3.12.7 However, the fundamental problem in our system is caused, not by a minority of schools but by the majority of schools, namely by the two categories that are fully supported by public funds, the Government schools and the Local Body schools. These have, by and large, remained outside the purview of any

real educational audit, though they are required to submit many forms of how small amounts of money are spent. Abolition of the private schools, urged by several persons, will not solve the major educational problem, we feel. It can only be solved when the majority school sector finds it possible to substantively raise its present level of educational attainments and effectiveness.

3.13.1 In a recent National Conference, organised by NIEPA, under Government initiative, in December, 1989, the topic of empowering the Heads of Secondary, Schools was discussed and detailed recommendations were arrived at. It is strongly urged that the Government, both at the Central and State levels, take early decisions to introduce functional autonomy in the Government schools, within a clear frame of accountability and in a progressively phased manner, so that their quality can improve radically. Without such empowerment of the Head of the institution, it is not fair to demand that s/he adequately meets the many role expectations. Nor can the present neglect of the majority of students in the Government and Local Body schools be allowed to continue.

3.13.2 This kind of transformation of the quality of education, once made available in the normal Government schools, will pave the way for the Common School System to become a reality and will end the present division-of the country and its people. between those who have access to the privileged minority of schools, and patronised by the civil servants, those from the Armed Forces, from large industries and service sectors as well as the professions and business categories and the majority who can gain admission only in underprivileged ordinary or poor quality schools, which form the majority of schools. Quality of education thus makes a significant contribution to perpetuate the privileges enjoyed by a fairly small minority of the people. Some put the percentage at a small 3%, while a more fair percentage may be around 15-20. But even this is a totally unacceptable percentage, in our democratic set up.

3.13.3 It is recognised that the middle class, in our country, as in other countries, exercises a great deal of pivotal force in decision-making. Educational policies have indeed taken a stance in favour of the majority, but in practice, no effective steps have been taken to equalise opportunity, through provision of education of comparable quality to all. The 86 Policy makes this remarkable statement of intent, but there is little evidence that action steps have kept up with policy intentions.

3.14.0 Developing schools into truly community schools will be one way of giving effect to the interventionist and catalytic role of education. Community schools will become a major force to break down the present division of educational haves and havenots. It will also provide a context and climate for nurture of values, through organised reflection and decisions. The formation of the Educational Complex that the Committee has recommended will provide another buttress to attain national

goals and purposes. Vocationalisation of education, which has also been recommended, will have a base to operate from. Improvement of the quality of schools, evolution of neighbourhood schools and leading to the Common School System are also linked to the proper development of making every school a community school. That is why we consider this a key recommendation.

3.15.0 The NPE was clear on the essential role of education as an acculturating process. It also saw and emphasised the role of development of human resource through education and training. The Committee views man as more than a mere resource, an economic commodity, and have stressed the human and have put the accent on the cultural and spiritual, as on science and technology for the total education of the total person. The Committee is in basic agreement with the 1986 Policy perspective and thrust but have elaborated on certain key result areas, which have not received adequate ground level priority, such as re-design of curriculum and methodologies and a machinery for effective implementation.

3.16.0 This, the Committee feels, remains the great unfinished task