CONCLUSION
 

We have in previous chapters reviewed the present position of Secondary education and have suggested the improvements and changes that may be necessary if the education imparted to the youth of the country is to serve the needs of the individuals and meet the growing demands of the nation. At the outset one may express the doubt whether it would be possible to implement the recommendations made by the Commission in view of the present financial position of the country. Experience of the past, where similar recommendations have not received due consideration, may be quoted in support of such a pessimistic view. It will serve no useful purpose at this stage to ponder over the possible developments that might have resulted had the recommendations of the previous Commissions and Committees, so frequently reiterated since 1882, been implemented. But there is no doubt that India was in no worse position than several other countries in the eighties of the last century and the phenomenal developments and improvements that have taken place in these countries during the last sixty or seventy years must be an object lessons to this country to avoid, in future, lost opportunities and vacillating policies of the past. But whatever the reasons for failure to implement such recommendations in the past, the country cannot afford, after the attainment of Independence, to neglect or ignore the great and pressing problems of educational reconstruction or fail to take immediate steps to tackle them in a manner conducive to the promotion of the welfare of its citizens and safeguarding its future as a forceful and progressive Democratic Republic in the comity of nations.

We have, in the course of our review of the present state of education in the country, taken note of such factors as have had a deterrent effect on a sound development of education and have referred to two particular factors in this connection. The dominating influence of university requirements on the one hand, and the undue emphasis attached to the needs of public services and the present methods of recruitment on the other, have had an adverse effect not only on healthy development of Secondary education but on the whole field of education in the country.

If, in future, such unhealthy trends are to be avoided and educa- tion is to be directed on right lines, a comprehensive view of education will have to be taken which will serve the needs of the individual, and of society and develop the resources of the country. In every field of national activity there is a great demand for a larger and better trained personnel to meet its growing requirements. The world of today is different from what it was fifty or sixty years ago. International competition in, all spheres of activity is becoming keener and keener. Industry, trade and commerce can best be promoted only if,

219

220 CONCLUSION

in the field of Technical education, standards are maintained at all levels, which are comparable to. standards in other progressive countries. In all other spheres of intellectual activity, whether in Science, Humanities, Art or Culture, rapid progress is being made and new discoveries are being ushered in quick succession. These call for a general level of educational attainment which would make it possible for our people to absorb and utilise these discoveries and enable them to contribute their share to the furtherance of such knowledge. The attainment of political independence involves and implies the attainment of intellectual independence in several fields, and inter- dependence in fields, where fruitful cooperation is desirable and necessary for the furtherance of human welfare.

We realise that today, the States and the Centre are faced with a gigantic task in the field of education. In every sphere there is a great leeway to be made up. In the sphere of Basic education, Secondary education, Technical and Professional education, and in the higher spheres of scientific and humanistic studies the needs are so great and the demands so pressing that appreciation of urgent needs of the country and the standards that should be achieved may not be prominently kept in view. We have noted the great increase that has taken place during the last five years both in the number of schools and the total number of pupils studying in the States. Our pleasure in noting such rapid progress has, however, been diminished by the fact, so prominently brought to our notice, that this increase has largely been possible at the sacrifice, in. some cases the serious sacrifice, of efficiency. If such deterioration is allowed to continue, the general level of students' attainment at all stages of education will be considerably lowered. Quality should not be sacrificed to quantity. We trust that in the spread of education, the educational authorities concerned would take note of these dangers and would adopt all possible measures to ensure that efficiency is not sacrificed in meeting the demands of expansion.

The importance of attaching the right type of individuals to the teaching profession has been repeatedly emphasised by us. If such in- dividuals are to be drawn into the profession, it should be made sufficiently attractive, so that those who take it up as a noble form of national service may not be required to make too great a sacrifice of their material comforts and the anxieties and worries of the family life may not distract them from their professional duties.

We realise that every scheme of development involves a large financial liability which the State has to take due note of. Sometimes this financial liability is examined from the point of view of quick returns, and hesitation creeps in because the returns can only be expected on a long-term basis. A study of the steps taken by some other countries in making large financial provisions; for education of diverse type should enable such persons and authorities to overcome their diffidence. Just as the large Hydro-Electric and Irrigation schemes now launched are

CONCLUSION 221

likely to result in considerable development of the agricultural and other material resources of the country, so will be the fertilising of the field of the mind--only its results will be more outstanding and permanent in their beneficial effects. We are, therefore, of the opinion that a very high priority should be given to educational reform both by the States and the Central government and that they should make every effort to find the necessary funds to implement these recommendations, and adopt a planned and coordinated policy for this purpose.

There is one other aspect of the problem to which attention has been drawn in the report. Education cannot be dealt with in water- tight compartments, nor can the responsibility for such education be assigned to different Ministries or Departments without reference to one another. It is imperative that the different Ministries and Departments, at the Centre or in the States, should cooperate in educational planning and co-ordinate their activities so as to ensure efficiency and economy. We trust that this suggestion will receive serious consideration at the hands of the governments.

No scheme of educational reconstruction can be implemented with success without-the active cooperation of the teaching profession and the sustained interest the teachers may take in such a task. We, therefore, appeal to them to give their unstinted cooperation and support to the scheme of educational reconstruction that may be final- ly adopted by the States concerned taking due note of the recommenda- tions that we have made. We are fully aware of the great difficulties and the serious handicaps under which the profession is now working, and it is our sincere hope that in the light of our recommendations the authorities concerned will take early steps to improve the status and emoluments of the teaching profession. This will serve to create in the teaching profession a sense of satisfaction and a desire for whole-hearted cooperation. In a new experimental venture such as this we feel that the teaching profession should be given scope for initiative and freedom in their task.

To the managements of educational institutions and to the general public we would like specially to address ourselves. On them depends largely the possibility of implementation of many of our recommenda- tions and we hope and trust that with the same spirit in which they have encouraged all-round educational effort they will come forward to implement the suggestions made in respect of the bifurcated courses of study and the introduction of various subjects including the crafts.

The task that has been entrusted to us was not an easy one and if we have been able to make some useful recommendations, it is due to the sincere cooperation extended to us by officials and non-officials, by educationists and leaders of public opinion. It is our hope that these suggestions will be considered in the light of the special needs

222 CONCLUSION

and circumstances of each State. But while we do not encourage a dead level of uniformity all over the vast sub-continent, we hope and trust that in essential and in basic matters of policy there win be a reasonable degree of unanimity conducive to the maintenance of pro- gress in all spheres of education. We are aware that, in some States, reports have already been presented by committees appointed to review different stages of education, including Secondary education. We have perused these reports with profit and interest. We express the hope that the report presented by us and its recommendations will be taken into due consideration before final decisions are arrived at by the States concerned. We have also expressed the considered opinion that. in the interests of an all-round development of the country and the improvement of its economic position, the central government should take an active part, both financially and otherwise, in the reconstruction of Secondary education and cooperate with the States with the object of increasing the tempo of educational reform.

3 In this connection we suggest that in the light of the recommendations made in this Report and those made in the various State Committee Reports on Education, every State may prepare a plan for a specified period (ten years) for the reorganisation of Secondary education in the States concerned. Such a plan, taking into consideration the existing distribution of Secondary schools of various types in urban and rural areas, should lay down clearly the priorities regarding the opening of Multi-purpose schools, Agricultural and Technical High schools, transforming High school into Higher Secondary schools, providing multiplicity of courses, proper distribution and location of schools and implementing the other recommendations. Many of these recommendations will entail additional finance. There are, however, some recommendations which do not require heavy additional expenditure. Among these may be mentioned the introduction of new curricula, reorganisation of the training college courses and others. Priorities should be laid down with regard to these also.

We consider it necessary and desirable that the public should be made familiar with the State plan as finally drawn up and we hope proper steps will be taken in every State to do so. When the plan is ready, a highpowered committee should be appointed to give effect to it and to implement the various aspects of the plan according to the approved priorities.

We wish, in conclusion to express our appreciation of the help and cooperation we received from our foreign colleagues. It was a real pleasure to work and discuss with them the many problems of edu- cation in our country, in the light of their experience. To our colleague and Member-Secretary, Shri A. N. Basu, we wish to convey our thanks for the help and assistance rendered by him throughout. We desire also to record our appreciation of the good work done and services rendered to the Commission by Dr. S. M. S. Chari. Assistant Secretary,

CONCLUSION 223

and the office staff which gave us their unstinted cooperation and help. A. L. MUDALIAR (Chairman)

J. CHRISTIE

KENNETH R. WILLIAMS

HANSA MEHTA

J. A. TARAPOREVALA

K. L. SHRIMALI

M. T. WAS

K. G. SAIYIDAIN

A. N. BASU (Member-Secretary)