 HIGHER EDUCATION AND NATIONAL
 DEVELOPMENT

2.01 General Role of Teachers

The significance and the role of the teaching profession in any society flows out of what society expects from education at a human level, what role it assigns to education in national development and what goals of development are pursued by the nation. These three levels and considerations are interrelated, and they flow from the historic and sociocultural situation as much as from the economic policy of the country.

2.02 Colonial Education

In the colonial period, development was incidental or peripheral; the goal of economic policy was mainly exploitation of natural resources, and export of raw materials or semi-finished products accompanied by the marketing of industrial goods manufactured in Britain. As a result, even pencils, erasers and geometry boxes for schools; were imported. Naturally, an economy of this kind made no great demand, on education in terms of manpower production. The demands on the quality of training were even more limited since no critical abilities and creative potentials were to be encouraged lest the stability of the colonial system itself may be shaken by the edu- cated. In fact, education was treated as a necessary evil for the day to day working of the Raj neither to bet spread too widely, nor to be pursued as a man-making enterprise.

2.03 Ivory Tower Approach

It may be recalled that among the exploiters of all countries and societies;, until very recent times education was more feared than it was loved. It is for this reason, chiefly, that education became text-bookish in its content-standing aloof from the realities of life and concentrating on the "knowledge" of individual "disciplines". Physics or economics were taught according to world-wide abstract principles and laws, creating an impression of comprehensiveness of the subjects even though through such an approach they were shorn of social implications, utility and purpose. The role of the teacher was correspondingly to teach the assigned subject meticulously and thoroughly and to "examine" on the basis of students' ability to reproduce what he had been taught. The system tended to bread conformism and pedantic scholarship. That such a system practised over centuries, and in so many countries, still produced the great thinkers, scholars and scientists who have, in a sense, been the architects of our civilization as it is today, is a clear proof of the irrepressible nature of human creativity and of man's unceasing struggle to overcome ignorance, conquer nature and improve the quality of his life.

2.04 Education as an Instrument of Social Change

The situation has, however, radically altered since the middle of the present century. Country after country has been freed from the clutches of imperialism. National initiatives have been Unleashed to transform economies and societies. The very word development has acquired a new meaning and dimension. Change, rather than status quo, is the order of the day and education big hem, recognized to be the tool to bring it about. Great wealth of experience has been accumulated on the modalities by which education can play such a role. Perhaps it would not be wrong to say that in the process, the concept of education itself has been changed. It is no more confined to formal structures and institutions-it can reach out. in a variety of ways the human resources of the whole community could be used for the purpose. The dynamics of knowledge have led to the concept of life- long learning for the individual and prograrnmes of continuing education in institutions. A great deal has been discovered about learning itself, and its highly personal character. Three boundaries of the well established disciplines of the past have crumbled and inter disciplinary teaching and research have come into

vogue. New technologies have begun to be widely used both to enrich the quality of education and to enhance its reach.

2.05 Education and Self-reliance

In the case of our own country, the acquiring of independence was the result of a prolonged national struggle in the course of which the goals of development came to be quite well defined, the most important being the building up of a modern self-reliant economy making optimum use of our own resources in men and materials. This is based on a clear realization that in the world of today the strength and relative independence of the economic base determines the scope even of political freedom. The other and equally important goal of national development can be said to be the enhancement of production accompanied by distribution of goods and services with a view to ameliorate poverty, create conditions of social justice and thus strengthen the foundations of -a socialist and democratic state. The goals of national development translated in human terms imply the cultivation of a personality with knowledge and awareness not only in the special fields but also of culture, tradition and the needs of our peoples; a personality endowed with values which would Promote socialism, national integration, secularism and scientific temper together with enthusiasm to change society through personal commitment and involvement. In other words, our concept of national development goes far beyond economic growth : the concern for creating a cohesive and vibrant nation out of People speaking different languages, professing different religions, possessing a variety of cultures is equally great. In this sphere, education has to be the mainstay of our endeavour.

2.06 Education as Investment in Development

These goals of economic. social and cultural development at once require provision of education with special characteristics at all lends. Without education they cannot be achieved with inadequate education, the period of economic disabilities. regional imbalances and social injustice will be prolonged, leading to the Possible build up of disintegrative tensions. Through proper education, the achievement of economic and social development can be facilitated and expedited. The human resource would have, a multiplier effect on the utilization of all other resources. That is why the concept of education as an investment in development* has been increasingly accepted, and that is why the Report of the Education Commission** spoke of education as the only instrument of peaceful social change.

2.07 Higher Education as Cornerstone of Self-reliance

The essential role of elementary education in economic and cultural development, as also in strengthening the fabric of democracy in the country has been accepted from the very inception of our Re- public in the form of Directive Principles under Article 45 of the Constitution. It has been reiterated by the National Policy on Education*". The removal of adult illiteracy has also been accepted for widespread implementation, through a specific broad-based edu- cational programme. Vocationalization of the higher secondary level of education is also considered essential to provide manpower particularly to maintain the infrastructure of technology and services in a modem society. Higher education has special importance because, it provides ideas and men to sustain all other facets and levels of education. The quality and pace of development of any nation depends on the idcological climate it is able to generate; the perceptions of history, culture, tradition and values a nation acquires and the confidence it has in human capability to overcome problems-of material and spiritual life. And it is precisely here that the intelligentsia and higher education have a unique role. Higher education supplies the wide variety of increasingly sophisticated and ever-changing manpower needed by industry. agriculture, administration and The self- reliant and endogenous character of an economy can only be maintained when competent people are available to foresee. plan and execute research and development activity necessary to keep us abreast of developments in the world. Our R & D institution and the college and university system are therefore, the backbone of our economy, and a sure instrument for fulfilment of national aspirations.

2.08 Need to enhance Support for Education

Since the various levels are also interdependent, it is not possible to say that one level is more important than the other. It is the view of the Commission that inadequacy of funds provided for education

* The approach to the 7th Plan lays special emphasis on food, Productivity and employment. The direct role of education in modem food production, in enhancing Productivity in all sectors, and in relation to employment is self-evident. Numerous studies have established that all sectors of education, through quality of the work force, play a dominant part in determining the production of national wealth.

** Published by NCERT 1971, P. 8, Para 1. 14

*** Resolution issued by the Government of India on the Report of the Education Commission: item 4(1).

as a whole quite often leads to the claim that higher education with a greater per capita expenditure is. depriving elementary education of what is its due. Of course, realizing the importance of higher education in world-competitive, industrial and technological development, sometimes international agencies tend to reinforce doubts about higher education 'and counter pose it, priority-wise, against elementary education. We should be cautious in this respect and reaffirm that there ought to be a proportionate and harmonious development of the various levels of education, so as to optimize education's role in ensuring social change. There can be no a priori formula for sharing of resources between these levels, but what proportions have come to be established in the developed countries could be a general guide to us. A study of this kind would show that we have to go a long way in providing adequate funds for higher education.

2.09 Excellence in Higher Education

The goals of national development also establish two features of higher education : one is that it always operates at the frontiers of knowledge and has to be world-competitive, it must be of the highest quality; and the other that it has to be relevant both to the individual and to society. To achieve education of a high quality is a complex task, involving selection of teachers and students based on merit which may be partially relaxed in the interest of removing age- old handicaps of certain sections of our population and of certain regions in the country. It also involves the strengthening. of the infrastructure of institutions, modernisation and changes in curri- cula, including the raising of the quality and performance of the teachers.

2.10 Breadth in Higher Education

Most importantly, higher education in our context must ensure wider awareness and breadth of vision on the part of the student, as also the cultivation of a sense of values and purpose conducive to national integration and effective citizenship in our Republic. Education of either a professional or a generalist cannot remain confined to mere knowledge of the subject and practices of related skills. It must include in its scope an awareness of our history, culture and tradition, together with knowledge of the problems we face in the socioeconomic plan and what efforts we arc making and should be making to carry our society forward. Awareness and insight can come from proper books and courses, accompanied by discussions among students and with teachers in tutorials and seminars : but it can come strongly when students are put in experiential situations. Interaction with the community in a variety of forms and participation in developmental activity would be most valuable in this respect. But what is needed is more than this. The student must also be helped to develop a rational outlook, openness to change, commitment to truth and justice and a desire to serve the students' fellow beings. Secularism and national integration are crucial for the survival of democracy and for peace and tranquillity in the country which are the pre-requisites of economic development. Hence, education at all levels, and particularly at the tertiary level, must provide opportunities for student personalities to grow in these dimensions. In so far as educational institutions can find ways and means to develop breadth of knowledge and sensibilities of this type, they will have signalled departure from the practices of the colonial era.

2.11 From Teaching to Facilitation of Learning

All this requires a transformation of the interaction between students and teachers. Students would learn on their own through resources and situations provided for the purpose. They would develop an enquiring mind, discover knowledge and arrive at attitudes and outlooks according to their own light. Many of them would go far beyond the teacher in their scope and competence, hence the teacher would really become not one who knows and tells but a facilitator of learning, perhaps a co-discoverer of knowledge through common experience with the student. Improvement in quality would also require the full utilisation of educational technology which in turn, needs a tremendous effort to train academics and produce 'software' suitable for our purposes. Thus, raising the quality of education in the context of our social and economic aspirations acquires a very different meaning from what prevailed in the pre-Independence period.

2.12 Relevance in Higher Education

Relevance too requires a study of the social circumstances, employment potentialities and the pos-sibilities of growth and development in the region. implementation of relevant programmes involves considerable departures from the old patterns of activity. It requires cooperation between the community and the educational institutions, and between various government and private agencies engaged in developmental activities and the educational institutions. Sharing of resources and facilities, as also of manpower, is needed..

2.13 Research and Higher Education

Institutions of higher education are naturally involved in the processes of creating new knowledge.

both abstract and applied. No programmes of high quality education can be implemented by people who are themselves not creative and who may be devoid of the excitement of innovation, discovery or appli- cation of knowledge to new situations. It is accepted all over the world that the young teachers and scholars are a singular source of new ideas which contribute to the advancement of society. The re- search activities of institutions of higher education are inspired by considerations of excellence at an international level as well as of application to solving the problems of a given society. These activities could be linked once again to the social, cultural, econo- mic and natural environment so as to focus attention on problems of local and regional development in the country.

2.14 Linkages and Resources

In the opinion of the Commission the concept of relevance requires both linkages of education with socio-economic activities and enhanced resources for the implementation of the new form and content of education. But in such a case, education would enhance productivity in the widest sense and prepare manpower for new activities, promote technological development and solve problems of application thus generating new resources. It is, therefore, natural and most reasonable to propose that a percentage of plan allocation of each Ministry or Department must be earmarked for corresponding needs of manpower and scientific and, teclinological development. These allocations should be pooled and channelized for various levels and types of education, with a good share going to higher education which would then be able to fulfil specific expectations of various sector, of the economy. It would be natural under the circumstances to include more experts from the develonment departments in the framing of educational programmes. The National Commission is of the view that, unless such an approach is adopted. education as a whole and higher education particularly will not get the linkages and the resources to play its potential and vital role in national advance- ment.

2.15 Role and Responsibility of Teachers

2.15.01 Teacher as Agent of Change

It is obvious that the new dimensions of education which make it an integral part of the national developmental enterprise cast great responsibility on the main vehicle of education, namely the teacher. The teacher not only implements an education programme by commensurate methods but he is its originator too. It is he who interacts with students of different ages and frames of thought to ensure that wideranging educational objectives are achieved without reducing education to either brainwashing or propaganda. As an intellectual he is a social critic but with a special sense of responsibility to lead in a constructive direction. He is also his own teacher since he continually works at the frontiers of knowledge and often faces problems and situations which are unprecedented, and where past experience is of limited value. As an agent of change, he has himself to be flexible and ready to change.

2.15.02 In the Context of Explosion of Knowledge

In the sphere of the traditional work of the teacher. namely teaching and research the perspectives have radically changed during the last few decades. When knowledge was expanding at a relatively slow pace and the purpose of classroom teaching was also largely to maintain social status quo, courses and prescribed books were not in a state of flux, teachers could also get by for years on the basis of notes they prepared, which were often dictated to students since they had to reproduce the ideas in order to pass examinations. Now, with the explosion of knowledge and Vic need to base teaching on facts and figures related to our own society. curricula have often to be completely recast and the exercise has to be repeated every few years. Consequently, in order to remain uptodate. teachers have to be on their toes; they have themselves to learn continuously.

2.15.03 The Need for a New Methodology

Teaching practices have also to change since what is intended is not superficial learning but deep understanding of phenomena, ideas or problems so that knowledge can be applied to concrete situations in order to change the reality. Students have not to be treated as passive receptacles of knowledge, they must be encouraged to be curious and explorative, critical and innovative. Furthermore, since the cognitive domain alone cannot be singled out as the objective of teaching, the affective domain of attitudes, character, values, and social and developmental concerns have to be taken into account. Thus the lecture, however well prepared and good it may be, can no more suffice. Psychologists have given us enough insight into the processes through which learning is accomplished, and we know that a numher of devices such as field work projects, seminars simulatory exercises, problem solving sessions, tutorials and terms papers etc.. are available to achieve different objectives of teaching. New audiovisual aids.

more versatile and effective than the one time shdes, transparencies and films are available and will be increasingly common in the years to come. Teachers have, therefore, to equip themselves with new tools of their trade, to utilize interactive methods of instruction.

2.15.04 Creative Opportunities

In connection with the use of films, video cassettes and video discs, and because of the lowered prices accompanied by greater sophistication of computers, there is also the opportunity to produce software in all kinds of subjects, at all levels and in a variety of modes. Since radio and television are already taking up the broadcast of such educational programmes, this also provides an opportunity to teachers to use their creative ability in the interests of distance education which would greatly enhance the reach as well as the scope of higher education. Programes of continuing education for the public at large, as also of professionals including teachers themselves, give additional dimensions to the activity of teachers which is directly related to national manpower development.

2.15.05 Teacher as a Procurer of Knowledge

With regard to undergraduate courses in the faculties of science, social science, arts and commerce, the introduction of occupation- oriented courses has been recommended by the University Grants Commission and other agencies and committees. They are to be need- based courses, often in new technologies and sometimes in fields which are not covered by traditional disciplines. Courses in instrumentation, forestry, tourism, and personnel management are a few examples. While assistance for introducing such courses is available. and the advantages accruing to students in the job market are well known, the scheme has not picked up because most of the existing teachers have only studied the established disciplines; they are unable to visualize, plan, push through boards of studies and implement such courses. Teachers have, therefore, to enlarge the sphere of their knowledge. they have to learn how to obtain expert advice from others, and how to implement such programmes on a cooperative basis.

2.15.06 Teacher as Agent of Cooperation with Community

The cooperative feature is all the more important because skill and field or practical oriented training which is often a part of such courses can best be done through other institutions and agencies whose cooperation has to be sought. Teachers alone can negotiate with concerned experts and agencies to get these programmes going. In fact, when teachers will take the initiative in establishing educational programmes with the involvement particularly of Government agencies and departments, public sector industry, and voluntary organizations, only then will highly relevant programme be evolved and put on the ground, improving employability of the students graduating in the system.

2.15.07 Teachers and Problem Solving Research

Linkage with socioeconomic activity is also necessary for conducting studies and research in highly pertinent subjects. For example the department of agriculture may be taking special measures for the distribution of seed or fertilizer, or to make cold storage facilities available. Students and scholars in our educational institutions could easily study the impact of these programmes in the given sociocultural matrix--impacts on productivity, rural development, family resources, nutrition, schooling, readiness for social change, and so on. Many a time scientific and technological problems will be identified through such linkage, enabling a research programme to be mounted. This collaboration will open up a mine of ideas, some of which may lead to improvement in productivity and performance and others to growth of knowledge, which has long-term fall-out in the form of new applications. Teachers in higher education, through such relevant research would not only improve their professional performance, help scholars to be in great demand for employment, but they also will help to solve numerous social, cultural and economic problems. Basic research in any case is the strong point of university teachers and its importance, if any thing, is greater than that of applied research-- since basic researches lead to radical change in knowledge structures and have long-lasting influence on applied research.

2.15.08 Teachers to Initiate Management Change

Many of these activities would call for new styles of work and modes of management, needing changes in institutional procedures and even in their governance. This has to be approached with an open mind since no existing structures and functions are immutable or sacrosanct. If the educational institutions are to become well-knit into the fabric of productive activity in our society, the very concept of autonomy will undergo a definite change. A "systems approach" will replace. the ivory tower approach

2.15.09 Government and Teachers to Share Responsibility

It is clear to the Commission that in the new perspective of development of Indian society, there are numerous concomitant tasks and responsibilities of education towards society and vice versa. There are many things which need to be done now, which were not visualized in the colonial period, or even otherwise in the processes of development of some advanced countries of the world. But it is clear that whether one talks of high quality of education or of new methods of instruction, restructuring of courses or linkages with economic activities, the great tasks in the building of student character and temperament or of high quality research connected with development needs and related problems of management of education, it is the teacher who plays the crucial role. He is an instrument of educational change as much as education is an instrument of social change and national development. If the teacher is not inspired, but is frustrated, if he is not given the encouragement to perform his role and is in fact, neglected or deprived even of the basic necessities, then we cannot expect from him a human or a professional role which is appropriate to current needs. In fact, in the negative sense, harried and frustrated teachers may become overly conscious of their personal or group needs and oblivious to the needs and call of the society around. Such teachers may not only shun their duties, but may do many other things to mis-educate the young people, thereby multiplying the problems of theile society, and particularly a democratic society. The National Commission on Teachers in Higher Education would therefore make a fervent plea on the one hand to the Government to appreciate how potent the teacher is in engineering social change and hence to provide him status, encouragement and resources for the purpose, and on the other, to the teachers to open their minds and hearts to the new possibilities, and to discharge their responsibilities with an urgent sense of social purpose.

HIGHER EDUCATION AND NATIONAL DEVELOPMENT