COMMENTS AND REACTIONS TO THE EDUCATION COMMISSION REPORT
The Report of the Education Commission received a wide coverage in the Indian Press and evoked a number of reactions and comments, both critical and appreciative from editors, eminent educationists, research scholars, planners and the like. The Report also became a subject for discussion at a number of Conferences, and Seminars convened specially, for the purpose. An attempt has been made in the following pages to sum up some of these comments and reactions:
(1) Press Comments
(i) NEWSPAPERS
" Amrita Bazar Patrika", Calcutta, July 13, 1966: The State Governments, Universities and Boards of Secondary Education will have a large share in implementing the Commission'S recommendations, and however generous the Centre might be, the State Government's will have to meet a share of the additional expenditure. It would not be quite proper on the part of the Centre to impose any decision on the country without ascertaining their views. After all, education is a State subject and efforts to transfer it to the Concurrent List have not suceeded. The State Governments are entitled to claim proper weight for their views, and academic bodies like Universities and Boards of Secondary Education are entitled to consultation. Far reaching changes in the field of education should not be introduced in a hurry through orders from New Delhi.
"Assam Tribune", Gauhati, July 1, 1966: An important. feature of the recommendations is the totality of approach. Parts of the report are in the nature of a perspective plan-100 per cent literacy within 20 years and completely free education by the same date line; giving every graduate an offer of employment along with his degree or diploma; a target of Rs. 40.000 million for educational expenditure by 1985-86.
28
29
The recommendations for higher and uniform pay for teachers would be widely hailed. It is not clear, however, what concrete measures the Commission has suggested to upgrade the efficiency standards of the teaching staff. At present, the system of recruitment and promotion is vitiated by considerations other than those of pure merit
The Commission's suggestions for overhauling the educational curricula and examination system are not unexceptionable. One very much wonders if the idea of a text book publication in the public sector is sound. The proposed public corporation, though purporting to be autonomous, can hardly maintain the academic freedom that is of the very essence of progressive education. Similarly, the idea of abolition of the system of pass or failure and of merely stating the proficiency of the pupil in the different subjects on the basis of the examination and class records is not only too drastic but also of doubtful value.
The Commission has paid lip service to the cause of English. It is true that the Commission has stressed the study of English. right from the school stage but with the mother tongue and the regional languages as medium of instruction in schools and colleges, English is bound to lose ground, almost to the point of extinction. After this step of undermining English, one hardly sees any point in having special institutions with medium of instruction in other foreign lan- guages.
" The Deccan Chronicle," Secundrabad. July 1, 1966: The Kothari system is very elaborate both with regard to the process of school education and examination. It provided for pre- school education. a lower primary, a higher primary, a lower secondary and a higher secondary. culminating in a public examination at the end of ten years of schooling-the entire period being devoted to general education without specialisation.
Secondly, the examination is diluted in the Report. While an external public examination is recommended, it also provides for a Board or School certificate based on the internal performance of the student without specifying whether he passed or failed in any subject.
30
The public welcomes the free and compulsory education provision though serious efforts have not been made in the country to Properly implement the free-compulsory primary education scheme ...... The salary scales proposed by the Kothari Commission are very attractive. But which state Government is prepared to find the wherewithal for meeting the incresed 'expenditure though it is generally accepted that the teacher must have comforts and be an honoured member of society?
The financial implications are serious and without adequate thought as regards the economic resources of each State it will be a mere leap forward at a moment of irrespressible enthusiasm. Anything that is contemplated should be practical, popular and within the means of Government especially at a time such as the present. when the country is going through a serious crisis economically and poli- tically.
" The Deccan Herald", Bangalore, July 1, 1966: The recommendations on the status and service conditions of teachers are undoubtedly sound and wholesome. Full freedom for teachers to participate in public life is also urged.
The proposal that Hindi should take place of the link language "in due course" is packed with harmful potentials in the present context of insidious executive measures being taken for imposing Hindi on the majority of the Indian people. Many are bound to differ from the Commission's view that the mother tongue and regional languages should be the medium of instruction in higher education. Such a policy in this technological age can only do disservice to those who seek higher education. None of our regional languages can honestly claim to command the range and reach of the English language, so that proper books are bound to remain unavailable in the regional languages. Nor can translation keep pace with the rapid advance of knowledge. It is true that the Commission has recommended that English should continue to serve as the link language in higher education for academic work, and intellectual dialogue If the Commission had been consistent in this approach, it would have appreciated the reasonableness of the proposition that English must for ever-remain the medium of instruction in higher education which alone can make for maintenance of a uniformly high standard of higher education and ensure that the nation desires the full benefits and advantages of the cultural and scientific wealth of the world.
31
" Free Press Journal," Bombay, July 1, 1966: The Commission seeks the mother tongue or the regional language as the medium of instruction at all levels in different universities, the change over to be effected in ten years, while, in another breath, it wants all-India Institutions to continue English, probably indefinitely, as the medium of instruction. Also, in the already existing mess and muddle, caused by the bewildering multiplicity of languages, a new complication may well arise by the Commission's emphasis, on modern Indian or European languages (why not Asian and African, one may ask) in the proposed modification of the three- language formula which, at any rate, is hopelessly limping in its operation in many States. Again, how can one reconcile the apparent concessions to different language zealots and its recommendation that "at no stage should learning of four languages be made compulsory in the suggested modification of the formula."
Again, what can one make of the delectable vagueness as in the suggestion that "Hindi or English should be introduced at the point of the greatest motivation and need" in regard to the suggested modi- fication of the language formula? How on earth can this be imple- mented? Implementation is the crux of the problem. The path of education is already strewn with unimplemented recommendations by various commissions and committees.
Lack of progress in (various) directions is often ascribed to lack of finance. But both expansion and improvement in education will inevitably involve increasing expenditure and 'expenditure...... is "very low" in India even as compared to some developing countries.
"Hindusthan Standard" Calcutta, July, 12, 1966:
On the whole it (Commission's Report) is bold and categorical. It has acted boldly in recommending higher pay for teachers of all categories with a promise to review their pay position after every five years and by linking their D.A. with those in Government Service.
It has been categorical in attempting to strengthen and enlarge school education by spreading it over 12 years and in retaining Eng- lish. So far we were used to think of selective admission to University education only. The Commission has gone one step. further and has recommended such admission even to H.S.: education. This has been done to bridge the gap between demand and-available resources.
The approach of the Commission has been realistic. It has realised the virtual absence of difference between a school teacher and a college
32
teacher with post graduate degrees and has prescribed the same scale of pay for both. It has cast aside the existing prejudice against correspondence courses and evening classes, appreciated the place of food in any economy and culture and advised the creation of one Agricultural University in each State .... Most of these recommen- dations can be implemented without much financial involvement. and our seriousness about the report will be measured by the time we take for that.
The much awaited report admirably fulfils all the high expecta- tions entertained of it. It is a comprehensive, critical and constructive review of the educational system prevailing in this country. With the undoubted advantage derived from such a total and synoptic approach, the Commission is able to present a new and integral plan for the reform of the entire system at its various levels.
It will be for the Government to sift the recommendations and accept as many of them as it can at present but always with a view to moving towards the pattern recommended by the Commission. It is implicit in the very constitution and nature of such an expert body that its examination of problems should be exclusively in terms of the technical aspects of the question with no attempt to make concessions for political factors.
Unless the teacher is assured a reasonable salary and a fair mea- sure of economic contentment, it would be futile to hope for any improvement in the standards of education. A radical change in the attitude of the planners towards education is necessary if funds are to be earmarked for implementing the recommendations of the Commission in respect of salaries of teachers. Finance is the main hurdle and it remains to be seen how Government propose to surmount it.
The Commission's proposals are an the whole eminently sensible and certainly deserve to be accepted by the Government. This is particularly true of the proposals which are designed to make primary education more effective, to introduce work-experience as an integral element of general education, to vocationalise secondary education; to improve the quality of teachers at all levels and to provide teachers in sufficient strength, to strengthen centres of advance studies and strive to obtain higher international standards in at least
33
some of the universities; to lay special emphasis on the combination of teaching and research in agricultural and allied sciences. The teaching of science needs to be introduced at an early, stage in the students curriculum and. it also needs to be strengthened at the secondary and higher levels both through the use of improved pedagogic methods and the provision of laboratory facilities. Additionally, there is an obvious case for linking it to agriculture in rural -areas.
The national educational policy outlined by the Commission cannot be implemented by these who do not believe in purposeful education and national integration .... As to what exactly will bring about the desired change is more than we can say, but there is no doubt that education would already have come out of the ivory tower if politicians and educationists had learnt to place the interests of the country above their fads and ambitions. It is too much to, hope that the Education Commission's report will revolutionise every ones mind and purify every heart.
It will be recalled that the system of assessment introduced in schools became discredited because teachers began to abuse the op- portunity in various ways. Such innovations can succeed only when they are backed by a certain amount of honesty and loyalty on the part of teachers, or the authorities are in a position to take strong action against defaulters.
Attitudes and conventions, says the Commission, must be developed which will do justice to university autonomy and also recognise the valid claims of society, particularly in handling issues where univer- sities have to share their decisions with lay agencies. The develop- ment policies of the universities as a whole should be adequately co- ordinated to meet national requirements for trained manpower and to ensure that there is no serious over-production or short-fan in any sector. They must also allow for the rising academic ambitions of the people. Our Universities are an integral part of the community, of society and the country as a whole. They have to come out of their ivory tower and let their feet feel the ground on which they have to rest. Some of the debates held at University bodies whose time could be utilised more profitably, are not only socially wasteful but lead to avoidable bitterness. Universities will acquire new prestige if they recognise the claims of society.
34
The report of the Commission is a monumental document, unique alike for its comprehensiveness, grasp of essentials and the desire to face the problems with courage and faith .... A bold frontal attack on all points and at every stage has been made with the eye fixed all the time on the larger national and social objectives. It is one of the major quolities of the report that instead of losing itself in generalities it specifically states what needs to be done, at what stage, how and to what purpose.
The raising of the expenditure on education from Rs. 12 per capita to Rs. 54 by 1985 will involve financial outlays. The modi- fication of the language formula to allow freedom of choice between English and Hindi will be criticised for the obvious political over- tones the language controversy has acquired. Criticism will also be made that education is not to be brought under the concurrent list. Nevertheless the far-reaching proposals for change in the educational structure, the orientation towards science, the manifest desire to give higher education the autonomy it needs and the upgrading of teachers' salaries are features which can only be discribed as revolutionary.
While the Commission has recommended a radical break with the past, its approach is undogmatic. It emphasises the importance of 'a built in-flexibility", so that the educational system as it would emerge from the working out of the ideas presented in the report may be adjustable "to changing situations and requirements."
Whether. the rise in expenditure on education envisaged by the Commission by 1985-86 is possible needs to be examined. The Com- mission says that even with the mobilisation of maximum resources, the funds will still be inadequate to meet even the minimum needs of education reconstruction. But by giving up "conventional techniques" involving large wastage and stagnation and by adopting measures of economy and efficient utilisation of resources, it should be possible to carry out the reforms suggested.
If what the Commission says is accepted as the last word on this subject, then the carrying out of whole scheme of reform would depend upon the degree of mutual understanding between the Centre and the States and on the persuasive power of the Union Education Ministry. This is one of those issues which take us beyond
35
the realm of education, specially if a new' situation should arise in which the Congress Party is no longer in power both at the Centre and in all the States.
The Commission's formulation of the objectives of reconstruction is about the most comprehensive so far attempted. ...But some of the innovations need a degree of organisational and administrative skill which is by no means abundant at the state level and in which the resources at the Centre's disposal are by no means unlimited. It would be wise, therefore, to begin by building up a corps of men who can take charge of such things as combining work with the general education.
A country's education should be patterned in consonance with the social order it strives to build up. India is pledged to the demo- cratic ideal which is grounded in the belief in the inherent worth of the individual, in the maintenance of his dignity as the receipient of fullest social and economic justice. In order to attain that goal and prevent intellectual fragmentation, we have to place an equal emphasis on the study of humanities and avoid a lop-sided education system.
The Commission has attempted to strike a balance between per- mitting the gradual deterioration in standards to continue and intro- ducing the radical changes necessary to make the system fit the re- quirements of a forward looking society and to enable the nation to take its rightful place among the more advanced. It has also struck a balance between crying needs and scanty resources.
The Commission's call for a "drastic reconstruction, almost a re- volution" of the present educational system to make it an effective instrument for the nation's progress, security and welfare may appear to be devoid of any pragmatic approach. Stripped of verbiage, the report is a masterly analysis of the educational problems of the country with suitable suggestions to solve them.
The new formula, if accepted, should dispel the linguistic fog which has caused so much confusion during the past two decades. About the 'propagation of Hindi, the Commission has wisely suggested a nation-wide, voluntary programme with no compulsion on unwilling
36
sections of the people. Meanwhile due emphasis has been laid on the study of English which is bound to play an important role for decades to come.
The Commission's suggestion for unhindered expansion of education including immediate expansion of postal and part-time education as part of the recognised curriculam is all the more welcome. By making a point reference to the need to make education free and universal, the Commission has stressed the responsibility of the Government of the day in fulfilling its obligation to society.
The Commission's suggestions for a four-and-a-half time increase in the per capita expenditure on education during the next twenty years is timely and if given effect to, would undoubtedly contribute to the heightening of national efficiency and elevation of the national character through the expansion and intensification of education.
The rejection of the idea of placing education in the concurrent list is wise as is the suggestion for the setting up of a national board of school education at the Centre to- advise the Government on matters relating to School education.
The recommendations, for the reorganisation. of the higher secondary course will be received with mixed feelings. The Commission has suggested the prolongation of the period of school education by raising the minimum age of entry in the primary school by one year and by adding one more year at the higher secondary stage. The net effect would be that nobody would come out of the higher secondary stage before the age of eighteen.
Creation of employment opportunities is a complex process and depends much more on the creative genius of the people which is likely to be furthered by the spread of education than on the efforts of any bureaucracy. The arguments against any further change in the pattern of school education are so weighty that a special justification is invariably called for if any change is to be proposed.
37
If the intention is to ensure a higher standard of comprehension on the part of high school graduates throught the prolongation of the school course, the same objective could be promoted without disturbing the present set up by providing facilities for part time education whereby the intending school graduates could improve their knowledge and understanding.
The Report is comprehensive to the point of being a diffuse collation of observations even on matters on which the Commission was hardly competent to pronounce. There are for example, recommendations not only on the medium of instruction but also on the choice of language for administration and general inter State communications. Many will resent the authoritative manner in which the Commission speaks about extra academic values which in its opinion should guide Indian society and hence be consciously injected into the content of education. Cultivation of moral and spiritual values may be a generally Acceptable aim, but when the Commission goes on to suggest study and appreciation of religion as a part of general education, it treads A controversial ground.
The emphasis generally is on education as a social instrument rather than as an intellectual discipline, this may be a proper res- ponse to the needs of the times, but it tends to ignore the fact that only adequate intellectual development can sustain and guide the desired social and economic effort. The report has much to say about instruction in democratic values, development of a national consciousness and creation of a strong driving faith in the future. Them, are unexceptionable aims, but they can only premeate education when life reinforces their validity. There is certainly no harm in their pursuit in education, but excessive talk of lofty ideals, with little regard to the reality of the country's social and economic con- ditions may only increase the prevailing synicism among students, teachers and the general public.
It is for the first time that a national commission has come out with a blueprint for thorough overhaul of the entire education system- The report of the Education Commission is not an academic exercise. It is a revolutionary plan designed to use education as a tool for the achievement of larger national goals. If it is carried out in earnest it will relate education to the life and needs of the people and to the social and economic targets set by the five Year Plans .... The report details the major changes that am needed to relate education to national aspirations, foster national unity and
38
Promote democratic values. There must be a greater emphasis on. the study of science and a more pronounced vocational bias at the secondary school level. What is more work experience and social service must form an essential part of general education. This is largely an extension of the idea of basic education.
To promote the emergence of an egalitarian society the Commission has suggested the setting up of common or neighbourhood schools to which all parents in the area will send their children. It rightly feels that there is urgent need to end the present system of segrega- tion-" the minority of private, feecharging, better schools meeting the needs of the upper classes and the vast bulk of free, publicly maintained, but poor schools being utilised by the rest."
The expansion in demand for education supposes a corresponding increase in the number of teachers and the Commission proposes not only to retain those who are already in but also to draw larger num- bers to the profession with better salaries both in government and non-government institutions-increased expenditure is to be met with generous subsidies. While current salaries at the college and uni- versity stage are in many cases not materially different from those proposed, the Commission's recommendations for school teachers.the weakest link in the chain do constitute a fair deal for them. What is even better is the recommendation that teachers' salaries would be subject to review every five years so that they do not suffer because of any material rise in the cost of living.
"National Solidarity" (Weekly), July 1966:
The whole educational set up needs to be not merely reformed: but rebuilt. The Commission has confirmed this much felt need. But at the same time, it has not suggested a rash revolution or haphazardous building of an improvised new structure. The Commission envisages a twenty years' revolutionary but at the same time orderly and systematic process. Its plan retains what is good and conducive in the present system and fully discards what is obsolete, injurious and retarding. The plan is neither too ambitious nor too inadequate, neither Utopian nor timid. It aims at a balanced and substantial effort not beyond the means of our nation.
39
This is not quite a Magna Carta for our educational systems ex- pectations-far from it. The very manner in which targets are ex- pressed suggest lack of clarity in the minds of the formulators of these so called feasible though high principles. Yet without being- unduly harash it may be said that the Commission has rendered sub- stantial service by at least bringing into open the failures of our superficialities, the main-drawback being our neglect of rural education programmes. Without being carried away with idealistic. liberal policies, the aims ought to be guided by the one principle of economic feasibilty. Surely our educational policy ought to be guided with a view to producing a labour force of tangible value to the economy for the needs to be fed with proper personnel. Unfortunately this facet of educational policy has not been touched by the Commission: it would be well to look into these issues. Considering the limitation of finances, the paucity of well trained and dedicated teachers, the objective of uniformity in the standard of education at the school level will remain a far cry for sometime.
Village schools with a wide choice in curricula are absolutely vital to attune the educational base to our essential needs. All told, a process of industrialising as it were of the villages, is an absolute must. Tapping resources in their own setting and using them to develop their local skills along modern lines is the prime need. Not much thought, sadly enough, has been given to this important aspect of the educational problems.
The quality and the significance of a report like this have to be judged broadly from two points of view. One is that of its compre- hensiveness and the other is that of the definiteness of the answers which it furnishes. From these comprehensiveness and the definiteness of its answers to the controversial questions of the day the Report should be regarded as one of the highest quality and significance. It is comprehensive in the sense that it deals with all grades: and problems of education.
The recommendations on various other subjects like the length and duration of the school course, the setting up of new Universities, the development of half a dozen select Universities as centres of higher research, an increase in the allotment for education by five times in the course of the next twenty years, and ultimate provision for free education at all stages are of great value. The report Is a
40
historic document and in the words of its Chairman, it is the first step towards bringing about what may be called an educational revo- lution in the country.
Association, Vol. XV No. 7, July, 1966:
Stupendous was the task, for the terms of reference had elasticity potential ad in finitum. Naturally, therefore, it could discuss anything and everything under the sun and on earth-for education as a social process starts right from birth and continues till death. The criticism that the Commission discussed things beyond its jurisdiction is, in the light of the above thesis, untenable.
The Commission feels that "Indian education needs a drastic re- construction, almost revolution...... Well, it is a tall order, and unless a determined and large-scale action both at the State and national level is taken the revolution will be a grand fiasco. The Commission is very pragmatic when it says: "Tinkering with existing situation, and moving forward with faltering steps and lack of faith can make things worse than before by disturbing the old equilibrium."
According to a statewise surey made by newspapers soon after the Report was made public, few of the States seemed hopeful of raising the necessary resources, although some were already thinking in terms of educational cess.
Although differences of opinion on the Report were noticeable, yet it was felt these would be thrashed out in course of time. Re- actions from some of the States are summarised below:
GUJARAT
Majority of educationists in Gujarat generally welcomed the Re- port. Characterising the recommendations as "revolutionary" they felt that even if majority of Commission's recommendations were Implemented, it would considerably improve the standard of education imparted at present. The emphasis on social and national activities in the report was considered a great step forward in our educational system.
41
Secondary teachers, while welcoming some rise in their pay scale still felt that the scales recommended were wholly inadequate in the present context of high prices of essential commodities. They also contended that the report did 'not contain any directive about Cen- tre's contribution to the State Government to meet additional cost on teachers' salaries. (see Amrita Bazar Patrika, Calcutta, July 17, 1966). Here are some of the veiws expressed by educationists in the State :-
Miss Indumati Chimanlal, Education Minister,-The Commission appears to have upheld Gujarat's stand that education should not be on the concurrent list. The decision to give Hindi second place after the mother tongue is welcome. Nobody can object raising the pay scales of teachers. But the States will be able to implement this suggestion only if the Centre gives adequate assistance.
Shri L. H. Desai, Vice-Chancellor, Gujarat University.--Our edu- cational system treats all students equally. There is no provision to devote special attention to intelligents pupils. Unfortunately, the report makes no recommendation in this--respect.
Shri Ramlal Parikh, Registrar, Gujarat Vidyapith.-The recom- mendation that the mother tongue should be the medium of instruction at all levels is welcome. The stress on social work is a victory for the concept of basic education. A veritable educational revolution will result if the recommendations are implemented.
Shri B. S. Shah, President, Ahmedabad Principals Association,It was not clear from the report at what stage the Commission wanted the teaching of English to start. It would be good if there was a uniform policy in this respect throughout "he country.
Shri Damodar Shukla. Member, Gujarat Secondary School Certificate Board.-The report is not as revolutionary as one expected it to be. Most of the States are already doing what the Commission has recommended. As for the rest. it is not clear how the Centre can force to implement the suggestions made-Leader, Allahabad, July 3, 1966.
Shri S. R. Bhatt. (eminent educationist and a member of the Guja- rat University Senate and Academic Council).-Shri Bhatt did not feel happy at the Commission's reluctance to put education on the concurrent list while at the same time advocating a national policy in education. This was contradictory and will further add to the present difficulties, be felt.-Amrita Bazar Patrika, Calcutta, July 17 1966
42
The Vice-Chancellor of the Kerala University and the Chairman of the State Educational Advisory Board were of the opinion that the Commission's recommendations could revolutionise the whole educational System. Leading educationists in Kerala came out openly Welcoming the important recommendations of the CommisSion especially those suggesting better remuneration for teachers and providing for larger number of scholarships. One principal of a local college characterised the Commission's report as a dynamic Plan designed to use education as a tool for the achievement of larger national goals.
The stress laid by the Commission on importance of agricultural education and the emphasis on the study of science with more pro- nounced vocational bias at the secondary school level was according to the educationists in this State. symbolic of the Commission's realistic approach to the problems of Indian education. Everybody in Kerala was agreed that work experience and social service must form the integral part of general education. This reading of the Education. Commission had special significance in Kerala where the number of educated unemployed was the greatest.
It was, however, pointed out that the cost should never come as an obstacle in the way of revolutionary reforms in the field of edu- cation. They felt that it was the Central Government's responsibility to find funds for implementing the recommendations of the Commission. They also suggested that it would not be wrong if education were made a central subject. This, according to them, would help speedy formulation and implementation of reform policies.-Amrita. Bazar Patrika, Allahabad, July 17, 1966.
Shri N. R. Dixit, former Education Minister.-The report is wel- come. Some States, including M.P., would not be able to implement pay scales as suggested unless the Centre agreed to bear the additional expenditure in full.
The State spent more than 25 per cent of its annual budget on education and there was no scope for allocation of additional funds. The programme for the Primary education suffered due to lack of funds. It is understood that if the State implements the proposed pay scales, an additional amount of more than Rs. 80,000,000 would be required annually.
43
Shri K. M. K. Shah, Member, Central Sanskrit Board: Sanskrit should have been given a better status in the educational scheme of things recommended by the Commission because it was an important factor in integration.-Leader, Allahabad, July 3, 1966.
The following reactions were available from Madras soon after the Report became public:-
Shri M. Bhaktavatsalam, former Chief Minister.-Teachers in Madras are much better paid than those in other States and the Government does not propose to raise their salaries on the basis of the Commission's recommendations.
Although the State Government fully approved the recommendations of the Commission regarding salaries, it could not pay them at the moment. The proposal that pre-university preparation should be transferred to secondary schools is unacceptable. There were about 2,000 high schools in Madras and only a third of the students passing out of them sought admission to colleges. He therefore, thought it unfair to burden the other students with the cost of higher education.
Shri S. Natarajan, former President, South Indian Teachers Union.-The Commission could have defined more clearly the duration of primary education for all. This would have helped streamline primary education policy in the country. University teaching staff do not consider the recommendations 'extraordinary'. While most college principals welcomed the transfer of the pre-University course to secondary schools, a few said that; already the standard, at the high school level is poor. If a transfer is made the Government should see that the secondary schools are amply manned.Leader, Allahabad, July 3, 1966.
Most educationists in Maharashtra were enthusiastic about the recommendations of the Commissions.
Welcoming the change in the Indian Educational Service too, most persons felt the changes were necessary, land showed an effort to link education with greater production in all spheres of economic activity and to make it more "development oriented". Fullest-praise of educationists, however, was, reserved, for the recommendation of higher salaries for teachers. These were some of, the specific com- ments available:-
44
Shri T. K. Tope, Principal, Government Law College, Bombay.The Education Commission has done a real service to the cause of education by emphasising its integrated nature. The Commission had given due importance to the role of teachers in the education system and also emphasised the need for paying them more. Legal education was not within the purview of the Commission's report. I would suggest that the Government consider the desirability of setting up another commission to go into the system of legal education in the country.
Rev. Father Eduard D'Cruz. Principal, St. Xavier's College, Bombay.- The Commission's report visualises big changes along the whole spectrum of education from the primary to the University re- search level. The comprehensiveness of the scheme deserves all praise.
Regarding the proposal that all-India institutions should con- tinue to use English as the medium of instruction, it was difficult to visualise how these institutions would link up with similar regional establishments of higher learning where the instruction was in the national language.
Miss S. Samtani, President, Bombay Headmasters Association.Hailed the report but did not favour adoption of the mother tongue, or the regional language as the medium of instruction at all levels, as the Commission proposed. She added: "The regional language should be the medium at the secondary level. Introduction of the mother tongue or the regional language as the medium of university education would injure the national interests and lead to disintegration".
Dr. (Miss) Aloo Dastur, Head of the Department of Politics, Bombay University.-The proposal to bifurcate the larger universities was good as they had become unwieldy. But the new universities that would be formed should not be mere replicas of the present ones. The examination system should be replaced by a better gauge for academic talent. Introduction of the regional languages at the post-graduate and research level is not good. They' should not be used beyond the intermediate stage. Only Hindi or English could spread the benefits of University education more widely Leader, Allahabad, July 3, 1966.
Shri S. R. Kanthi, the Education Minister said that the Commission's recommendation on the three-language formula may cause some difficulty in his State. English and Hindi were both
45
compulsory in Mysore, where the three language formula was In force. The third language was either the regional language (Kannada) or the mother tongue. He added:
If we accept either Hindi or English as the compulsory language as being practised in some other States, there may be some difficulties. If you ask the students to choose one of the two he will naturally opt for English.That means the national integration will suffer.
On teachers salaries, Shri Kanthi said that everyone agreed that teachers must get more than what they were getting. The question would arise on who should bear the expenditure. It was not possible for the State Government to do so because the burden would be enormous.-Deccan Herald, Bangalore, July 1, 1966.
ORISSA
In Orissa the report had a mixed reception. Dr. P. Parija, the vetern educationist, expressed doubts as to how far the national ob- jectives formulated by the Commission would be implemented. He however, found the ideals set forth to be praise worthy.-Amrita Bazar Patrika, Calcutta, July 17, 1966.
Shri G. L. Chopra, retired judge of the Punjab High Court and Member of the Senate of the Punjab and Panjabi Universities:has generally welcomed the recommendations of the Commission,but disagrees on two issues. He says that the pattern suggested by the Commission for secondary stage-one of 11 years duration and the other of 12 years duration-was complicated and was not practicable. He favoured the old intermediate course.
Shri Chopra also expressed the view that Hindi had not been given a proper place in the three-language formula. Rather an option had been given to get away from Hindi. The nationwide programme for the study of Hindi suggested by the Commission should have been "obligatory" and not 'voluntary.
He welcomed recommendations for higher salary to teachers. uni- from pattern of education. Parity in service conditions of teachers serving in Government and privately managed schools, mass literacy campaign and co-relation of education with national need man, New Delhi, July 2, 1966.
46
Shri M. P. Tripathi, Associate Member of the National Executive of all-India Secondary Teachers Federation: has described the Report as a sweeping one. The report, according to him, fully vindicated the demand of parity between pay scales in private and Government schools, made by the U.P. Madhyamik Shikshak Sangh. He hoped that it would establish some sort of harmony in the educational system of our country and help in raising the standard of education.-The Pioneer, Allahabad, July 2, 1966.
All Bengal Teachers Association: The Commission had recommended a minimum starting salary of Rs. 220 a month for trained graduate teacher against the All India Secondary Teachers Federation plea for Rs. 275. The Association resents the retention by the Commission of the pay scales for professors which the Union Education Minister had announced earlier. though at the time of their announcement there were protests from University teachers that they were inadequate.
Prof. Dilip Chakravorty, General Secretary, West Bengal College and University Teachers Association: We feel disappointed at the recommendations. While laying down certain sound principles. such as the need to improve the calibre of teachers by giving them better pay, the Commission has suggested 'too meagre' scales for lecturers in colleges and universities. It was unfortunate that the recommen- dations of the National Educational Seminar which the Education Commission itself had organised had found no place among the Commission's proposals. We, however, commend the recommendation of the Commission that teachers should be free to exercise all civic rights and should be eligible for public office at all levels.
Dr. Suniti Kumar Chatterjee, National Professor, did not think that the implementation of the recommendations would drastically change the pattern of education.-Leader, Allahabad, July 3. 1966.
Shri C. K. Bhattacharjee, M.P.-When the country was passing through worst economic crisis, was it fit and proper for the Union Ministry of Education to come out with a utopian plan for education For a country like India. Before the country could fully recover from the series of shocks from the aftermaths of the Mudaliar Commission, the Kothari Commission had only administered the country another shock. I do not know how the country would react to this fresh shock therapy.
47
Devaluation of the rupee had already increased our burden on national economy. If the present recommendation implied more dependence on foreign assistance for our latest national plan for development of education, it would be better to cry a halt for a fresh thinking. We should bear in mind India's present social conditions and also assess the capacity of our national economy to bear this additional burden.
Shri Dharani Mohan Mukerjee, President, Head Masters Association: could not find any reason why the position of the heads of the schools had been left undecided by the Commission in its organised picture of a new Education Plan. When so much had been said for all categories of teachers why then this particular had been left out. Amrita Bazar Patrika, Allahabad, July 3, 1966.
Views expressed by various educationists and experts in the field of education on various problems dealt with in the Education Com- mission Report, which appeared in some leading educational journals, are summed up in the following pages.
Dr. R. N. Mehrotra, Central, Institute of Education, Delhi.-The Commission is unique in its terms of reference, in the scope of its responsibilities. Probably no Commission in any part of the world has so far been asked to undertake the stupendous task of advising the Government on the general principles and policies for development of education at all stages in all aspects. That the Commission has, in fact, gone into the whole gamut of educational life in our country is evident from a look at the summary. Not only hag it considered education at all stages in general terms of broad policies and princi- ples, but it has also gone into small details in many cases.
The Commission was unique in membership. This has surely given the benefits and the wisdom and experience of different nations, but probably this has also resulted in the Commission saying contradictory things.
The Report has been criticised as being (i) too general; (ii) too detailed; (iii) vague; (iv) having contradictions; (v) being oral and placid; and (vi) being too Pedantic.
Although some of these criticisms might be tenable, some are fri- volous and do not deserve a serious consideration.
The Commission has made a number of recommendations about improvement of research in universities. Since in the scheme of things
48
visualized by the Commission, education relating to research is to an important subject of study in universities, all that has been recom- mended in other areas applies to educational research also. For tance, the Commission has supported the idea of Advance Centres Study. The Commission has been wise in adding that "care should be taken to see that the centres do not become isolated from the of the university."
Another recommendation which may be commended is that scholars and scientists from other universities or affiliated colleges should be invited to do research and to conduct seminars for stipulated pe- riods at the centres of Advanced Study. I would like to add these centres should not become more coordinators, organising seminars and conferences and inviting people in exchange. This type thing can be overdone.
The Commission has very wisely recommended the setting of a documentation centre and a national clearing house in education research. The U.G.C., the N.C.E.R.T. and the State Institutes Education have been asked to take steps to make available to univer- sities, State education departments and schools and teachers, the findings of educational research. The documentation centre could undertake this responsibility.
Individual initiative and thinking is very important for success research work. Research cannot be done to order. The research has to be fully involved in it at all stages. This applies not only individuals but to groups or teams of research workers also. There- fore the recommendation of the Commission that "in deciding priorities in educational research, decentralisation of initiative should emphasised" is welcome.
The Commission has also recommended an increase in the ex- penditure on educational research to about one per cent of the ex- penditure on education. It is not money which stands in way more research. In fact, the present trend among research worked of waiting for money to start pouring in before they start research work is quite pernicious.
The Commission seeks to have much faith in conferences. It see to break the isolation of educational research workers through perio- dical conferences and it considers it necessary to bring together field workers and research workers in conferences for exchange of view on problems faced in the fields and on the findings of research an
49
investigations. Conferences should serve all these purposes, but un- fortunately they do not. Often, the returns of Conferences are not commensurate with the amount of time money and energy spent an them.- The Alumnus-Vol. I. No. 2, August, 1966; Journal of Alumni Association, Regional College of Education, Ajmer.
Dr. G. S. Khair, Poona--The task before the Commission stupendous. All sides and all types of education, in short, every as- pect of education came under its scrutiny. The implementation of the recommendations of this Commission's report is circumscribed by the limitations of the Indian situation. The control and authority over education rests partly in the hands of the Central Government and mainly in the hands of the State Governments. The outline for the educational picture has been given. It is for the States to fill in the details and colours.
For the first time after the attainment of independence, the national objectives of education are specifically indicated by the Commission. Not that our education was not following any objectives but there was an absence of a clear-cut philosophy of education laid down by any authority. The Commission has given the first priority to economic development of the nation and to national integration
During the last century every aspect of Indian education was in- fluenced by whatever happened in the English system of education. The Committees and Commissions appointed in India consisted of persons who did similar work in England. Naturally, Indian education was to a large extent an imitation of the English system in many respects. This picture is gradually changing and if the recommendations of the Commission are implemented, we shall have a national system which would have incorporated in a modified form the best aspects of education from several other countries.
The pattern of school education and vocational education recommended by the Commission follows to some extent the model of Russian education. The pattern of higher education recommend follows the American pattern while the system of administration visualised by the Commission follows the English and the French patterns. This does not mean blind imitation of other countries but a selection in a modified form of the best practices and experiences available abroad and their incorporation into a system of education that is national as well as universal-The Progress of Education, Poona, Vol. XLI, No. 2, September, 1966.
Dr. Paul Leonard, Chief of Party of the Columbia Team in India The report represents the most complete and careful study ever
50
made on Indian education from primary classes through the University. The Commission has shown courage in proposing muchneeded changes in the examination programme, emphasising the need for teacher evaluation of learning at all levels, the use of regularly administered tests to check progress in learning, and a commendable change in external matric examination and learning certificate. They wisely resisted recommending the use of the external examination below Class X......
The Commission has shown wisdom in giving priority to education for all from ages 6-14. The implementation of this programme must rest primarily with the States, the educational profession and various boards of education described in the report. Significant in this respect is the recommendation that the local community assume greater responsibility for local schools. People everywhere tend to give better attention to those things in which they have a part.
The Commission's Report is not an unrelated series of several hundred recommendations; rather it is a unified programme covering all areas of educational effort which need to be supported to achieve the goals of Indian education.
Secondly, it is not a revolutionary document of spectacular recommendations to make drastic changes in education; rather it is an evolutionary proposal to improve the present system to make it more effective in meeting the needs of a developing India to bring greater quality performance into the educational system. The Commission has taken cognizance of past criticism of school system, used them as a challenge and proposed a positive and a unified programme to meet them, They have made use of data and opinions, judgment and experience, advised wherever it was useful but have copied no country nor fallen victim to vested interests. The programme is an Indian programme designed for Indian conditions and needs.
No report of this character could possibly, meet all opinions. Criticism in a democracy is a means to development and ample dis- cussion should follow the reading of the report. The important question is not whether an individual agrees with it in all aspects, but whether in the judgment of the best informed and objective minds the proposals are sound and will meet the objectives of the report for after all the report should be judged in the light of the objectives set; it cannot be judged in terms of a different set of objectives....
It will take effort, hard work, goodwill and money devoted to education to implement it but, when realized, it will affect the lives of millions of children and the schools created thereby will do much
51
to accelerate the progress of national development-The Alumnus op. cit.
P.K. Naidu-The Reoprt of the Commission contains no clear definition of what is required in education except vague general- isations. It is stated that education "Science-based and in coherence with Indian culture and values, can alone provide the foundation as also the instrument for the nation's progress, security and welfare". The values so cherished were not stated anywhere in report. Whether and how science-based education may affect the values as stated in the scientific policy resolution of 1958 and vice-versa remains to be clarified. Whether the education required "to increase productivity, achieve social and national integration, strengthen democracy, accelerate the process of modernisation" comes in conflict with "the social, moral and spiritual values", already existing in this society or not, is nowhere discussed.
It is suggested that some universities should be converted into super-universities with better finances. Hereafter there will be gra- duates and graduates of super-universities, Ph.Ds. ordinary and Ph.Ds of advanced institutions of learning. This process without improving the existing situation introduces a caste system in degrees too. What is required in this country is not a handful of highly West-oriented scientists or humanists, which will further increas the diversity and introduce more conflicts but a rise in the general level or all citizens, all graduates and all scientists.
About teachers training, status and salaries, several proposals are made which no doubt should be implemented but the conditions have already deteriorated to the extent that these incentives alone are not sufficient to improve them. The U.G.C. has sufficient experience and they should have tried to evaluate whether teaching is better in the universities 'where better scales of pay are adopted.
Summer schools, symposia, refresher courses etc. are suggested to prevent obsolescence among teachers. These are piecemeal solutions trying to imitate the West, particularly the U.S.A. It is known that teachers and students do not put forth their best in fulfilling their duties, for reasons which are given no considerations at an in the report. It is beneficial to give additional training a teacher when he finds himself inadequate to fulfil his duties .... The teacher needs refresher courses only after imparting to the students all that they
52
themselves know. Not many countries have made any progress so far by blindly imitating anybody else-Mainstream, November 5, 1966.,
C. V. H. Rao-In an article entitled 'Need for National Educa- tional Policy', Shri Rao said:
The special significance of the Commission's report is the emphasis it lays on the need for a national educational policy. Such a policy has been the nation's desideratum ever since independence; instead what we have had is a series of experiments with different aspects of education by different States. But as a sequel to the Commission's recommendations, it is essential that the Central and State Governments, in co-ordination with one another, should evolve a national policy and embody it in a policy statement to be followed by an enactment of a National Education Act.
An essential ingredient of a national policy is that, though education is a State subject, it should be so administered as to subserve national purposes, such as promotion of national integration, inculcation in the young generation of attachment to and faith in the democratic ideology, and creation of high standards in higher educa- tion and research......
Educational policy, in the context of our national needs, should have three objectives. Firstly, the content of education at different levels should be related to the life, needs and aspirations of the nation. Secondly, standards of education should be so improved, as to make them internationally comparable, and thrdly, expansion of educational facilities should be, on the basis of manpower needs and equalisation of educational opportunities.
If the need and importance of a national educational policy is accepted, its aim should be on integrated development of education " at all stages and in all aspects". It should be a "package deal" to be taken up for implementation by the Central and State Governments, local bodies and private organisations.
What should be aimed at is a broad uniformity in curricula, standards and methods of instruction and work experience, making due allowances for differences in the language, the needs and requirements of different States. To facilitate the working of the national policy, nothing is more important and essential than the enactment of a National Education Act, laying down the objectives of education, the policies needed to attain them, the methods by which they can be achieved and assigning to different agencies their respective roles in their implementation.
With such an enactment on the Statute Book, different States can draw upon its provisions to formulate their educational programmes
53
for the Fourth Plan and also estimate for the next two plan periods, their costs and secure the necessity financial allocations in their Plans for them.
The inadequacy of financial resources is a serious stumbling block to the drawing up of the detailed programmes and putting them through, and there have to be compromises all the time In this connection the progressive reductions effected in the allocation for education for the Fourth Plan are indeed regrettable-Indian express, New Delhi, April 9, 1967.
Dr. D. S. Reddi, Vice Chancellor of the Osmania University The Report, the education Commission will undoubtedly rank as one of the most important documents that has been released in this country. Its recommendations have to be treated with great respect not merely because they have been made by a body which contained experts drawn from ail parts of the world but because the Commission has viewed education as a whole and traversed the entire range from the pre- school to the post-doctor stage. Such a review has never been made in this country. For this reason the recommendations may have relevance even outside our own country Deccan Chronicre, Hyderabad, July 17, 1966.
(i) Seminar on Edcation Commission Report held in New Delhi on September 16-18, 1966 by the Congress for Cultural Freedom, New Delhi and Indian committee for Cultural Freedom, Bombay
In the opinion of the Seminar, the Report of the Education Com- mission was a landmark in the history of educational thinking in India. Certain points needed to be emphasised, modified or contro- verted in the interest of accelerated educational development in terms of quality and quantity in the years to come. In particular the Pri- orities recommended by the Commission should be spelled out and stressed more clearly than had been done.
Given below are in brief some of the opinions and recommendtions made by the Seminar on various aspects of the Commission's Report:
(i) There should be maximum possible expansion of primary education and considerations of quality at this stage
*Some of the prominent educationists who took part in the seminar were: Dr. D. S. Kothari (Chairman UGC); Shri V.V. John (Rajasthan); Dr. D. S. Reddy (Hyderabd Prof. A. D. Saha (Bombay); Prof. M.C. Mathur (Rajasthan); Dr. Sarup Sigh (Delhi); Dr. Z. M. Qureshi (Delhi); Dr. A. C. Josh (Planning Commission); (Late) Shri S. G. Barve (Planning Commission); Shri A. H. Herajani (Planning Commission); and Dr. Amrik Singh (Inter-University Board).
54
should weigh only to the extent that they are compatible with the need of quantitative achievement;
(ii) At the higher level, quality should be the primary consideration. In order to improve standards of post- graduate teaching, it was imperative to strengthen the under-graduate base.
(iii) Radical improvement in the quality of the teacher- his technical competence, his attitude to work, his status and emoluments should be a high priority in all programmes of educational development. The system of monetary bonuses proposed by the Commission was derogatory to the dignity of the profession and should be replaced by more imaginative rewards.
(iv) The vocationalization. of secondary education should be implemented effectively and without any delay. Considerations of the structure and duration of the secondary course, as stated by the Commission, should not be given too much importance. It is not proper to keep the last two years of higher secondary education exclusively in the school sector. In certain situations, independent two year colleges could continue to be part of a degree college, but whenever possible, these should be located in the schools.
(v) It is agreed that during the next few years an appropriate proportion of the valuable resources should be earmarked for the development of ten per cent of edu- cational institutions at all levels as centres of excellence.
(vi) The Commission has recommended that during the next 10 years about 6 universities should be developed as major universities'. Such a development could initiate break-through in the almost stagnant university system of India. It is hoped that it would be implemented regardless of any real or hypothetical defects.
(vii) The teaching of languages should be spread over three stages in elementary and secondary education of a student. However, the student should study two languages till the end of Class XII so as to develop high communication skill in sufficient measure. Also, the teaching of Hindi and English at the college level should be primarily from the stand-point of teaching language instead of literature.
55
(viii) Persons having equivalent qualifications and doing the same type of work should have the scales of pay regardless of whether they work in education or the administration, as recommended by the Commission.
(ix) An unduly large amount of time and energy of senior scholars, including heads of departments, is wasted in routine administration. It is recommended that once the academic policy of a department was laid down by a representative committee of the faculty members belonging to the department, the routine administration should be left to a comparatively junior member.
(x) There need not be only one type of affiliating university. Different patterns could be developed in response to the varying nature of the situation and problems characterising the university and colleges affiliated to it.
(xi) The recommendation on autonomous colleges is perhaps the most significant one and the Government and Universities should implement it without reservation.
(xii) In the development of a university, the Vice- Chancellor has to play the role of the right type. The choice of the Vice-Chancellor should be governed solely by his competence and sense of dedication to the values of the university.
(xiii) The growing threat to university autonomy causes anxiety and there is need to preserve it not only in the interest of the university but also that of the community. It is strongly recommended that universities should devise formal and informal methods for making possible the participation of teachers in academic decision-making.
(xiv) There are serious reservations with regard to the Commission's recommendations regarding the place of work, experience and social service education. It is felt that there were severe limitations, both of resources and human nature, in making work experience and social service obligatory on a large scale in any meaningful sense. It is, therefore, recommended that they should not be compulsory either at the school or at the college level.
(xv) It is recommended that the Commission's recommendation for formal classes in moral instruction should not be made obligatory.
56
(xvi) It is felt that the role of education in modifying the inherited social structure and cultural. tradition should be emphasized more clearly than has been done by the Commission. For this purpose those who work in the field of education should realise that it is not necessary to present one history as perfect in every respect. It should be possible for students to treat our successes and failures in the past as part of our heritage. What is necessary is to inculcate love for the country and the spirit and urge to contribute one's part to its development.
(xvii) While recognising the fact that for a number of years to come, resources would remain inadequate, it is felt that industries might be made to contribute to the costs of technical education in a more systematic manner. It is believed that a levy on certain industries for this purpose would be a good source of finance for technical education.
(ii) The Seventh Punjab Education Conference, Chandigarh, October 15-17, 1966
The Conference came to the following conclusions with regard to the Report of the Education Commission:
Duration of School Period.-The recommendation regarding the increase in the duration of the school period from 11 to 12 years is not acceptable.
Indian Education Service.-The suggestion for the formation of Indian Education. Service, the establishment of comprehensive col- leges for teacher-training and the proposals of correspondence courses for training untrained teachers is welcomed.
Higher Secondary Education.-The higher secondary system, as operating today, has not been successful and if the course is now extended by one more year as suggested by the Commission, it would result in a further deterioration of educational standards. Consolidation of the existing higher secondary schools by downgrading the sub-standard higher secondary schools to high schools and by not shifting the pre-university classes to schools from colleges is recommended instead.
Examination Procedure.-External examination system should be progressively replaced by some kind of internal examination system. The present middle standerd examination should be abolished
57
and replaced entirely by internal assessment. The first public exa- mination should be held at the end of the 10 years of school edu- cation.
Language Policy.-Adoption of different regional languages as media of instruction at the university level, as recommended by the Commission, would distintegrate the country. It is suggested that there should be one common medium of instruction at this stage in the entire country.
Hindi.-Period of three years for compulsory study of Hindi is not sufficient. Its duration should- be raised to six years in the in- terest of national integration.
Student Unrest.-Some machinery in each institution should be evolved to tackle this problem and students should be associated with it.
Teachers Salaries.-No improvement in education can take place unless the scales are improved. The pay-scales recommended by the Commission should be immediately introduced
District Education Boards.-The formation of district education boards, as recommended by the Commission will only make educational administration more complex instead of simplifying it.
There should be better cooperation between the school and. the community, and for this purpose people from all walks of life and every strata of society should be given sufficient representation on the school board.-Hindustan Times, New Delhi-October 19, 1966.
The Conference appointed a nine-member stteering Committee to report on the controversial question of revising the present three- language formula.
The Conference also made the following recommendations:
(i) Regional languages should be introduced at all levels, of education
(ii) A new pattern of education should be adopted according to which a student should complete high schooling after 10 years but the student will have to spend two more years at the higher secondary stage, if we wants to go in for university education. At the university he will need to put in only two years if he wants a simple degree. But
58
to get an honours degree he will have to spend three Years.- The Post-graduate will take two more years after a three-year honours degree.
(iii) A student should either opt for N.C.C. or the National Service Scheme. The students having a regular attendance in sports could, however, be exempted.
(iv) Proposals made by the Commission to improve the remuneration of. teachers is approved. The Central assistance to this effect should be made available to the States outside the Plan in the proportion of 80:20 as approved by the Government of India in the case of university and college teachers.
(v) The recommendations of the Commission relating to the status of teachers and education are accepted. These include appointment of joint teachers' councils, appointment of State boards of teachers education, in- service education of teachers and improvement of training institutions.
(vi) The Commission's views regarding the adoption at the primary stage of the neighourhood school system de- serves support.
(vii) A very high priority should be accorded to the programme of relating education to productivity. The programme of work experience should be developed as an integral part of general education and a beginning should be made in selected schools.
(viii) The following programmes need high priority in respective stages of education:
(a) Primary Education: Provision of free primary education, that is from Class I-VII or I-VIII as the case may be; supply of free text books to the needy children; special programmes for the reduction of wastage and stagnation; and Organisation of part-time education for children in the age group 11-14 who cannot attend schools on economic grounds.
(b) Secondary Education: Vocationalization and diversification of the programme for the discovery and development of talent.
(c) Higher Education: Post-graduate education and research; development of centres of advanced study: and creation of clusters of such centres in each of the uni- versities.
59
(d) Student Service: Youth welfare activities, building up of libraries of text books in secondary schools, college and universities; placing an adequate allocation at the disposal of the UGC to implement the programmes recommended by the Education Commission and adopted by the Vice-Chancellors' Conference and appointment of joint committees of teachers and students in colleges and universities to deal with day-to-day problems.
(e) Science Education: The study of science should be made an integral part of general education for all stu- dents till the end of Class X.
(f) Selective Development of Educational Institutions: As a first step in the intensive effort to improve standards in all educational institutions, about 10 per cent of the primary schools, suitably distributed over each district, should be improved to optimum levels. A similar effort should be made to improve one secondary school in each community development block and one college in each district. It would be the special responsibility of the schools which are selected for such a development and are given additional grant, equipment and resources for that purpose, to give the benefit of these additional facilities to neighbouring schools by arranging programmes.
(g) Educational Administration: Strengthening of the district level administration, particularly for inspection and supervision; organisation of school complexes; and training of educational administrators, both at the 'State and national levels.
It should be the responsibility of the Government of India to raw up schemes for the implementation of this priority programme in consultation with the States and place at the disposal of the States the required financial assistance. Stateman, New Delhi and Tribune.. Ambala, May 1, 1967.