 APPENDIX A :
SUMMARY OF THE REPORT

The report on Teachers' Training Programme consists of 9 chapters and eight appendices.

The introductory chapter presents the background against which the Ministry of Education constituted the Working Group as also the terms of reference which were given to this Group. It underlines the need for an integral and value-oriented education as an important means of effecting a radical change in the human consciousness which is sine qua non for dealing with an acute crisis towards which the human race seems to be heading. It also refers to the concern of the government for providing new dimensions to teachers' training programme, so that teachers may be enabled to learn and transmit not only deeper values of ethical, aesthetic and spiritual culture but also values related to physical culture, hygiene, care for environment and other important domains which are basic to the progress of the country and the world. Special emphasis has been laid on the study of the problems related to Indian values and Indian themes of tolerance and synthesis, secularism and composite culture, as also on a special study of the story of freedom struggle.

The next two chapters are devoted to a review of the recent trends in learning-teaching process, which has a direct bearing on the questions of value-oriented education. Certain basic ideas are clarified and elucidated. There is a brief but comprehensive dis- cussion on the definition and meaning of the word 'value' and there is also a discussion on the subject of the distinction between morality and spirituality, on the one hand, and religion, on the other, so as to clarify that even though the Constitution does not permit "religious instruction" in the State aided institutions, this does not apply to education in values relating to moral and spiritual culture. The discussion concludes by proposing instruction and training in the entire realm of values, physical, emotional, intellectual, imaginative, aesthetic, moral and spiritual, which can be pursued by any individual irrespective of whether he accepts any religion or no religion. It is also pointed out that value-education is indispensable to the development of integral personality, and in this context, a reference is made to some of the leading Indian experiments initiated during the freedom struggle, as also to the ideas and ideals of UNESCO.

The next chapter is entitled "Can Values be Taught ?" Under this chapter, the report discusses various theories related to teaching and attempts to answer certain basic questions related to the teaching of values. It is acknowledged that values cannot be taught in the same way as Mathematics, but it is contended that values can be transmitted through subtle and psychological means which bring together methods of training tendencies and aptitudes of volition, affection and cognition. The report underlines the importance of example and influence of the teacher as the most important instruments of value- education.

The next chapter spells out in detail a core programme of value- education. This programme is so carefully devised that its various threads and be easily woven into the complex totally of all the other programmes of study, providing, however, the overarching importance of value-education. This programme is divided into 12 parts,

and it relates to problems of values in relation to science, philosophy, psychology, morality, religion, spirituality, art, works of community service, courage and heroism, care of the material life, environment, and physical culture. It also lays a special emphasis on the role that stories, plays and passages of literature can play in inspiring the students in the pursuit of Truth, Beauty and Goodness. In this context, the report has also appended a list of illustrative stories compiled from India and other countries.

Since value-education is pedagogically different from a purely academic study, the report has spelt out in great detail practical suggestions and hints to teachers. These suggestions are under 7 sub- sections which show how value-oriented education should not be conceived as an enunciation of a series of Do's and Dont's. It is pointed out how all occasions of daily life can be utilised by the teacher to bring students nearer to the realisation of the ideals. Finally, several practical exercises are suggested relating to the training of the mind, of emotion and of body. A special emphasis is laid upon the development of (a) sense of wonder; (b) inter- disciplinary study of science and values; (c) the control and mastery over impulses; (d) widening and heightening of consciousness; (e) self-knowledge and methods of concentration with special reference to values of the synthesis of the East and the West and of a new world order of Liberty, Equality and Fraternity.

The next chapter entitled "The Teacher and His Task" discusses in detail the concept of the teacher and his task. It is pointed out that the teacher is more than a mere skilled performer in a branch of his profession and that what matters in the end and always is the silent power of the example that the teacher provides by his character, noble vision and mastery of authentic knowledge.

The next chapter, referring to the contemporary learning-teaching situation, points out how the role of the teacher has become much wider than that of a mere lecturer. Underlining the indispensable but limited role of lecturing, it is pointed out that the new tasks of the teacher should include those of observing students to learn the art of self-learning and to develop personality in all its aspects with a special emphasis on integration, harmony and excellence. It is also pointed out that teachers should develop capacity to handle effectively self-learning equipment, audio-visual instruments and various kinds of new learning materials, such as worksheets, work- books and programmed books.

An attempt has been made in this Chapter to describe a new working model for teachers' training institutes which would train teachers in their new roles by means of first-band experience of new methods of teaching-learning. This new model also envisages a new system of evaluation which recommends not only written tests but oral tests and submission by the teacher trainee of a project which would give an account of his pursuit of the knowledge of subjects of his specialisation as also any special tasks performed in respect of the general attainments of the development of personality and dedication to serious thought and to high ideals and values.

The next chapter is devoted to formulation of a new programme of studies related to India and Indian values. This programme is divided into three parts. The first part provides for a rapid view of Indian history, laying a special emphasis on the study of great leaders of philosophy, science, religion, spirituality, art as also of courage and heroism. It also provides for a detailed study of the story of freedom struggle as also of the achievements and problems of contemporary India. The second part is devoted to "Achievements of Indian Culture" and it provides for a general acquaintance with Indian religion and spirituality, Indian literature, Indian art, including folk lore and folk dances as also Indian arts and crafts, Indian philosophy and science, Indian festival, Indian sports and games.

and the theme of heroism in Indian culture. It lays a special emphasis on the study of the theme of perennial India. The third part provides for study of one of the important themes from among several proposed themes that the student might like to study in depth. The proposed themes include.- "Unity and Diversity of India", "Secularism, Tolerance and Synthesis in Indian Culture", "Remedy of India's Social Evils", and "India and New Paths of Progress."

The last chapter is entitled "What is to be done?". This chapter underlines the deplorable conditions of teacher education in the country and shows the great distance between the goals envisaged in the report and the disconcerting actualities of the present day. It also discusses the strategy by which the present situation can be changed.

In specific terms the following recommendations are made:

(1) The curriculum relating to value-education and to the study of Indian culure, recommended in earlier chapters should be immediately implemented in all the teachers' training institutions.

(2) Until the training institutions are remodelled on new lines as suggested in the report, an interim measure is recommended under which the teachers' training institution should offer three new papers related to (1) and (2) philosophy and psychology of value-oriented education and (3) India and Indian values as optional papers in place of any other three papers which are at present prescribed in the teachers' training programme. In addition, teachers' training insti- tutions may be recommended to incorporate in their total programme of teachers' education as many elements as possible from amongst all the various suggestions that have been made in this report in regard to value-orientation.

(3) Simultaneously, efforts should be initiated, without delay, to introduce two streams of teacher-training programmes: (i) five-year teacher-education programmes, after Senior Secondary, leading to master's degree in education and (ii) two-year teacher-education programme, after the first three-year graduation of five-year post- graduation, leading to master's degree in education. These programmes would be designed on the basis of the pedagogical ideas and value- oriented curricula suggested in this Report.

(4) A provision may also be made on an optional basis for the two-year teacher-training programme in such a way that a teacher- trainee could complete the full programme in two phases, the first phase being of one-year duration, and the second phase of not more than five-year duration during which the second-year programme could be covered through summer-courses or other short-term courses. Those who have completed the first year programme could have the possibility of appointment as teachers on probation-

(5) Pioneering and pace-setting value-oriented institutions should be established, preferably one in each State, which should be utilised as centres for training teachers on the basis of the new ideas and values recommended in the report.

(6) A few national institutes of teacher education should be designed and established, especially to educate the staff of the colleges of teacher education in India.

(7) An All-India Public Examination for the evaluation of teach- er trainees should be instituted, which would have novel features such as the combination of the written test with oral test and submission of a project report, all of which would have a special thrust towards the promotion of excellence, value-education and a sound acquaintance with India and Indian values.

(8) Measure should be taken to eliminate various evils and deficiencies which are growing alarmingly in teachers' training institutions.

(9) The above recommendations can be effectively implemented if a further proposal is implemented. The proposal is that the Central Government should, by the exercise of its power under concurrency, create a national organisation which would have the following objectives:

(a) To keep under review the institutions and programmes of teacher education in the country at all levels and to maintain high standard of teaching, research and examination in the field of teacher education with a view to developing attitudes, skills and personality which would reflect the image of the teacher embodied in this report.

(b) To establish and to maintain (i) Institutes of Teacher Education-designed especially to educate the staff of the colleges of teacher education in India; and (ii) pace-setting model institutions of teacher education, preferably one in each state which should be utilised as centres for training and radiating new ideas and values in the region on the lines recommended in this Report.

(c) To provide aid, financial, material and human, and advice necessary for coordination and maintenance of high standards of teaching, examination and research and to stimulate thinking on problems of teacher-education.

(d) To function as an accrediting authority with powers to recognise or derecognise teacher training institutions and degrees awarded by them.

(e) To conceive of and implement programmes of strategies for bringing the existing teacher education institutions to confirm to the aims and objects laid down by the Council.

(f) To organise preparation and publication of variety of resource material including material for audio-visual aids and use of educational technology necessary for promoting high standards of work in teacher training institutions.

(g) To organise or support seminars, conferences, symposia as also to set up committees and panels for the promotion of the objectives, functions and activities of the Council.

(h) To perform such other functions as may be conducive to the realisation of the aims and objectives of teacher education visualised by the Council on the lines recommended in this report.

(10) It is further recommended that the present National Council of Teacher Education may itself be reconstituted as the above- mentioned national organisation with this difference in its constitution that it should have, in addition to the present composition which consists of Union Minister of Education as President and 40 other members, an executive body consisting of a full-time Chairman and five full-time members to be appointed by the Central Government, which should have the power to appoint standing committees and other committees for carrying out various functions and responsibilities. The Member-Secretary of the Council will also be the Member-Secretary of the executive body. The Chairman and members should be eminent educationists, teachers and educational administrators.

Considering the fact that teachers are destined to play a major role in the shaping of the future, and considering the fact that value-oriented education is indispensable in shaping this future on those lines which will ensure the survival and progressive realisation of the most cherished ideals of mankind, a special appeal is made to the government to take urgent steps to implement the recommendations made in the report.

APPENDIX A : SUMMARY OF THE REPORT