bharatiya education outline \

8/10/2019 Bharatiya Education Outline \

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Bharatiya Education Outline

Bharatiya Shikshan Mandal

Sheshadri Sadan, Tulsibag Road, Mahal, Nagpur-440 032Telephone : 0712-2721322, 8975185180

email :[email protected], website :www.bsmbharat.org

Integrated and Holistic Education Policy


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Index

The Blueprint for Bhartiya Education

1. Preamble 1

2. Aims and Objectives 3

3. Pattern 7

4. Curriculum: Important Characteristics 11

5. Examination System and Evaluation 19

6. Management of Institutions: Public and Private 23

Proposed model of management and control

7. Financial Administration 25

8. Implementation 28


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The Blueprint for Bhartiya Education

There is a general sense of unease and concern regarding our education

system. When the country became free, the rst challenge was to make

education available to all. The quality of education was more like an

afterthought, given some consideration after a noticeable achievement inuniversal education. Many plans and reforms were initiated. Yet, the

condition of entire education setup is pitiable after 7 decades since

Independence.

The right to free universal primary education that was incorporated in

the Constitution, was realised as a law after almost 60 years. It is yet to be

implemented at the ground level. Several issues regarding the law have

arisen within a few years of its implementation. The plan to attract

students for schooling through Mid-day Meal Scheme under the SarvaShiksha Abhiyan was not fully successful due to maladministration and

corruption. Making education easily available to children in the age

group of 6-14 yrs. is still a herculean challenge.

Post 1991, there was rapid marketization of education under the pretext of

privatization. Institutes with prot as their motivation mushroomed in

abundance and at all levels of education. The institutions may have

undergone a drastic external make over, but the quality has not improved.

The increase in facilities has not resulted into any improvement in

quality, because of the severe economic exploitation of teachers and lack

of motivation. The demand for and inuence of English has increased due

to such business-minded schools. Running an educational institution that

provides higher and technical education has become a protable

business. The inationary fee structure along with the unethical practice

of 'donations' has marred the image of this sector. Privatization was the

result of inadequacy of the government and ironically, many regulatoryauthorities were created to control its adverse effects.. The resultant

increase in quality of education may not be visible, but corruption has

certainly increased manifold.

The quality of education has been blatantly disregarded. The rule toth

promote a student until 8 std. epitomizes this unconcern. Now a student

can be promoted to the next class without appropriate learning. The

condition has deteriorated to alarming levels due to indifference of

students and teachers. There is, as if it were, a competition to donatemarks in the board examinations of standards tenth and twelfth. Central

Board of Secondary Education distributes marks to students as an act of

philanthropy. For the past few years, the cut off for some colleges of Delhi


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University has been nearly 100%. Taking this into account, the state

education boards of several other states have also made plans of

following this practice. There is a provision of 30 marks in internal

evaluation and practical examinations and 25 marks have been granted to

objective questions in the theory papers. This helps the students to obtain

the minimum 35 marks required for passing without actually studying.

The level of school education has degraded due to such mal-practices.

The annual report on education conducted by the NGO 'Pratham' has

brought to light this terrible state of affairs.

The load of their school bags, right from the primary levels, weighs down

the students. The student is deprived of the joy of learning at the initial

stage itself, and education becomes a punishment for him. The child

considers education a burdensome compulsion due to the system that

compels him to learn unrelated, unnecessary information by rote. Even ifhe completes this drudgery under the pressure of parents' expectations

and competition in the society, it does not nurture and develop his

personality. This has led to high levels of emotional imbalance even

among promising students. The resultant rise in frustration, desperation,

anger, and suicidal behavior is a signicant failure of the education

system. The list of failures can continue forever.

A Series of Commissions Regular attempts have been made to discover solutions for these

problems after independence.. The government constituted several

commissions for educational reforms. Mudliar Commission for School

education, Radhakrishnan Commission for Higher Education were set

up immediately after independence. The Kothari Commission, New

Education Policy [1986, 1992], the Knowledge Commission, Yashpal

Committee and numerous such efforts followed. The Planning

Commission's Expert Committee on Education has made many effective

and practical suggestions during all the ve-year plans. The Sarva

Shiksha Abhiyaan [SSA], Rashtriya Madhyamik Shiksha Abhiyan

[RMSA], Rashtriya Ucchatar Shiksha Abhiyan [RUSA], etc., are

products of these deliberations. The other commissions had also made a

number of valuable suggestions, however, only a few were implemented.

Quite a few changes have been made in the structure of education system

and the curriculum. The format 0f 11+1+3 was replaced by 10+2+3. Aunied syllabus was designed for the entire country under the National

Curriculum Framework since 2005. Various language policies were

adopted depending upon the political mood of the prevalent period. Two-


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language, three- language, and at times even four-language policy was

implemented unsuccessfully. The nation is still waiting for a nationalist

and pragmatic language policy. As a Urdu Poet aptly says - the ailment

worsened as the treatment proceeded- surmises the condition of

education in Bharat.

Diagnosis of the AilmentBharitya Shikshan Mandal has always believed that there are two main

reasons for the dismal condition of education. The rst reason is the lack

of holistic perspective towards education sector. The policymaking,

management, and reforms in the education sector have been directed

towards three separate tiers of primary, secondary, and higher education

levels. The result is that regional disparities in this sector have been

overlooked. There is a need to accelerate efforts in primary sector incertain states, while in states like Kerala; emphasis on higher education

will be more practical and effective.

The second reason for this condition is the 'western format of education'.

The Chairman of Kothari Commission, Shree Daulat Singh Kothari said,

'At present, the centre of gravity of Indian education system rests in

Europe which needs to be reestablished in India as soon as possible.'

Bharat-centered, holistic, integrated education policy must be the

foremost priority of Bharat. When we speak about policy of 'Bhartiyaeducation', the four areas aim, curriculum, policy, and methodology of

education must be charted from the Bhartiya perspective.

Bharat has been the world leader in education since the beginning of

civilised world. Students from all over the world came here for education.

A self-directed system that imparted a life-building, holistic education to

every individual of society was developed here. 'Knowledge is that which

liberates' this has been the greatest ideal of Bhartiya education. Here

liberation does not mean spiritual liberation alone, education frees

individual from other shackles that bind him. Only education can free a

person from poverty, bigotry, anger, depression, and helplessness.

Therefore, education should be liberating. {dm _w H ar'Only a complete and capable person can be free. The education, which

enables the individual to nourish and develop his innate abilities

according to his disposition, is real education. Hence, the second

objective of education, as stated by our great ancestors is 'educationshould be enabling.'{dm w H arIndividual is duty bound to provide for one's family and make a


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productive contribution to the society; therefore, education must impart

skills. Considering this, 'education should Productive' has{dm AWH arbeen stipulated as the third objective of education. These three objectives

shed light on the comprehensive perspective of aim of education.

According to the Bhartiya perspective, the education policy should be

autonomous at all levels, decentralised at village level and sociallyembedded. The government must act as an enabler and promoter.

Scholars and educationists must perform the other functions. Before the

advent of British system of education in Bharat, the society took care of

even the nancial needs of the education sector.

The Bhartiya curriculum of education would be value-based, life

building, and originate from the spirit of this great nation. The focus of

education would be learning, rather than teaching. The holistic system

that encourages a student to learn through exploration, discovery andexperience, rather than through lecture by the teacher and brings joy and

freedom to the process of learning is the true Bhartiya system of

education.

The PanaceaIn 1982, the Bhartiya Shikshan Mandal had undertaken the project that

aimed to provide solutions to present challenges of education system

through formulating a blueprint of an education system based on Bhartiyavalues. The basic aw of reforms carried out by the governmental

agencies was that, there was neither the participation of wider society, nor

that of experts from the educational eld. The policies designed were

based on suggestions gathered during some seminars and discussions

amongst some selected experts.

From 1982 to 1984, Bhartiya Shikshan Mandal collected the views of all

the stakeholders connected to education through a questionnaire.Teachers, management of institutes, industrialist, parents; all were asked

to participate in this endeavour. A comprehensive blueprint of education

was then designed based on the information garnered from studying and

analysing 4000 questionnaire. This blueprint of national education was

presented to the Central and State Governments at that time. Many

governments acknowledged this effort by presenting a certicate. Some

suggestions were included in the New Education Policy of 1986.

However, only patchwork reforms do not bear fruits. A comprehensiveoutlook is essential.

This blueprint of national education is now presented to the public


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domain in Bharat after due deliberations and requisite changes, through

this booklet. The year 2014, can be called the year of transformation due

to several reasons. Under the circumstances, the Bhartiya Shikshan

Mandal intends to convene discussion forums on this issue at various

levels, draw out suggestions and advice, and thereby formulate a holistic

and integrated policy of education. This would be the real Bhartiya

education - originating from the spirit of Bhartiya society and nurtured by

the roots of Bhartiya culture. It will be put forth before the government

only after completion of this process. We hope that it will receive

universal acceptance based on its practicality and quality.

We request you to read this booklet thoroughly and give us your honest

opinion on all the points. . We also request you to discuss this issue with

your acquaintances, provide this booklet to them, and send their views to

us. For this purpose, a feedback form is provided at the end of the booklet.Please post the lled questionnaire to Bhartiya Shikshan Mandal, Nagpur.

You may also scan and e-mail it.

Bhaartiya Shikshan Mandal has planned to conduct discussions at various

centres in the country on this topic. Please notify us if you can contribute

to our effort by conducting such programmes at your level.

Let us hope that our efforts once again make Bharat a leading educational

centre in the world.

Mukul Kanitkar

National Joint Organizing Secretary


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Chapter 1

Preamble

Every human being has an instinctive desire to lead a happy, comfortable,

and successful life. Yet, there are certain marked differences between the

people, societies, and nations, which can be attributed to the state ofmaterial progress and philosophical musings prevalent in those nations.

These factors, together contribute to creation of a culture, which in turn

inuences the education system. The education system thus formed is a

socialising tool that further enriches and hands over the cultural heritage

to the future generations.

The identity of a nation is dened by its culture. Culture also determines

the aims and objectives of the education system of the nation; and hence

one can witness a difference in the aims and procedures of education invarious countries across the world. Apart from this, the social, economic,

geographical conditions add to the diversity of the nations. Hence, it is of

vital importance that the valuable insights regarding life, provided by our

great ancestors, are reected in the education system in Bharat.

Our great philosophers, and Maharshis had discovered through

experience that man had the capability to connect himself with Brahma.

They declared that achieving one-ness with Brahma is the ultimate aim of

life. Man's life is not limited to satisfaction of his basic hunger, and

therefore education can never be conned to just providing him skills for

earning livelihood. Although, this is an important function of education,

the other signicant objectives should not be undermined. It is true that

our country needs scientists, engineers and administrators; but it is more

essential to create patriotic citizens who lead their personal and collective

life as an endeavour for national greatness and thus provide a proper

direction to society. After fulllment of his basic needs, every Bhartiyamust try to follow the steep and difcult path of the four 'pursharthas'-

Dharma, Artha, Kaama and Moksha to attain completion in his personal

life. Our great seers believed that this way he would eventually attain

'devatva'. It is a strong belief of Bhartiya culture that a well-educated and

cultured individual can attain joy, satisfaction, and fulllment if he

adheres to Dharma, Artha, Kaama, and Moksha. Thus, the education

should also aim at supporting these four pursharthas.

Real Dharma lies is fullling ones duties towards family, society,country & the Nature. We can strengthen dharma by fullling these

duties. The meaning attributed to 'artha' in modern times limits it to the


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basic need of livelihood. It is considered a skill merely to secure bread and

butter. Artha is also considered as an objective of education.

Fulllment of desires is considered as the aim of 'kaama'. However,

nation, society & family must never be overlooked. We must enjoy our

life without hampering their security and hurting their sentiments.

Freedom is Moksha. When man realizes that he is one with Brahma [he is

Brahma] by liberating himself from worldly ties, he acquires Moksha.

Leading one's life to reach this goal can also be an objective of education.

Many other countries have also emphasised one or more of these

objectives. We must not be misled by their glittering material progress

and follow them blindly.

The discussion pertaining to education must not only concentrate on

delivering information and modes of instruction, but should also include

deliberations regarding instilling values and ethics. Only then can it becalled Bhartiya education.

One must think about the welfare of nation and balanced development of

all aspects of human life. We have to create individuals with a rational

view and fair character, who are physically and mentally strong, who are

dutiful and patriotic and who are eager and capable of nourishing an

identity integrated with nature and the ultimate power.

Ultimately, it can be reiterated that the primary aim of Bhartiya education

is not merely delivering information, but creating an ethical and culturedperson.


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Chapter 2

Aims and Objectives

Education is a continuous process. It is based on experience. Experience

is the source of its genesis and reason for its growth. This process

controls all beings and inuences them in a direct or indirect manner. It isunaffected and unaltered by changes in place and time. , Only through

well-directed, rational, and zealous efforts can one achieve the ultimate

objective.The student's perspective must be given due importance while dening

the aims, objectives and procedures of education process. The importance

of education in creating social awareness is unquestionable. Education

needs to generate this awareness while developing the sense of duty, self-

esteem and value based outlook towards life in a systematic manner. It hasto be ever vigilant and work in tandem with the endless social changes.The proponents of this policy have considered following conditions

indispensable while formulating a blueprint of education system.1. While considering the aims and objectives of education, it is

essential to reect about human life. Therefore, due importance and

respect has been given to the deliberations of prominent

philosophers of the world. Considering the area of implementation,

Bhartiya Thought has been attributed the position of prominence asthe roots of philosophy run deep in our soil.

2. The values born out of philosophical deliberations manifest

themselves through cultural pursuits. These eternal values are

embedded in the social consciousness of the people. The cultural

activities that express the deep-seated values strengthen the

education process.3. Although, education by nature is eternal and universal, still, local

and regional priorities and needs have to be considered during

practical implementation.4. The modern age is considered the 'Age of Science'. Industrial

development is its obvious corollary. Our country has been

considerably inuenced by this phenomenon in this scientic age.

However, this industrial development has remained limited to

urban centers and their peripheral areas. Bharat has retained its s

agrorural nature. From a developmental point of view, it is crucial tocreate a balance between urban-industrial growth and rural-

agricultural growth. This outlook is important while considering

objectives and structure of education system.


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5. It is clear from the previously mentioned facts that a co-ordination

and balance between the material wealth generated by

industrialisation and the fundamental nature of this country

spirituality is extremely essential for conservation of our cultural

values. In addition, it has to be ascertained that their mutual co-

ordination ensures stability to the society.6. A large proportion of our population, about 25%, is still illiterate.

They have been plagued by mental weakness, poverty, and lack of

knowledge. These demons can be defeated only through a war to

overcome them through the weapon of appropriate education.

Providing a proper education personally to every child in the

classroom as well as outside it, should be a priority. The education

system must accept this challenge and function to fulll this

objective successfully. For this i. A balance should be maintained in the development of physical and

mental prowess.ii. The integrated relationship not just between family, society, nation,

and human species, but also between all living beings must be

accepted.iii. The oneness of the soul residing in every individual and the

omnipotent Almighty must be realized.

iv. There should be a balance between habits and values that determinean individual's behaviour and the laws of nature that inuence him.

v. There should be respect for the mature democracy and love for all

sects and beings. Keeping these fundamental tenets in mind, we arrive at following

sets of objectives of education.

I. The objectives for value-based and sustainable development of

a person 1. Total personality development of his physical, mental, emotional,

and intellectual faculties.2. Ingraining of Bhartiya cultural values like truth, non-violence,

service, sacrice, love, duty etc. in life through their practice.3. Inspire an urge to acquire knowledge continuously to reach towards

the pinnacle of knowledge.4. Development of a scientic temperament to develop problem-

solving skills.5. Development of a disposition that respects law and stands up against

injustice.


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6. Developing creativity and capacity to express it. Creation of an

attitude that learns to enjoy the efforts rather than the result.7. Develop a hard working disposition; Emphasising the importance

of physical and mental hard work and generating an attitude of

respect towards all forms of work.8. Highlighting the importance of experiences garnered through

continuous process of education in development of life.9. Propounding the importance of limits of individual freedom for

welfare of all. Cultivating an attitude of equal respect for values of

all sects. Creating consciousness regarding the fundamental values

of country and culture and nurturing the urge to work ceaselessly for

the country.10. Generating a sense of fraternity towards all sections of society and a

disposition that opposes any kind of discrimination andexploitation.

II. Objectives of education for value based and sustainable

development of Nation 1. Embibing behavioral traits indispensable in daily life.2. Inculcating values of empathy, co-operation, and participation.3. Generating an attitude of active participation and alertness towards

democracy.4. Creating a sense of duty towards one's family, society and country

and a disposition for productive contribution in the development of

society and nation.5. Developing consciousness regarding one's duties and role as a

member of society, and complete awareness regarding one's rights

that are a reward for fullling one's duty.

III. Aims and objectives reective of social conditions 1. Awareness regarding equal opportunities and facilities for all.2. Effort to make social life more prosperous, joyful, and self-

dependent.3. Becoming self-ccondent.4. Getting inspiration from good people and one's environment.5. Inculcating the value of co-operation rather than co-ordination.6. Recognising that fullling one's duty is more creditable and

valueable than material wealth in the balance sheet of life.7. Overcoming the sense of shame regarding one's social customs and

liberating oneself from the arrogance about one's knowledge.


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IV. Aims and objectives of social education.1. Inculcating the practice of value addition to education system

through utilization of experiences garnered by both the teachers and

the students.2. Keeping oneself and one's peer group well informed about social

causes and active in social activities.3. Cultivating the sense and spirit that overcomes and destroyes the

articial boundaries of religion, sects, class to create a harmonious

society.4. Keeping the national interest in mind, one must inculcate the value

of considering the whole world as one's family and behave

accordingly.5. Developing the spirit of oneness with society at the physical as

well as mental level even while pursuing any profession or vocationin life.6. Inculcating the spirit of helping one's less fortunate friends for their

development.

THE ETERNAL PRINCIPLES OF BHARTIYA EDUCATION

Knowledge is that which liberates.

Knowledge provides freedom.

Knowledge provides skill.

Knowledge provides wealth.

Holisc and complete development of personality.

Acquiring knowledge through experience.

Not a learned fool but a wise individual.

Inculcang value of teamwork and unity.

Realisaon regarding Naonal Desny.


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Chapter 3

Pattern

General Education

1. An eight-year plan for general education has been recommended, as

it is the only practical alternative to ensure universal primaryeducation envisaged in the Constitution.

2. The eight-year general education plan has to be designed and

implemented in a holistic manner in order to reach out to every

nook and corner of the country and cater to the majority rural and

illiterate population.

3. It is expected that after completion of the 8 year general education, at

least 50% students will have practical knowledge of science and

productive physical capacity that enables them to gain knowledge

of the various arenas in the industrial sector and be integrated with

them. Skills in the relevant eld, institutes like the Industrial

Training Institute, Junior Rural Institutes, or other such institutes

may provide the desired training. The training period will be one

and a half years, and will be followed by a 6 month apprenticeship

period in the relevant industry.

4. Institutes like the Industrial Training Institute, Junior Rural Instituteor other such Institute make provide the desired additional training

to students who wish to engage self-employment or other such

socio-economic activities. The training period will be one and a

half years, and will be followed by a 6 month apprenticeship period

in the relevant industry. Thereon, it is expected that majority of

youth will participate in the economic sector.

5. At present, the minimum qualication required for the posts of clerk,storekeeper, typist, surveyor etc. is 10th Matriculation. However,

after implementation of the new system, a person who has

completed eight years of general education and one and a half years

of relevant training programme will be expected to ll these posts.

This will be benecial not only for the employees, but for the

employers as well.

6. It is also expected that a part of student population will work in

elds, factories or business enterprises as apprentice and then join

the same as employees after sufcient time.

7. There will be provision for a two-year programme designed to bring


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students who have completed 8 years of general education and are

working as apprentice, at par with students who have completed

two years of education in High School. Similarly, there is a

provision for a bridge course that is equivalent to the next two years

of higher education. This way, students who wish to continue their

education while working will get an opportunity to reach theHigher Secondary level.

8. Students under 14 years of age will be eligible to entre this system

at any stage. They will be trained considering their age and general

knowledge.

9. Pre - primary education centres opened by non-governmental

organisations and run by teachers well trained in child development

and child psychology will be welcome; but they will neither be

compulsory nor a part of formal 8 year programme of general

education.

High School Education

1. The 8 years of primary programme will be followed by 4 years of

school curriculum wherein the student will have to compulsorily

study one economic activity based subject. Apart from this, there

will be a choice of other complementary subjects of scientic,vocational, management and commerce faculties. No

discrimination will be made between these students and students

who are eligible for admission in industrial training institutes, rural

institutes and such other institutes.

2. Students will be eligible for education in Polytechnic Institutes for

faculties of engineering, rural development industries, commerce

or management on completion of 10 years of education. This

condition of 10 years of education may be fullled through 4 years

either of Higher Secondary schooling or through supplementary

education institutes opted after 8 years of general education.

3. A student will be eligible for education in engineering, medical or

management streams after completion of 4-year programme in

relevant eld. [There will be no need for entrance examinations]

4. Similarly, student will be admitted to college for education in

Science, Humanities and Arts faculties only after completion of 4years of higher schooling.

5. This way, there will be provision for entry into the education


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system for specialised education in various faculties at three levels

- admission for certicate courses in various elds on completion

of 8 years of general schooling; admission for diplomas in varied

streams after 10 years; and admission for undergraduate degree in

diverse faculties after 12 years of learning. The principal motive of

this system is to restrict the crowd at college and university leveland encourage the youth towards productive socio-economic

initiatives that remain overlooked in the developmental plans of the

nation or are in a nascent stage.

6. This system envisages training for every level of activity in socio-

economic arena. This training will be provided in vocational or

industrial training institutes, or while working as apprentice in an

industry. Training will be provided for simple tasks like cleaning,

washing, drainage cleaning, etc. These seemingly simple tasks

have a vital role in development of nation apart from providing

ample opportunities for employment.

7. The structure of general and professional education should be

exible and students should be encouraged to enter the system

through a provision of multiple entry points. His conditions may

force a student to join the workforce after completing 8 years of

general education, but he must encouraged to undertake variouscomplementary certicate, diploma and degree courses n his

chosen subjects through necessary provisions.

University Education

1. At this level, the rst university level degree shall be granted after

completing two years of education at level, but Honors degree shall

be granted only after completion of three years of learning.

2. Postgraduate degree shall be granted after 3 years to students who

have undertaken a 2-year degree course; and after 2 years to

students who have been granted the Honors degree.

3. The principle aim of Universities should be to encourage research

work in elds of Science, Humanities and Arts for higher

education. The present system that disconnects the student from

eld should be annulled. Actually, the University should become

an organ of the society itself; a lighthouse that guides the societyand receives its energy from the life force provided by the society.


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Diagrammatic Representation of Structure of Education.

Polytechnic

General Education8 years

High SchoolEducation 4 Years

Apprenticeship2 Years

Industrial Training Institute/Rural Institute

1 year 6 months

Bridge Course2 Years

Professional Colleges[Medical, Engineering,

Agriculture, Law,Management, Commerce,etc.]

UniversityDegree - 2 years/

Honors Degree -3 years

Flexibility

The test of any structure is its exibility. It is expected that in

development and reform of school level education, this model does not

act as a hurdle in any area. The education department should provide

complete freedom to those who wish to undertake experimentation or

research in education sector with honesty and purity of motive.


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Chapter 4

Curriculum: Important Characteristics

I. The Eight year General Education Programme.

1. Certain factors like the extent of spread of illiteracy, monetary

constraints of the government, and poverty contribute in keeping alarge section of our population from education and an equally large

section to leave it incomplete. Considering these facts, it has been

proposed that eight years of school education should be made

general and compulsory.

2. It is crucial to strengthen the education at this level. Therefore,

the aim should be to develop the necessary knowledge, skills,

attitude, capacity, and values that lead to success in one's chosen

profession. The emphasis should be to create citizens who respect,cherish and nurture a democratic society and make a positive

contribution for its development.

3. Broadly, the following subjects must be included in the eight-

year general education programme.

i. First language mother tongue

ii. One more language Hindi/English/Sanskrit/Regional

language/ Classical language

iii. Mathematics that helps in daily transactions

iv. General Science

v. Social Studies

vi. Physical work, health, hygiene, and terms of social

behaviour and manners

vii. Value education and Social service

viii. Sports and physical education

ix. Life skills stitching, agriculture, cooking, computer education, electric tting and plumbing

4. The above stated syllabus for the eight-year programme of general

education should be structured in such a manner that the student

acquires vocational skills, common sense, requisite basic

knowledge as well as good habits, life skills and values so that he

may lead a fullling life. The entire syllabus should be divided such

that the students of primary level do not feel a lot of pressure. At the

primary level, subjects like the mother tongue, arithmetic, generalscience and social studies should be taught in a 'explore, do, and

learn' manner.

5. Physical work should be the focal point of this curriculum. The


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local traders, industrialists, farmers and others connected with

various socio-economic activities should not just co-operate, but

also actively participate in this process. Considering the conditions

in agricultural and industrial sectors in the country, their

participation in formulation of syllabus and the development of this

course is crucial for elevating the standard of this course. General

medicine, general mechanics, general commerce, and various othervocations will be included in the course list.

III. Survey to determine the utility and feasibility of the course for

new vocations and opportunities of employment.

1. The state and district level ofcers of education department must

take help from various sections of the society in formulating a

curriculum that opens up opportunities of employment in various

vocations. In addition, autonomous institutes, governed by expertsof various elds must be established at the state level. These

institutions must undertake a survey of needs of the population and

locally available resources for training. Such surveys will help in

practical and successful implementation of the programme.

2. In fact, the people connected to the employment sector should

voluntarily conduct such a survey. Government surveys are

generally considered unreliable as they lack the seriousness,

professionalism, and understanding. Essentially, all institutions

should have committees to conduct such surveys.

IV. Curriculum

1. The following four-year syllabus, along with time distribution, has

been proposed for the programme.

TYPE TIME FRAME

i. Vocational Education 30%

[List of various courses]

ii. Physical education/Fine Arts 07%

iii. 2 Languages 15%

a. Bhartiya language

b. Sanskrit/ other classical language

iv. Three electives 36%

[A list has been provided below]

v. 2 Compulsory subjects a. One subject can be chosen from any of the subjects of the above

given list [ if it has not been already selected]

b. Ethics and Philosophy


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LIST OF ELECTIVES

1. History, 2. Civics, 3. Geography, 4. Commerce, 5. Economics, 6.

Library science, 7. Commercial Mathematics, 8. Mathematics, 9.

Physics, 10. Chemistry, 11. Biology, 12. English, 13. Other Bhartiya

languages, 14. Literature, 15. Home Science, 16. Cooking and

stitching, 17. Civic painting, 18. Repairing Cycles and two-wheelers,

19. Carpentry, 20. Psychology, 21. Social Sciences, 22. Gardening,23. Horticulture, 24. Bee keeping.

2. All the subjects falling under point i] will be included in the list.

This will benet the student who wishes to learn three more

complementary vocations, apart from his main vocational course.

This also means that if a student wishes to complete his higher

education without taking any subjective courses he has the freedom to

do so. He will have to take up subject from point ii] like languages,

physical education or music etc.

V. Language Policy

People are very sensitive and needlessly highly opionated regarding

the language policy Some favour the present policy, while some are

against it.

1. This plan provides a lot of freedom. People favouring 2-language, 3-

language, 4-language or more, will be satised with this policy.Firstly, during the eight-year programme, mother tongue will be the

rst language. Any one of the languages Hindi, Sanskrit, other

National Languages, or English will have to be chosen as the second

language. However, if one does not wish to learn English, he will be

exempted. This is also applicable to other languages. During the

four-year plan, a student will be provided with a choice to complete

his studies without learning English or Hindi, but it will be mandatory

for him to learn Sanskrit or any other Classical language. This isessential from socio-cultural perspective.

2. Some people may question this policy as they are of the opinion that

Hindi the language of communication, should be made compulsory.

Hindi is not mandatory under this policy; however, there are two

languages mother tongue and Sanskrit or a classical language,

which will be mandatory for the student. The perspective behind this

decision is that, if everyone in the country accepts Hindi to be the

language of communication, no one will leave it out. The subjects thatare neglected by students , because they do not aid in employment,

should be made compulsory. Therefore, in this plan, study of mother


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tongue and any one of the classical language have been made

obligatory. A student who does not wish to learn Sanskrit may

choose from Arabic, Persian, Hebrew, Latin, Greek, or any other

classical language. The policy is based on the belief that a treasure

trove of knowledge and values is present in our classical languages

and it is very crucial for a healthy social life. This way, the policy

aims at strengthening the emotional unity in our national life, which

is clearly present in all the sects and classical languages.

VI. Value Education

1. The fundamental aim of education is to raise a student from the

basic need-oriented existence to a value-based life. For this, it is

essential that the teacher possesses character traits like greatness,

clarity, honesty, and empathy. Conducting learning- related andcultural activities is another tool that may be institutionalised to

create a healthy and free atmosphere. Many activities aid value

education and may be assimilated with the curriculum.

2. Creating a healthy relationship between the teacher and a student is

a priority. The students should be accorded equal importance..

Physical punishment should be prohibited and students must be

treated with care and respect.

3. The gathering held at the commencement of the school year shouldbe compulsory for all. The wholehearted participation of teachers

in this event should be mandatory. The programme must be

inspiring; value oriented and should create an urge among students

to move from darkness to light.

4. The school must celebrate all the important days connected to the

culture and values of the entire humanity. It must organise

programmes to pay tribute to great personalities not just from the

country, but also across the world.

5. The nascent qualities of student must be awakened through stories,

drama, music, and other such activities that will help in inculcating

values of love and sacrice and inspire him.

6. Sports and activities related to arts and music should be frequently

organised in an open and free environment.

7. Teachers should accompany students to backward areas to conduct

certain programmes and activities for those people. These activitiesneed not be mandatory, but the students must be encouraged to

participate in large numbers and teachers must denitely attend

them.


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8. The school should regularly organise sports and related activities

that build team spirit, goodwill, and co-operation among students.

9. The school must encourage activities that instil honesty and

courage.

10. Extra time for value education Presently schools function for

around 210 days in a year. In fact, this duration is insufcient not

only for the students, but also for the great endeavors of teaching. It

has been proposed that in order to assimilate value education the

working period should be increased by 20 days.

VII. Informal Education

It is clear from the structure of education that this programme will

be open to all and there will be many opportunities to enter into it

from various elds at various levels. Therefore, there must be aprovision of supportive programme through distance education

within this system. This will benet the students who have joined

the workforce on completion of eight-year general education, or

are working as apprentices, or pursuing higher education. This willth th

enable them to appear for the board exams of 10 or 12 standard.

There are many registered medical practitioners who have not

undertaken proper medical education. There must be a provsion in

our medical colleges, to provide some of these deservingcandidates an opportunity to complete their medical education

through distance learning and practical course of nescessary

duration.

VIII. Professional Education

1. All students who have completed their four-year higher education

must get an opportunity to join Medicine, Engineering, Law, or

Education colleges. Medical Association or other such institutes ofhigher learning should not insist on uency in English as a criterion.

A working knowledge of the language should be considered

sufcient. Medium of teaching in professional institutions should

be either Hindi or the regional language. A time frame must be xed

for this change, but it should be initiated immediately. There is one

major fault in our professional curriculum. It gives more emphasis

on theoretical learning than on practical experience. It has been

proposed that professionals with a considerable experience in

medicine, engineering, or teaching must be appointed as professors

in institutes of higher learning.


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2. Professional Colleges To make our professional courses

competitive and competent they must be updated continuously as

per the changes across the world. It is a shame that our engineering

graduates are considered equal to trainees in industries of their

chosen faculty of education. This condition is also prevalent in

other professional courses. Therefore, it has been proposed that

institutes providing education in Commerce, Banking, and

Management etc. should be connected to their respective industries

and enterprises.

IX. Industrial Training Institutes, Polytechnics and Rural

Institutions

All these institutes are either under the control of Labour

department or under Training and Employment Department ofCentral or State governments. They do not fall under the preview of

the Education department. The plan proposes that such institutes be

transferred to the Education department of the states. When the

main objective of education is delivering knowledge for

developing professional skills and capacities, segregating them

from education does not make practical sense. This will also be

administratively convenient. The number of courses taught in

vocational training institutes and polytechnic colleges must beincreased considering the importance and need of diverse

economic ventures in our society.

X. University Education

1. i. University education must be connected to employment

opportunities.

ii. The rst degree [graduation] should be awarded after 2 years and

after three yearsthrough distance education.iii. Similarly, Honours Degree should be awarded after 3 years to

regular students and after 4 years of distance education.

iv. The post graduation degree in Arts or Science must emphasis on

research and should be awarded three years after graduation, and

two years after honours [graduation] degree.

v. Doctorate must be awarded to lecturers on submission of research

work and thesis. Persons involved in industry or agriculture must

be granted the doctorate degree after seven years of experience.

People involved in social service should be awarded the degree

based on their work either on application or without application, for


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recognising their work based on their research work. Such persons

should be registered for the doctorate degree on presenting

evidence of their interest in the subject. They should also be

exempted from the condition of working under a guide.

2. Autonomy of Universities

Universities should be granted complete autonomy, but in return,

the Universities must ensure the society that they are fullling their

duty of contributing to national development. A vice chancellor

outside the establishment must not be imposed on them. A faculty

with more than 25 years of experience teaching in the university

and over 50 years of age must be elected for the post.

The Universities should be exible

regarding choice of subjects, time frame

and facilitate inter-disciplinary education.

The University education must focus onresearch.


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Chapter 5

Examination System and Evaluation

I. Objectives of evaluation

1. Examination and evaluation are indispensable parts of contemporary

education system. They help in determining the extent of knowledgeacquired by a student.

2. Educationists have rightly valued the role of examination in

development of education. Experts should recognize this as well.

3. In the present examination system, various forms and methods of

questioning are being used while framing a question paper. While

doing this equal weight age should be given to not just what the

student has understood, but also to what he has retained in his

memory. The present tools of examination give more importance to

memorization than understanding. Since the horizons of traditional

and technical knowledge have expanded, the educationists expect

students to be well informed about various elds and become ideal

citizens.

4. Hence, the new system of examination lays emphasis on

understanding rather than testing memory. If this principle is to be

well established, importance should be given to evaluation ratherthan examination.

II. Problems of prevalent examination system

1. People believe that clearing examinations with good grades is the key

to secure future while failing to do so leads to distress and stagnancy.

Thus, the students aim at merely passing the examination. This view

leads to rise in use of unethical means for clearing examinations. No

one bothers about acquiring knowledge.2. The present system of examination has one more fault. All subjects

are compulsory for students, and if a student fails in even one subject,

he is not promoted to the next level. Even though a student achieves

prociency in one subject, the doors of next level are still not opened

for him if he fails in another subject.

3. If a student clears examination with basic marks, he is denied the

chance to reappear and try to improve his grade.

4. There are many reasons why students distrust this examinationsystem. A glaring example can be put forth to explain this further. An

examiner gives some marks in an answer sheet. If that answer sheet is


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forwarded to another teacher of the same subject, he changes the

marks. This subjective system of valuation is one of the reasons why

students have lost faith in this system.

5. The discrepancy in valuation has emerged due to defective question

pattern.

6. The difference in internal system of evaluation in schools and

evaluation in publicly held board examinations has an adverse

impact on preparation and condence of students.

7. Attempts have been made to replace the present examination system

with a grading system, but it has been converted into one more tool

of merely passing students. This has resulted in spread of

misconceptions regarding system of evaluation.

8. There is inconsistency between evaluation system of school and

public board examinations. This adds to the adverse opinionregarding the present system.

9. Apart from the above stated factors, there is another factor of

politicisation of education that has been effortlessly overlooked by

the government as well as the people.

III. Solution

1. Internal evaluation should be made an inseparable part of

examination system. This policy should be implemented sincerely.2. A well- dened system of evaluation, from primary to higher

education, must be designed and should be broadly based on

following suggestions

i. No examination should be conducted in the rst and second

standards of primary level.

ii. Only vocal examination should be conducted in third and fourth

standards of primary level.

iii. Written test must be conducted from the fth and sixth standards,

practical examinations should be started from seventh standard, and

practical exams should be given 30 to 40% weight age in the eighth

standard.

iv. Internal valuations should be started from the ninth standard,

monthly tests should be conducted. Alternatively, the entire syllabus

should be divided into six parts. A test should be conducted after

completion of every part. Evaluation of class work, homework, practical, and written

examination should be incorporated in the nal evaluation. A student

must secure 50% marks in the annual examination including the


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other evaluation tests.

v. In the tenth and twelveth standards, the ratio marks of internal

evaluation to public examination should be 40:60. Students must be

permitted to use reference books while writing the public board

examinations.

3. Terms like pass or fail must not be used while declaring the results of

public board examinations. Students must be provided with a

statement of their marks or a grade card.

4. Students must be permitted to reappear for examination of any

subject to improve his marks.

5. A student should be promoted to higher standard of a subject based

on his marks in that particular subject, not based on his marks in toto.

6. Entry at any level should not be restricted. If a person who has so far

not attended school wishes to begin his education from a particularlevel, he must be tested. He should be given a concession of 5-10% in

this examination and then admitted based on the result of this

examination.

IV. Special Suggestions

1. A special cell should be established for proper direction and

execution of examination and evaluation. A teacher or principal who

fails to execute this process properly should be reprimanded. Thisshould be a mandatory condition of service.

2. Administration should take the responsibility of preventing and

controlling anti-social elements. Negligence of administration

should be considered the failure of Education ministry.

3. The reform in examination system should be evolutionary, balanced

and begin from primary level and move up to higher levels.


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Analysing a Problem

Today, there is a general view that the practice of promoting

students until the eighth standard without actually evaluating themhas degraded the standard of education. Examination was not a

part of Bhartiya Gurukul system as well. Then how did the

Acharyas evaluate their students?

It was an extremely simple process. A student who was capable of

teaching students of fourth standard was eligible to be promoted to

the fth standard. Actually, the students were responsible for

conducting most of the classes of lower standards.

Examination was conducted only during graduation i.e

completion of basic education. It consisted of just one question.

The teacher would take his student to the highest point in his

school, show him the horizon, and ask if he felt that he knew

everything about the world that was visible to him. Just this

question was asked! If the student felt he still did not know

something, the Guru would teach him. Only a completely learned

person was sent out into the society.This evaluation system, based on eternal Bhartiya values should be

modied according to the modern context and implemented. The

time demands this from us!


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Chapter 6

Management of Institutions: Public and PrivateProposed model of management and control

Our Constitution has provided the minorities with special autonomy to

set up and govern their institutions. Many such institutions have misusedthis right. Also honest and capable teachers are increasingly feeling

insecure and distressed while working in organisations controlled by

certain corrupt individuals. Discontent has arisen among teachers against

such corrupt directors.

Even in the government educational institutions, teachers are exploited

through transfers in interior areas, suspension, staling pay rise, and

promotions. Many a times change of government increases problems ofteachers. Providing job security and other welfare facilities to the

teachers is a priority. Therefore, an alternative solution needs to be found.

There is a proposal to set up a statutory autonomous authority for

regulating education. A central authority that regulates central

institutions and state authorities for controlling the state-level institutions

should be established. The branch ofces of these authorities should be

set up in all districts. The following proposal has been made regarding theconstitution of regulatory authorities at various levels.

1. Maximum members [60-75%] must belong to following section-

i. Educationists

ii. Experts from Agriculture, Language, Science, Commerce. etc.

iii. Teacher

2. Remaining members [25-40%] must belong to following sections

i. Peoples' representatives like Member of Legislative Assembly,

Member of Parliamentii. Representatives from Parent-Teachers' Organisations

iii. Renowned Social worker

iv. Representatives of Private institutions

v. Persons nominated by State Government

The duties of the authority are as follows

1. Desigining the curriculum. [not the text books]

2. Conducting public examinations.

3. Ensuring job security and welfare of all the teachers. [including

teachers working in private institutions]


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4. Appointment of Inspectors, Commissioners and teachers in

educational institutions governed by the authority.

5. Inspection and regulation of Secondary and Higher Secondary

Schools. [can be expanded to include colleges]

6. Safeguarding the independence of education sector.

7. Developing the concept and directives for autonomous schools.

8. Deciding on the grants for various institutions.

9. Appointment of committees.

10. Formulation of laws, rules, and regulations for educational

institutions.

It has also been proposed that necessary protective measures should be

ensured through required statutory and legislative means in order to

secure teachers from exploitative and corrupt management in some

private organisations.

Management and Control

The education system should be considered an integrated

whole and managed accordingly.

For this a statutory autonomous authority must be

established

A central authority should be created for central

institutions.

A state-level authority with its branches in districts should

be established for state-level institutions. This authority must be the sole regulator of schools,

colleges, universities and vocational training institutions,

so that an integrated and holistic approach towards

education system is developed.


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Chapter 7

Financial Administration

I. Importance of Education

1. Before deciding about the expenditure on education, we must decide

the position that we attribute to education in our national life. We donot need to compare our country with other countries to decide this.

We have to determine our own priorities based on the role of

education in national development plan.

2. Education must not be considered as an unproductive investment.

Any expenditure on education should be considered as productive,

scientic, and valid.

3. Education should be the third most important subject after defense

and agriculture, in the priority list of the national development plan

as progress of a nation depends on an educated population, skilled

workforce, and technocrats.

4. In the last 25 years, policies like [limited] economic aid by states,

[insufcient] grants from directorate of education to states, etc. have

failed. It has been discovered that the states, which get less grants for

education from the centre, remain dispassionate about education

policies and their implementation. As a result, on one hand, there isstagnancy in growth of education and on the other hand, inequality is

one the rise.

5. It is advisable that the centre and states work together to locate and

generate resources for rapid and appropriate development of

education.

II. Administration cause of economic imbalance

1. Generally, the zila parishad, gram panchayat, and muncipalities havecontrol over primary education. State governments, municipal

corporations, other municipal authority, or private entities control

secondary education. Although the colleges and universities are free

in terms of making their education policies, the University Grants

Commission controls their purses. There is a gradual degradation of

independence of universities. This format of administration has

resulted in nancial imbalance in education sector.

2. The disproportionate spread of primary education and the economicconstrains on the state government has resulted in an unsustainable

situation for primary education. On the contrary, colleges and


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neglected, the prices of these products rise and the common person

faces problems. The prices of such neccisities should be controlled

and their availability ensured .

4. Education is the responsibility of the society. The number of donors

has reduced with the increase in control of government over

education. Government should gradually reduce its control over

education and encourage philanthropists to donate for education.

Society based Education

Presently Government has to spend resources on education.

However, this situation is not ideal. The nancially independent model of private institutions

also leads to exploitation.

It is the reponsibility of the society to educate its future

generations. It would be ideal if institutions inspired for social

service and welfare manage the entire education system.

This ideal can be realised by encouraging corporate houses

to fulll their corporate social responsibility by donating to

the social institutions that run educational institutions.

Complete independence of education sector is impossible

without nancial autonomy.


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encouraging environment to the teachers. The administrators in this

department should be drawn from the education sector so that they

may benet from their experience.

II. Prerequisites

1. The government must guarantee that the salary and benets of

teachers from any part of the country, from any government, semi-government, or non-government institutes will not be adversely

affected.

2. The social and national perspective must be taken into account and

the process of implementation must be started sincerely. This aspect

has to be kept in mind specially while dealing with issues like

vocational education, pathya sahagami [co-education], extra

curricular activities, and creation of an open and clean environment

for teaching and maintenance of discipline. Government's tendencyto formulate education policy according to nancial availability

must be curbed permanently

3. The implementation process of the policy should be in adherence to

thee philosophy and thought process underlying this policy.

4. Implementation of this policy must not be undertaken in haste for

availing political popularity. The requisite human and material

resources should be organized before initiating the transformation.

Sincerity of intent is the principal requirement. Skill development of

volunteers associated with the execution of this policy must be the

next step.

5. The second requirement is to formulate a plan of action for the

largest tier to the basic unit.. Execution without planning harms not

just the enterprise but dampens the enthusiasm of volunteers.

6. Every individual has a different ability of managing a problem. Some

people are more capable than others are. Such people readily acceptthe challenges of implementing a programme. Complete freedom

and encouragement should be given to them, and others should avail

from their experience in terms of planning, execution, success and

failures should be availed by others in the team.

7. Teachers who have assumed the responsibility of the programme

should deal with any agendas and issues, related to the

implementation of policy, value education or discipline.. This plan

should be put forth before the people on a regular basis and thesuggestions and experiences of involved institutions must be

publisised as well.

8. Discussions of teachers involved in the programme should be


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organised on various levels in order to share the problems and nd

solutions through exchange of ideas and sharing of experiences.

Intra- state and inter-state dialogues must be organised at least once

in a six months.

The position of a supervisor, commisioner or on other position of

authority should be given to an individual with real ability and someone

who has assumed the responsibility in challenging times Voluntary

organisations working for social change and social upliftment are

important and natural stakeholders in education sector. However, due tot

regulation of education by government, people with no real experience or

interest of this area are appointed on positions of authority. This practice

has done immeasurable harm to our national interest and must be

consciously reformed. The ofcial position of Director of Education

department must be bestowed upon person who has led a dedicated lifeinspired by the objective of public service and the tenure must be xed

similar to that of the Vice Chancellor. Similarly, organisations working

in this sector must also be invited to accept some responsibility. No

compromise should be made with the ultimate objective by resorting to

discrimination or nepotism. Independent public opinion will function as a

vigilant agency.

III. Vocational/ Professional Education1. Vocational education is a new concept for schools in Bharat.

According to the orthodox thinkers, vocational education

undermines the ethical, philosophical, and emotional aspects of

education. They are mistaken. Actually, work is worship and school

is the most appropriate centre to instill this value in thought and

action. Education is a means of bringing stability to life. In addition,

in the contemporary agro-industrial Bhartiya society, it is impossible

to achieve stability in life without skills acquired throughvocational/ professional education. It is necessary to spread this

outlook for success of vocational education in Bharat.

2. Vocational education does not mean merely equipping a student with

skills to use a machine for a certain industry. Employment

orientation of education aims at cultivating an interest in acquiring

expertise in socially benecial handicraft to make a productive

contribution to society. When these handicrafts will be taught in theschools, there will be a growth in the areas, techniques and

opportunities in the handicraft sector. There is a great scope for

development in areas like agriculture, food processing, dairy,


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astrology, sculpture, marketing, hardware, management, ne arts,

hospitality etc., in our country. These subjects can be effectively

taught in school only by co-ordinating and co-operating with persons

engaged in these vocations. The participation of professionals from

various sectors is necessary.

3. The focus of Gandhiji's basic education was directed towards

training of agriculture and khadi and traditional rural handicrafts.

These two sectors have a great employment potential, nevertheless,

there is a need to include numerous other professions as well. Today,

the rural population is attracted towards urban life and technological

progress. There may be several reasons for this transformation.

However, the traditional experience must not be allowed to obstruct

new-age professional education.

4. Unavailability of capable and expert teachers will be the greatestchallenge in implementation of this programme. Under this

programme, vocational education has been clearly divided into two

parts. First part has been included in the eight-year general

education, and the second part falls under the four-year higher

education. During the eight-year programme, i.e the rst part, the

student will be trained in use of tools and machines that are generally

needed in various industries. Teachers already working in vocational

training institutes can be additionally trained for this. It is crucial thatthese teachers have clarity of vision and intent and passion for their

work. The success of vocational education is possible only when

every teacher in the school has some skill in some vocation. This can

be achieved through regular teachers' training.

5. The four-year higher education in vocational training must be so

designed, that a student becomes capable of starting his own

enterprise on completing his studies. The curriculum must

emphasize on practical experience and production rather thantheoretical knowledge. Hence, it will be necessary to appoint

teachers who are experts in their chosen vocation, even if they are

weak in literary skills. This will awaken the interest of not just the

students, but of other teachers as well. Guest teachers must be

invited on a regular basis.

6. The practice of appointing armchair scholars on the signicant post

of teachers should be ended. The important positions in vocationalinstitutes should be given to persons who are highly experienced and

have vast knowledge of their eld, even if they do not posses high

qualications. If they do not have theoretical knowledge, provision


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should be made to give them a practical training of child psychology

and routine school works.

7. The main purpose of vocational education is to train an individual in

a profession and thus, in the new education system, emphasis must be

laid on practical training rather than theoretical studies. The practice

of giving more importance to theoretical knowledge should be

discontinued.

IV. Teachers' Training

1. In the light of the proposed education system, it is necessary to

transform the structure and systems of teaching schools and teaching

collegescompletely.

2. Ending the disconnect of teachers' training institutes to the ground

reality of schools and changes in the society immediately, will leadto connecting them with the proposed new education system.

3. The resources and tools of the teaching institutes should be

restructured so that they may be utilised for effective practical

retraining the teachers involved in eight-year general education

programme.

4. A scientic and rational selection system must be put in place so that

only capable candidates are selected for the teacher's post. The

successful candidates must possess good personality, capability, andleadership qualities.

5. Teaching institutions must also cater to training needs of working

teachers. Such teachers may not return to the training institutes, but

they should be in contact with these institutions. The working

teachers shall lay their problems regarding vocational courses before

these institutions, and theses institutions will in turn provide them

with solutions.

6. There must be an integrated hierarchy from the primary to the highereducation level, pertaining to the promotion of teachers, so that a

capable, sincere, and enthusiastic teacher may get the opportunity to

reach to the highest level. The teachers will be satised and their

capabilities and experience will benit the nation. It will also result

in connecting universities and teaching institutions to problems from

all tiers of education system.

7. The general education schools in the area of a higher educationinstitute will fall under its sphere of regulation. Similarly, all higher

education institutes in the area of a teachers' training college will be

under its preview. It shall be co-ordinated group, and the teachers


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belonging to this large area shall create a teachers' society. It shall

regulate the activities of the teachers' training college and organinse

various discussions, seminars, and workshops. This society shall not

be based on the bureaucratic culture of authoritative hierarchy. Such

an environment will result in creation of a feeling a fraternity among

teachers and inspire them to shoulder the responsibility of education

for national development.

V. Teachers' Prestige

1. The active participation of teachers in implementation of this

programme will naturally add to their prestige and respect.

2. For this, the teachers must believe that they are working for a great

national cause. They must love and respect their profession and try to

uphold its dignity and sanctity.3. Governments of state and especially the centre must establish a

commission that can capably deal with issues like salary structure,

promotions, benets, etc. of teachers. Political interference has

degraded the education sector. Teachers must be protected from

political pressure and interference.

4. The subject of education must remain in the Concurrent List in order

to maintain the unied system of education and raise the standard of

teachers.5. The exploitation of probationary teachers through policies like

'Shikshakarmi', 'Shikshamitra' should be ended immediately. No

teacher must be compelled to work as dehadi at any level.

VI. Voluntary Organisations and Private Institutions,

Educational institutions were opened all over the country by many

individuals and organisations inspired with national service before

Independence. The intent of serving has been lost. The decline invalue of sacrice and service in the society must be one of the

reasons for this. However, the interference of government in

management of these institutions is the most important reason.. The

government distributes subsidies as if it were giving alms to a beggar.

Under such circumstances, it is extremely difcult to inspire these

institutions to participate in transforming the education system.

1. The political interference in management of the institutions hasassaulted the value of public service. The government's policy of

unied education system based on the Russian model has had an

adverse impact on the voluntary spirit of people. The format of


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unied education, common curriculum, same books followed in the

country has marred the interest for experimentation of voluntary

educationists.

2. The Public Schools do not aim at serving the public. They function

to provide quality education to students from elite class and separate

them from other children of their age. These schools ultimately

increase the class divide in the society.

3. It is possible to spread formal and informal education in a vast

country like Bharat only when the society and the government

actively participate in this endeavor. The elite and prosperous class

must not limit its philanthropy to opening public schools, but donate

extensively to educational institutions for masses. The government

must co-operate for maintaining the independence of such schools

and the management of such institutions must be kept free fromadministrative interference.

4. The Teachers' Unions will not support the independence of

educational institutions, as they shall feel insecure about their job-

security. This fear is unwarranted. There are numerous private

enterprises where people work without worrying about their job

security. Their efciency and honesty ensures their security. When

thousands of schools will open, there will be no dearth of job

opportunities for capable teachers, and a teacher will be assured ofgetting a job that suits his abilities.

5. However, some educational institutions may abuse this freedom and

the fear of teachers' unions may be justied in some cases. Hence,

regulations and laws are necessary to deal with such situations.

Nevertheless, it must be ensured that the rules are made after

consulting persons working in the education sector and that they

maintain the independence of institutions and the honest teachers are

not harassed.6. Bhartiy Shikshan Mandal appeals private institutions driven by the

value of service to resume their great work. The present education

system has become dysfunctional. It must be instilled with new

vigour. This can be achieved only when dedication and love for

education is awakened among people from all the classes and

sections of society and the entire teaching fraternity is inspired to

work for national development.


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3. Central service regulations were formulated during the British rule.

The same regulations are being followed today, after some tinkering.

These regulations are harsh and controlling. They are not conducive

for the education sector. The terms of service for education sector

should be formulated indpendenetly.

Revaluation and supervision is very important in the education

sector. The methods of teaching have undergone a substantial

change. Personal attention to students has become crucial and it is

necessary to look at various aspects from the perspective of child

psychology. New methods of examination and valuation have

developed. Efcient organisation has become essential in education

sector. Therefore, great care must be taken while appointing

supervisors. Capable and learned supervisors must be appointed who

may guide the teacher in teaching.


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1

1. In your opinion, why educaon is necessary?

A. For personality development

B. For earning livelihood

C. To make an individual self sufficient in terms of right fundamental mind, good health and

patriosm

D. All of the above

E. None

F. Other (Please specify ________________________________________________________)

2. What are the main deficiencies in the present educaon system?(Tick

whichever is applicable;you

may ck more than one opon:A. Less availability

B. Less parcipaon of people in higher educaon

C. Social demoralizaon

D. Dominance of English language

E. Expensive

F. Day by day Quality reducon

G. Unitary personality development

H. Job oriented inclinaon

I. No integrated syllabus

J. Intercepon of Government

K. Low grant

L. Foreign agents in educaon

M. Biased policy making

N. All of the above

O. None

P. Other (Please specify ________________________________________________________)

3. Do you agree that simultaneous formaon of several commiees and commissions could improve

the educaon system in India?

A. Yes

B. NoC. Cant say

D. Other (Please specify ________________________________________________________)

QUALITYEDUCATION FORSTRONG NATION

SAMARTH SHIKHA, SAMARTH BHARAT

Kindly spare few minutes to answer the following quesons and share your views for

building naonal opinion on Educaon Policy for re-establishing BHARAT as VISHWAGURU.

Name:____________________________________________________________________________

Designaon:________________________________________________________________________

Instuon:_________________________________________________________________________

Service Domain: Public/Private

Age: ______________________ Gender: ____________________

Contact No._____________________ Email: ____________________________________________


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4. If there is educaon system which contains eight years of general educaon, four years of high

school including praccal and vocaonal training programs and aer that university educaon

without any limit, will you

A. Approve this policy

B. Discard this policy

C. Suggest some amendments

D. Cant say

E. Other (Please specify ________________________________________________________)

5. Suppose eight years of general educaon include the following dimensions. Tick the appropriate:

Sr.

No.Potenal Dimensions

Approve

Disapprove

Cant

say

Other

1. First language-Mother tongue

2. One other language-Hindi,

English,

regional language or RastriyaBhasha

(aer 2 years, it can be changed)

3. General Mathemacs

4. General Science

5. Social Studies-Civics

6. Physical Educaon, work and

cleanliness

7. Ethical educaon and Social Service

6. If the new educaon policy include Industrial

educaon, Physical educaon, two languages from

India, three oponal subjects from Science, Arts and commerce including horculture, dying, general

repairs, sericulture etc in high school levels. Would you

A. Approve this policy

B. Disapprove this policyC. Cant say


7. Would you approve free moving subject combinaons or full flexibility in choosing subjects in high

school levels?

A. Yes

B. No

C. Cant say


8. Would you approve following praccal and vocaonal training programs:

Sr. No. Name of Program

Yes No

1. Apprenceship in an Organizaon

2. Industrial Training including general repairs

3. Training in Village level organizaons

4. Polytechnic

5. Agriculture based training


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9. Do you agree with the following Potenal Dimensions in the context of University educaon (Tick

whichever is applicable):

Sr.

No.Potenal Dimensions Yes No

1. Universies should be more autonomous

2. No limitaon upon No. of seats in University

3. Libraries and Laboratories should be enriched in terms of resources andnumbers

4. Remedial classes should be there

5. No limitaon of me and cost

6. Degree should be awarded on 50% marks

7. Full provision of Improvement

8. There should be recognion at each level

in the following manner:

Aer one year or passing 6

papers-

Cerficate

Aer two years or passing 12 papers-

Degree

Aer three years or passing 16 papers-

Degree with Honours

9. Priority should be given

to Research and Research Paper Wring

in Post

Graduate Studies

10. Any suggeson:

10. Do you agree with the following Potenal Dimensions

in the context of Professional educaon

(Tick whichever is applicable):

Sr.

No.Potenal Dimensions

Yes No

1. There should not be entrance exam. Weights should be given to high

school and work performance (experience) envisaging Informaon

Technology

2. Behavioural aspects should be considered at priority

3. All students should be enriched by engaging them in perspecve

fieldwork e.g. Medical students should be engaged in hospitals

4. Praccal training should be emphasised than theorecal lecture

5. Any suggeson:

11. Do you agree with the following Potenal Dimensions in the context of Assessment and

Examinaon (Tick whichever is applicable):

Sr.No.

Potenal Dimensions Yes No

1. There should be no examinaon in First and Second Standard


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2. There should be only Oral Examinaon in Third and Fourth Standard

3. Wrien Examinaon should start in Fih, Sixth and Seventh Standard

4. Praccal Examinaon should be start in Seventh Standard

5. 30%-50% weights should be given to Praccal Exams in Eighth Standard

6. Internal Assessment should start in Ninth Standard

7. Whole syllabus should be divided into 6 equal parts and at the end of

each part Unit examinaon should take place. At final stage, an annual

examinaon should be conducted.

bharatiya education outline \

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