate expanding the social base of those who are drafted for youth activities. (12.9.0)

265. The physical education teachers have all along been given a secondary status in terms of their service conditions, emoluments and means of according recognition to them. They should be treated as equal in every respect to other teachers. (12.9.0)

266. National Integration camps should be so organised that opportunities are offered for the mixing of the youth with the underprivileged tribal population. This will also bring about national integration in the true sense of the terms. (12.9.0)

Examination Reforms

267. The question of examination reform should be construed as a package of all the following factors :

* Introduction of semester system.

* Continuous internal evaluation; and maintenance of integrity of such evaluation (and examinations in whatever form and scale they may be conducted); with in the same classes, in primary stage, diaggregated evaluation of groups of students to cater to individual differences.

* Teachers playing the key role, the principle being "He or she who teaches shall lay down the syllabus and also evaluate".

* Facilities for students to move from one stage of education to another by appearing in entrance tests.

CONTENT AND PROCESS OF EDUCATION