COMMON SCHOOL SYSTEM
 

CHAPTER 3 (PARAS 3.12.5 - 3.14.0)

CHAPTER 4 (SECTION D) (PARAS 4.4.1 - 4.4.8)

The Argument:

1.1 The NPERC refers to Common Schools in Chapters 3 and 4 of its Report. In Chapter 3 it states that except for a small number of schools in the Urban Sector, the majority of schools which are in the rural sector are already common schools and neighbourhood schools. Unless the Government and local body schools are upgraded through infrastructural and academic inputs the common school system cannot become a reality and the present division of the country between those who have access to the few privileged schools and those who gain admission in the poor quality schools will persist . Educational policies, including the NPE, 1986 take a stance in favour of the majority but there is little evidence that action has been taken in keeping with these intentions. The NPERC states that all schools in the country should become community schools. Through involvement with the concerns of the community around, the schools would become neighbourhood schools as a first step towards fully entering into a Common School System.

1.2 Section D of Chapter 4 of the NPERC Report refers to the statement in the NPE, 1986 on the Common School System and its implications which was made in the context of establishing a National System of Education. It has also given a synopsis of the recom- mendations of the Education Commission (1964-66) and the CABE Committee on the Common School System (1989),

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for both of which Prof D.S. Kothari was the Chairman. In the final section the Report has, identified reasons why the Common School System has not gained ground so far.

1.3 The NPERC does not contradict the NPE 1986 approach to the Common School in the context of a National System of Education. According to the NPE 1986 the National System of Education implies that "up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality" This system envisages:

- a common educational structure (10+2+3)

- a national curricular framework which contains a common core along with other components that are flexible

- minimum levels of learning for each stage of education

- that all educational programmes will be carried out in strict conformity with secular values

- creation of awareness of the inherent equality of all through the core curriculum, with the objective of removing prejudices and complexes transmitted through the social environment and the accident of birth

At the same time the Review Committee states that all schools should become community schools first by connecting the subjects and curricular of the school with the situations and demands of the community. While decentralisation is a welcome concept in certain contexts, flexibility to include subjects and curricular at the school level would be difficult. The expectation that thereby quality of learning and hence

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the quality of education would be enhanced, can be debated. The suggestion cuts at the roots of a National System of Education.

1.4 The NPERC Report implies that good schools are private schools and are only in the urban sector and were it not for them all schools in the country would be common schools and neighbourhood schools. At the same time it admits that abolition of private schools will not solve the major educational problem.

1.5 The Education Commission approach to the Common School System in Para 10.12 envisages a role for good private schools which can quickly and efficiently be developed as the "seed farms" in the Common School System of public education. The NPE, 1986, para 10.9 sees the responsibility of providing resource support for implementing programmes of educational transformation as one for the Nation as a whole. The contribution of private effort to education should be valued, though appropriate steps need to be taken to ensure that it does not degenerate into, gross commercialization.

1.6 Two other reasons given for the Common School System not taking off are: (i) economic and social disparities; and (ii) lack of political will. The Education System has an indirect role to play in the former and no role in the latter.

1.7 The NPERC refers to the Neighbourhood School as an intermediary stage in the evolution of the Common School System. The NPE does not specifically mention the Neighbourhood School.

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1.8 There is a sriking similarity between the recommendation of the CABE Committee on Common School and the recommendations made by the Education Commission ( 1964- 66 ) in the area of actualising the Common School System. In para 10.05 of its report, the Education Commission had advised for adopting Neighbourhood School Plan as a step towards eliminating the segregation between schools for the poor and those for the rich. In para 10.20 of its report, the Education Commission recommended that the Neighbourhood School System should be introduced at the lower primary stage, as a pilot project in few areas where public opinion is favourable to the acceptance of the proposal. Recommendations No. 3 and 4 of the CABE Committee Report on Common School System advised the taking up of Neighbourhood School Plan in a few selected urban areas. The Education Commission (Para 10.19) sees the Neighbourhood School concept as the ultimate objectve.

Recommendation No. 102

2.1 The recommendation states that the first step in securing equity and social justice in education is the building up of a Common School System. Specific actions in this context include increased outlays particularly for elementary education and special allocations for backward areas; regulation of medium of instruction; phased implementation. of the Common School System within a 10 year frame which would bring the expensive private schools within-its fold.

2.2 The NPERC and NPE are one in their opinion that a Common School System should be worked for. Towards achieving this goal, the Central Government have initiated concerted efforts through implementation

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of a number of Centrally Sponsored Schemes for improving quality of standards and provision of physical and educational inputs In the School System of the country. A broad commonality in school curri- culum, syllabi and textbooks in all stages of school education is sought to be achieved by adoption of a National Curricular Framework brought out by the NCERT in 1988 on the lines envisaged in para 3.4 of the NPE.

2.3 The outlays on education depend on many factors and admittedly more funds are required. However, there has been a sizeable step up in the allocation for School Education consequent on the acceptance of the NPE 1986. The year-wise Plan Outlay for Elemen- tary Secondary and Total Education Sectors for the last six years speak for themselves:

         
        Sector     1986- 87   1987-88  1988-89  1989-90    1990-91  1991-92
        
        Elementary  40.65      202.20   233.90    234.90   261.00    287.30
        Education
        
        Secondary   66.50      179.95   180.25    183.64   175.00    209.90
        Education
        
        Total      351.96      800.00   800.10    832.00   865.00   977.00
        Education              (+25.00  (+35.50  (+50.00  (+55.00  (+55.00
                               BADP     BADP      BADP     BADP     BADP
        
                                          

2.4 As regards ensuring instruction for all in mother tongue at primary level, the National Curricular Framework for elementary and secondary education brought out by the NCERT in 1988 has suggested that in the case of learners whose mother tongue is also the language of the region, the medium of instruction a the elementary and secondary stage should be the

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regional language. In the case of those whose mother tongue Is different from the regional language, the mother tongue may be used as the medium during the first two years of primary education and the regional language should be used subsequently.

2.5 For the linguistic minorities, Article 350-A of the Constitution of India provides that education at the primary stage to the children belonging to linguistic minority groups should be in the medium of mother tongue. It is so for States/UTs to operationalize this provision.

2.6 The time frame of 10 years for switchover to the Common School System in the country would be difficult as there would be administrative, financial and constitutional bottlenecks.

SUMMARY

- NPERC has, by and large, endorsed the NPE directive on working towards a Common School System

- NPERC has not suggestedny, Action Plan for implementation of Common School System

- Recommendation for a total switchover to Common School System in 10 years difficult to implement.

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DEVELOPMENTS SINCE NPE, 1986

3.0 The NCERT brought out In 1988, a National Curricular Framework for all stages of school education. The Framework has stressed on the need for integration of the core components Identified by the NPE, in various subjects In all stages of school education. Keeping in view the guidelines in the Framework, NCERT revised the entire school syllabi and brought out revised textbooks for classes I to XII. Based on the National Curricular Framework and the NCERT syllabi/text books, the States/UTs also have undertaken measures for renewal of curriculum and development of new text books and for their introduction into the school system in a phased manner.

- The 10+2 structue of school education has been adopted by all States/UTs. However, in some states the +2 stage is either partly or wholly in the college system. Moreover, variety in duration of different stages of school education still exists in some States.

- During the period from 1986-87 to 1989-90, the schools increased by 4.73% on an average. Gross enrolment ratio in primary stage has increased by 6% and in upper primary stage by 11%. The ratio for girls in primary and upper primary stage increased by 4% and 9% respectively.

- Maintenance of a broad commonality of standards in all the schools of the country has been sought to be achieved by:

(i) Making available to all the schools a broadly unifom pattern of syllabi/text books designed on the basis of National Curricular Framework for elementary, secondary and higher secondary education brought out by the NCERT

(ii) Requiring all the schools sending their students for Board Examinations to be affiliated to the concerned State Board, the CBSE or the Council for the Indian School Certificate Examinations as the case may be and thereby to follow the syllabi/text books prescribed by the respective Board designed on the basis of the National Curricular Framework.

(iii) Improving the physical facilities and other educational inputs in schools through a number of Centrally Sponsored Schemes and Programmes.

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National Open School was established on November 23, 1989 to provide school level education of quality through distance education and open learning to girls, women, SCs/STs, school dropouts and rural poor. In 1990, the National Open School was vested with the authority of conducting its own secondeary and senior secondary examinations.

SUMMARY

- National Curricular Framework on NPE directives brought out school syllabi/text books revised on the basis of Framework guidelines.

- 10+2 structure adopted in school system, in some States +2 stage is partly or wholly in college system. Variety in duration of different stages of school education still persists.

- From 1986-87 to 1989-90, the schools increased by 4.73% on an average. Gross enrolment ratio in primary stage has increased by 6% and in upper primary stage by 11%.

- National Open School established on November 23 , 1989 .

- Maintenance of a broad commonality of standard in all schools achieved through broadly uniform syllabi/text books and improving physical facilities/educational inputs under Centrally Sponsored Schemes.