GUIDING PRINCIPLES
 

Obviously, as the Robbins Committee on Higher Education* observe that "the growing complexity in the developing branches of knowledge in many cases requires a better foundation of fundamental studies than can be provided in the present first degree course, and it is in this respect that arrangements in some other countries are superior". Expenditure on higher education cannot be regarded as unproductive. It is basically an investment from which future generations will benefit. Higher education must not become the monopoly of the rich. Children of poor persons must not be debarred from types of education for which they are fitted. Obviously universities will have to choose scholars from those who will profit from higher education. But in so doing, in-as-much as the State is contributing towards their functioning, they must ensure that they devise a machinery which will not prevent any person who is capable of benefiting from the education given on the ground that he is too poor to pay for it. Education must be regarded as the most important investment of all, to use the language of Prof. A. C. Pigou,** in the health, intelligence and character of the people. Indeed, to advocate, as that eminent eco- nomist puts it, economy in this regard should be regarded as a criminal offence. We have pointed out that we are nowhere near the maximum limit needed for investment in educational expenditure and we shall, in our review of the working of the University Grants Commission, indicate the amount of expenditure that he Chairman, University Grants Commission thinks should be reserved for education during the Fourth Plan period and onwards.

2. We must also make it clear that education is one integrated whole. The quality of higher education is dependent to a large extent upon that of the higher secondary education imparted in our schools or colleges. Our terms of reference did not permit us to go into the question of higher secondary or secondary education but from such material as we have been able to gather and from the interviews that we have had with distinguished educationists we have been compelled to come to the conclusion that the standard of secondary education in some areas is woefully low. Strenuous efforts, therefore, should be made to improve it. Unless there is an improvement in the quality of candidates turned out by our secondary schools, the quality of higher education and research, whether fundamental or applied, cannot be high. The quality of teachers and teaching has to be improved, not only in our colleges and universities, but also in our schools which act as feeders to our universities. Our higher educational

**In his book "Socialism vs. Capitalism".

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institutions must be so equipped as to meet the demands of progress for every type of higher education, literary and scientific, technical and professional. They must help us in fighting poverty, disease, ignorance, superstition and all that accompanies it. Our educational institutions have to enrich our society by bringing it into accord with those notions of justice and fair-play which permeate our Constitution. We need, therefore, teachers and researchers, inspired by a zeal for advancing knowledge and firmly loyal to defend social objectives.

3. In order to get this type of a teacher, it is not enough for us to rely on his patriotic impulses. Valuable, as they no doubt are, they need to be supplemented by a determined effort on the part of Government and the community to give to the teacher proper training and attractive service conditions which would keep him free from want and help him to concentrate on building up the mental and moral resources of his pupils.

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