NATIONAL POLICY ON EDUCATION (1968)

Q. 45. What are the salient features of the national policy on Education? What is its significance?

Ans. Background. Toward the end of the Third Five-Year plan, a need was felt to hold a comprehensive review of the educational system of the country with a view to initiating a fresh and more determined effort at educational reconstruction; and the education commission (1964-66) was appointed to advise government on the national pattern of education and on the general principles and policies for the development of education at all stages and in all aspects. The report of the education commission was widely discussed and commented upon. A general consensus on the national policy on education emerged in the course of these discussions. Accordingly, the resolution of national policy on education was presented in the parliament on july 24, 1968. The following main considerations were kept in view while formulating the policy:

1. Education has been always accorded an honoured place in indian society.2. The Report of the education commission was widely discussed and commented

upon. Government is happy to note that a general consensus on the national policy on education has emerged in the course of these discussions.

3. The Government of India is convinced that a radical reconstruction of education on the broad lines recommended by the education commission is essential for economic and cultural development of the country, for national integration and for realising the ideal of a socialistic pattern of society. The will involve a transformation of the system to relate it more closely to the life of the people; a continuous effort to expand educational opportunity, a sustained and intensive effort to raise the quality of education at all stages; an emphasis on the development of science and technology; and the cultivation of moral and social values.The Government of India accordingly resolves to promote the development of education in the country in accordance with the following principles:1. Free and compulsory education. Strenuous effort should be made for the early

fulfilment of the directive principle under Article 45 of the constitution seeking to provide free and compulsory education for all children up to the age of 14. Suitable programmes should be developed to reduce the prevailing wastage and stagnation in schools and to ensure that every child who is enrolled in school successfully completes the prescribe course.

2. Status , Emoluments and Education of teachers. (a) Of all the factors which determine the quality of education and its contribution to national development, the teacher is undoubtedly the most important. It is on his personal qualities and character, his educational qualifications and professional competence that the success of all educational endeavours must ultimately depend, Teachers must, therefore, be accorded an honoured place in society. Their emoluments and other service conditions should be adequate and satisfactory, having regard to their qualifications and responsibilities.(b) The academic freedom of teachers to pursue and publish independent studies and researches and to speak and write about significant national and international issues should be protected.(c) Teacher education, particularly in-service education, should receive due emphasis. 3. Development of languages. (a) Regional languages. The energetic development of Indian languages and literature is a sine qua non for educational and cultural development. The regional languages are already in use as media of education at the primary and secondary stages. Urgent steps should now be taken to adopt them as media of education at the university stage.(b) Three-Languages Formula. At the secondary stage, the state Governments should adopt, and vigorously implement the three-language formula which includes the study of the modern Indian language, preferably one of the southern languages apart from Hindi and English in the Hindi-speaking States, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Suitable courses in Hindi and/or English should also be available in universities and colleges with a view to improving the proficiency of student in these languages up to the prescribed university standards.(c) Hindi. Every effort should be made to promote the development in Hindi. In development Hindi as the link language, due care should be taken to ensure that it will serve as provided for in article 351 of the constitution, as a medium of expression for all elemnts of the composite culture of India.(d) Sanskrit. Considering the special importance of Sanskrit to the growth and development of Indian languages and its unique contribution to the cultural unity of the country, facilities for its teaching at the school and university stages should be offered on a more liberal scale.(e) International languages. Special emphasis needs to be laid on the study of English and other international languages.4. Equalisation of Educational Opportunity. Strenuous efforts should be made to equalise educational opportunity.

(a) Regional imbalances in the provisions of educational facilities should be corrected and good educational facilities should be provided in rural and other backward areas.

(b) To promote social cohesion and national integration, the common school system as recommended by the education commission should be adopted. All special schools like public schools should be required to admit students on the basis of merit and also to provide a prescribe proportion of free studentships to prevent segregation of social classes.

(c) The education of girls should receive emphasis, not only on grounds of social justice, but also because it accelerates social transformation.

(d) More intensive efforts are needed to develop education among the backward classes and especially among the tribal people.

(e) Educational facilities for the physically and mentally handicapped children should be expanded and attempts should be made to develop integrated programmes enabling the handicapped children to study in regular schools.

5. Identification of talent. For the cultivation of excellence, it is necessary this talent in diverse fields should be identified at as early an age as possible, and every stimulus and opportunity given for its full development.

6. Work Experience and National Service. The school and the community should be brought closer through suitable programmes of mutual service and support. Work experience and national service including participation in meaningful and challenging programmes of community service and national reconstruction should accordingly become an integral part of education.

7. Science Education and Research. With a view to accelerating the growth of the national economy, science education and research should receive high priority. Science and mathematics should be an integral part of general education till the end of the school stage.

8. Education for Agriculture and Industry(a) There should be at least one agricultural university in every state. Other

universities may also be assisted, where the necessary potential exists, to develop strong departments for the study of one or more aspects of agriculture.

(b) In technical education, practical training in industry should from an integral part of such education.

(c) There should be a continuous review of the agricultural, industrial and other technical man-power needs of the country and efforts should be made continuously to maintain a proper balance between the output of the educational institution and employment opportunities.

9. Production of Books. The quality of books should be improved by attracting the best writing talent through a liberal policy of incentives and remuneration. The possibility of establishing autonomous book corporations on commercial lines should be made to have a few basic textbooks common throughout the country. Special attention should be given to books for children and to university level books in regional languages.

10. Examinations. A major goal of examination reform should be to improve the reliability and validity of examinations and to make evaluation a continuous process aimed at helping the student to improve his level of achievement rather than at ’certifying’ the quality of his performance at a given moment of time.

11. Secondary Education. (a) Educational opportunity at the secondary (and higher) level is a major instrument of social change and transformation. Facilities for secondary education should accordingly be extended expeditiously to areas and classes which have been denied these in the past. (b) There is need to increase facilities for secondary and vocational education should conform broadly to requirements of the developing economy and real employment opportunities. Such linkage is necessary to make technical and vocational education at the secondary stage effectively terminal.

12. University Education. (a) The number of whole-time students to be admitted to a college or university department should be determined with reference to the laboratory, library and other facilities and to the strength of the staff. (b).Considerable care is needed in establishing new universities. These should be started only after an adequate provision of funds has been made for the purpose and due care has been taken to ensure proper standards. (c).Special attention should be given to the organisation of the post-graduate courses and to the improvement of standards of training and research at this level. (d) Centres of advanced study should be strengthened and a small number of ‘clusters of centres’ aiming at the higher possible standards in research and training should be established. (e).There is needed to give increased support to research in universities generally.

13. Part-time Education and Correspondence Courses. Part-time education and correspondence courses should be developed on a large scale at the university stage. Such facilities should also be developed for secondary school students, for teachers and for agricultural, industrial and other workers. Education through part-time and correspondence courses should be given the same status as full-time education.

14. Speard of Literacy and Adult Education. (a) the liquidation of mass illiteracy is necessary not only for promoting participation in the working of democratic institutions and for accelerating programmes of production, especially in agriculture but for quickening the tempo of national development in general. Employees in large commercial, industrial and other concerns should be made functionally literate as early as possible. A lead in this direction should come from the industrial undertaking in the public sector. (b) Special emphasis should be given to the education of young practising farmers and to the training of youth for self-employment.

15. Games and Sports. Games and sports should be developed on a large scale with the object of improving the physical fitness and sportsmanship of the averaged student as well as of those who excel in this department. Where playing field and other facilities for developing a nationwide programme of physical education do not exist, these should be provided on a priority basis.

16. Education of Minorities. Every effort should be made not only to protect the rights of minorities but to promote their educational interests.

17. The Educational Structure. It will be advantageous to have a broadly uniform educational structure in all parts of the country. The ultimate objective should be to adopt the 10+2+3 pattern, the higher secondary stages of two year being located in schools, colleges or both according to local condition.

General Observations

An Important Milestone. The NIE journal in its editorial of vol. 111, Number 1, sept. 1968 hailed it as an important milestone in our progress toward improving the quality and content of education in the country. The editorial observed: “The fact that policy was evolved after a board consensus of opinion among vice-chancellors of Indian Universities, leading educationists, State education ministers and other representatives’ interests cannot be easily ignored. Nor can the significance of its general acceptance by pedagogical experts be minimised. As a document of educational development it is strikingly comprehensive and seeks to give a sense of direction for future policy growth. We had many committees and commission on education for the first time since Independence we have a National Policy which provides an avowed outline of educational development in important field.” The document has been hailed as a milestone because:

1. It has rightly put emphasis on equalisation of educational opportunity and provision of educational facilities in rural and backward areas.

2. The decision to raise the investment in education from the present level of about 2.7 per cent to 6 per cent of the national income is a praiseworthy one.

3. Its recommendation for a uniform educational structure in all parts of the country, with the ultimate objective of having a 10-year schooling period up to the high school, a two-year higher secondary course, and a three-year period for the degree course is to be commended.

4. Its stress on academic freedom of teachers to purse and publish independent studies and researchers and to speak and write about significant national and international issues is another redeeming feature.

32QUALITATIVE IMPROVEMENT ANDCURRICULUM RECONSTRUCTION

Q. 46. The school curriculum is in a State of flux all over the world to-day.” Discuss this statement. Compare the recommendations of the education commission with that of the secondary education commission.

Ans. Need for Curriculum reform in India. The education commission (1964-66) observed; “Against the background of the striking curricular developments that are taking place aboard, the school curriculum in Indian will be found to be very narrowly conceived and largely out-of-date. The curriculum places a premium on bookish knowledge and role learning, makes inadequate provision for practical activities and experience, and is dominated by examinations, external and internal. Moreover, as the development of useful skills and inculcation of the right kind of interests, attitudes and values are not given sufficient emphasis, the curriculum becomes not only out of step with modern knowledge, but also out of tune with the life of the people. There is thus urgent need to raise, upgrade and improve the school curriculum”.

Following are the main causes of reform in curriculum:

1. Explosion of knowledge and need for incorporating new ideas, concepts and principles.

2. Rethinking on general education.

3. New aims of education in term of secularism, socialism and democracy.

4. Dynamic and stimulated methods based on the new technology of teaching-learning.5. Relating education to productivity.6. Balancing of scientific and spiritual values.

Defects in the Traditional curriculum1. It is bookish.2. It is theoretical.3. It is overcrowded.4. It does not provide rich and significant contents.5. It is narrowly conceived.6. It makes inadequate provision for practical activities.7. It does not cater to the various needs and capacities of the adolescents.8. It is dominated too much by examinations.9. It does not include technical and vocational subjects which are so necessary for

training the students to take part in the industrial and economic development of the country.The curriculum suggested by the education commission 1964-66 attempts to remove the drawbacks of the traditional curriculum. Recommendations of the Kothari commission on curriculum1. Lower Primary Stage. (Classes 1-5).

(A). One language, the mother tongue or the regional language.

(b). Mathematics.

(c). Study of the environment (covering science and social studies in classes 111 and 1V).

(d). Creative Activities.

(e). Work-expression and social service.

(f). Health Education.

2. Higher primary stage. (Classes 6-8).

(a) Twc language (1) the mother-tongue or the regional language, and (2) Hindi and English.

NOTE— A third language (English, Hindi or the regional language) may be studied on an optional basis.

(b) Mathematics.

(c) Science.(d) Social science (or History, Geography and Civics).(e) Art.(f) work-experience and social service.(g) Physical Education.(h) Education in moral and spiritual values.

3. Lower Secondary Stages (Classes 9-10).—Common Curriculum.(a) Three languages—In non-Hindi speaking areas, these languages will normally, be (1) the mother-tongue or the regional language, (2) Hindi at a higher or a lower level, (3) English at a higher or a lower level. In Hindi-speaking areas, they will normally be (1) the mother-tongue or the regional language, (2) English (or Hindi, if English has already been taken as the mother-tongue), and (2) a modern Indian language other than Hindi.(b) Mathematics. (c) Science.(d) Social science (or History, Geography and Civics).(e) Art.(f) work-experience and social service.(g) Physical Education.(h) Education in moral and spiritual values.

Curriculum at the Higher Secondary stage (11 and 12). The commission observed that after the completion of the first ten years of schooling, the special interest and abilities of a student would have been generally formed and with a good system of guidance and counselling, he can be helped in the choice of future career and educational course. An extensive and varied programme of vocational educational should be provided at this stage. 5() per cent of those who wish to continue their studies beyond Class X are expected to take up full-time vocational courses and 50 per cent will be in courses of general education. The latter type of courses will be diversified to enable the students to select for special study a group of any three subjects based on the work already done at the lower secondary scheme, the primary objective of the new diversification is to provide opportunity in the last two year of schooling for the development of the special academic interest of the students.

Subject Areas in the Higher Secondary Course (Class XI and XII) I. Any two languages, including any modern Indian language, any modern foreign language and any classical language. 2. Any three subjects from the following: (a) An additional language, (b) History, (c) Geography, (d) Economics, (e) Logic, (f) Psychology, (g) Sociology, (h) Art, (I) Physics, (j) Chemistry, (k) Mathematics, (I) Biology, (in) Geology, and (n) Home Science. 3. Work-experience and Social Service. 4. Physical Education. 5. Art or Craft. 6. Education in Moral and Spiritual Values.

Advanced and Enrichment Programmes at Different Stages. The State Education Departments should prepare advanced courses in the different school subjects and good schools Should adopt these courses by introducing the changes in one or two subjects in the beginning and gradually covering the entire school curriculum in a phased programme suited to their convenience. Even where it is not possible for a school to adopt an advanced course in a subject for all its pupils in a particular class, it can give the benefit of such a course to the gifted children. In other words a good school can have two kinds of curricula at a particular stage or even in a particular class —-one being the common curriculum for the pupils who are average in ability, and the other being an advanced Curriculum for the very bright pupils.

Curriculum Suggested by the Secondary Education. Commission1952- 53 (IX to XI) Keeping in view the changed political, economic, Social and cultural set-up of the country, the Secondary Education Commission had envisaged the following curriculum of a Higher Secondary School. A. (i) Mother-tongue or Regional language or a Composite course of the mother-tongue and a classical language. (ii) One other language to be chosen from among the following: (a) Hindi (for those whose mother-tongue is not Hindi). (b) Elementary English (for those who have not studied it in the middle stage). (c) Advanced English (for those who had studied English in the earlier stage). (d) A modern Indian language (other than Hindi).

(e) A modern foreign language (other than English). (f) A classical language. B. (i) Social Studies — general course (for the first two years only).(ii) General Science including Mathematics—general course (for the first two years only). C. One Craft to be chosen from the following list (which may be added according to needs). (a) Spinning and weaving; (b) Wood-work; (c) Metal work; (d) Gardening; (e) Tailoring; (f) Typography; (g) Workshop Practice; (h) Sewing, Needle Work and Embroidery; and (I) Modelling. D. Three subjects from one of the following Groups. Group 1. (Humanities) (a) A classical language or a third language from A (ii) not already taken, (b) History, (c) Geography, (d) Elements of Economics and Civics, (e) Elements of Psychology and Logic, (f) Mathematics, (g) Music, and (h) Domestic Science. Group 2. (Science)(a) Physics. (b) Chemistry, (c) Biology, (d) Geography, (e) Elements of Physiology and Hygiene not to be taken with Biology, and (f) Mathematics. Group 3. (Technical) (a) Applied Mathematics and Geometrical Drawing, (b) Applied Science, (c) Elements of Mechanical Engineering, and (d) Elements of Electrical Engineering. Group 4. (Commercial) (a) Commercial Practice, (b) Book-keeping, (c) Commercial Geography or Elements of Economics and Civics, and (d) Shorthand and Type-writing. Group 5. (Agriculture) (a) General Agriculture. (b) Animal Husbandry, (c) Horticulture and Gardening, and (d) Agricultural Chemistry and Botany. (a) History of Arts, (b) Drawing and Designing, (c) Painting, (d) Modelling, (e) Music, and (f) Dancing.

Group 7. (Home Science) (a) Home Economics, (b) Nutrition and Cookery, (c) Mother Craft and Child Care, and (d) Household Management and Home Nursing. E. Besides the above student may take at his options one additional subject from any of the above groups irrespective of whether or not he baa chosen his other options from that particular group. A review of the above shows that a student of a Higher Secondary class is expected to take up the following subject: (a) Two languages of which one should be his mother-tongue. (b) A general course in social studies and general science, if he has not taken up these or allied subjects among his optional. (c) Group of special subjects chosen by him. (d) One craft chosen by him. (e) One additional subject chosen by him from any of the groups irrespective of whether or not he has chosen his other options from that particular group. This subject will be taken up purely at his option. Difference in Organisation of the Curriculum as Recommended by the Kothari Commission, and Secondary Education Commission 1. Curriculum of the First Ten Years. In the Kothari Commission’s recommendations for the vast majority of pupils there would be a single curricular stream from Class I to Class X, ending with the first external or public examination, and there would be no ‘steaming’ or specialisation in this general Course. 2. Scheme of Multipurpose Schools. A number of multipurpose higher secondary schools were opened offering different groups of elective subjects to students in the last three classes. Students are divided into streams according to their optional groups, and the opportunities for further education are determined, by and large, in terms of the group selected. 3. Specialisation. One of the major weaknesses in the scheme as suggested by the Secondary Education Commission is that specialisation of studies begins too early. At the age of 13 or 14, the students are classified as belonging to the pre-engineering or the pre-medical Section. The streaming of pupils in this way into specialised groups from Class IX upwards is undesirable. The recent world trends in secondary education are in the direction of lengthening the period of general education and postponing diversification and specialisation to the second cycle or senior stage of secondary education. 4. Emphasis on Science and Mathematics. The Kothari Commission laid emphasis on these two subjects on account of their special importance in the technological age.

5. Work-Experience. This has been included to initiate students into the ‘world of work’. The recommendations of the Kothari Commission led to the introduction of 10 +2+3 pattern of education. 6. Subject Areas in the Higher Secondary Courses According to Education Commission (1) Two years course instead of one at present. Subjects like Logic, Psychology, Sociology, Geology, Work-Experience and Social Services, Craft, Education in Moral and Spiritual Values were the new subjects recommended for teaching. (2) Provision for advanced courses for talented and gifted children. (3) No diversification favoured at Secondary Stage. (4) Organisation of courses at two levels — ordinary and advanced.

32 NEW PAT1ERN OF EDUCATION Q. 47. Explain the salient features of the new pattern of education with special reference to: (a) Duration of Secondary Education (b) Specialisation of Education (c) Vocationalisation of Education. Ans. The recommendations of the Education Commission, 1964-66 regarding restructuring of education were considered at various levels and incorporated in the National Policy on Education —1968. National Policy on Education reads as1 “it will be advantageous to have broadly uniform educational structure in all parts of the country. The ultimate objective should be to adopt the 10+ 2+3 pattern, the higher secondary stage of two years being located in schools, colleges or both according to local conditions.” The new pattern was introduced in Delhi in 1975 and in all the Secondary Schools affiliated to the Central Board of Secondary Education. Plus two systems has been implemented in almost all States and Union Territories in India.

Main Characteristics of the New Pattern, A. Duration (1) The first degree course is of three years duration after 12 years of schooling. (2) It provides for 12 years of schooling in place of II. (3) The first, university degree is obtained after 15 years of study. (4) It provides for adopting selective approach in upgrading the existing higher secondary schools. (5) There is common l0 year schooling. B. Curriculum (1) It provides for the compulsory teaching of two languages, Mathematics, Science Social Studies, Work-experience1 Moral Education and Physical Education in classes IX and X. (2) It provides for two levels of courses in various subjects—advanced level arid ordinary. (3) It takes care of individual differences of students by providing for grouping of students based on their attainment in different subjects. It will be possible to have a student doing advanced level work in one subject and ordinary level work in another. C. Vocational Courses and Socially Useful Productive Work (1) It aims at establishing a close link between the school and the environment by modifying the present emphasis on theoretical aspects of education, (2) It provides for appropriate opportunity to students to take up vocational courses. D. Specialisation after Class X It provides for specialization only after 10 years of schooling in classes XI and XII. E. Reduction of Pressure at the Universities

It aims at reducing pressure on the universities by providing for alternative courses and training facilities at higher secondary stage. F. Raising the Standard of Education It is intended to raise the standard of school education which in turn will help the universities to raise their first degree. Merits of the Pattern 1. Strengthening of National Unity. A broadly uniform structure assists in strengthening national integration. Uniformity and unity have both literal and psychological proximity. Both words have the prefix ‘uni’ meaning ‘one’. Both the words connote

‘Oneness’. India very much needs this sense of oneness’ belonging the awareness of parts that constitute a whole. The uniformity of educational structure in all parts of the country brings up a visual image of belonging to the same country, doing the same thing, intellectually maturing the same way, maintaining the same standards, achieving the common objectives and nearing the common goals. 2. Inter-State Adjustments. Uniformity of structure facilitates education of the mobile population which is continuously increasing in the country. Differences in structures and standards cause considerable inconvenience to students migrating from State to State. The opening of Central Schools by the Central School Organization may be one small answer to a part of the problem, but it does not solve the whole problem. 3. Specialisation at the Appropriate Times. The New Pattern provides reasonable opportunities at the appropriate time to the students to take decisions about the particular stream to be studied by them after a terminal point. Thus it does away with the criticism that is usually levelled against the higher secondary system that the students are required to take a decision at too early an age. Modern research has pointed out that streaming of pupils into specialized groups from class IX is undesirable. The world trends in secondary education are in the direction of lengthening the period of general education and postponing divrsif1cation and specialization to the higher stage of secondary education. The Education Commission recommended that in the non-vocational schools a common curriculum of general education should be provided in the first ten years of school education and that diversification of studies and specialization should begin only at the higher secondary stage. 4. Implementation of National Programmes of School Improvement. A broadly uniform pattern in all parts of the country is intended to facilitate the implementation of educational programmes, production of books and teaching material, reforms in evaluation and training of teachers. Centre can play a stimulating, innovative, consultative and promotional role in educational development and can make larger grants available for the Central as well as centrally sponsored sectors. With uniform structure all over the country the scope for useful activity by the Centre becomes almost unlimited. 5. Mature Students. With a 2-year preparation, instead of one year after class X, students will became more mature and will be able to do more advanced work than is possible now. 6. Raising of Standard of Education. The indiscriminate rush to universities may be stemmed and more places in colleges may be released for those best fitted for higher education. This would tend to raise the standard of higher education. There has been an open door policy regarding access to colleges. A

stage has now reached when the policy of selective admission will have to be extended to all places of higher education. Indian economy neither has the funds to expand on this scale nor capacity to find suitable employment for all those who enter the portals of colleges and universities. 7. Vocationalization of Education. Vocationalization of education at the higher secondary stage is another limiting factor in higher education. Vocationalization is an essential and urgent reform intertwined with the New Pattern and the programme for this purpose will have to be based upon detailed man-power estimates formulated on the basis of district surveys, it must ensure that the school leaver is ready to enter the world of work either as an employee or as a self-employed person. 8. Education for Employment. The New Pattern envisages great help in providing employment after completing secondary education. Many can now enter public services after class Xli. The position is comparatively less advantageous after class XI when one is below the prescribed minimum age (generally 18) or does not warrant enough maturity for employment. 9. Upgrading for the First Degree Course. Now, why 15 years! Besides other things, the standard of education will have to be raised if India has to, take her rightful place among nations. No advanced country in the world honours a young man with the award of a first degree in less than 15 years of preparation and hard work. In the U.S.A., the high school is up to 12th grade which is followed by a 4-year course in a college or university leading to a bachelor’s degree. In the U.S.S.R., the complete secondary education ends with grade 10 and then begins 5 years of higher education in a university. In England, after 13 years of schooling, three years are needed in a college or university to obtain the first degree. Thus it will take total 16 years in U.S.A., 15 years in U.S.S.R. and 16 years in England to be awarded the first degree. This is why a graduate from India will not be considered equivalent to a graduate in U.K. and therefore a graduate needs to graduate again in U.K. before pursuing higher education for which B.A. is the minimum qualification. The 10+2+3 pattern provides the answer. Limitations sod Demerits of the System 1. Costliness of the Scheme. The new pattern is very costly. Adding one more class to school involves a lot of expenditure. This means more educational expenditure on the part of Central Government, the State Government and private bodies. 2. Loss to Parents and Children. The parents have to support their children for 12 years instead of 11 under the old system. Thus the parents spend more money in educating their children in school. The students themselves spend 12 years to schools and 15 years in getting the first degree.

3. Heavy Curriculum. The curriculum laid down for school is very heavy. It was in recognition of this fact that a Review Committee was appointed in 1977. The Committee suggested a drastic cut in the curriculum. 4. Ill-equipped Schools. The success of the new scheme depends upon well-equipped laboratories, workshops, libraries etc. However a majority of schools do not provide these facilities. The scheme of vocationalisation cannot be a success unless necessary facilities are provided. 5. Non-availability of Teachers. Suitable teachers for work- experience are not available. Likewise, there is dearth of trained teachers for teaching vocational subjects. The colleges of education have not revised their syllabi to train teachers according to the new pattern. The new curriculum envisages disciplinary approach replacing the prevailing general approach. One science teachers or one social studies teacher can teach General Science or Social Studies, as an integrated subject, but for teaching Physics, Chemistry, Biology, Geography, Economics etc., separate teachers are needed. 6. Rush to Universities has not decreased. The introduction of the new pattern has not decreased pressure for admission on colleges and universities. College education has become a status symbol in India. So even after putting in twelve years of secondary education, students continue to go in for a graduate degree.

Critics of the Pattern The critics of the pattern do not consider it revolutionary in any way. They call it a fraud, a fad and a fallacy. New Pattern in a Fraud. They argue that the implementation has been a fraud as we have miserably failed to provide necessary teachers, building; equipment etc. New pattern Is a Fad. It is fad because it envisages that the compulsory introduction of science and mathematics will lead to the development of scientific temper of mind of the students. On the other hand they have disregarded the aptitude and ability of the students. New Pattern is a Fallacy. It is a fallacy to assume that by adding one year at the school sage, e would be turning out more mature students. Mr. Prem Kirpal, a former Education Advisor to the Government of India, criticised the new pattern on the following grounds: In the first place, it was not an idea of any fundamental importance to the larger design of education unfolded by the Kothari Commission: the structural aspect of the reform which has

become prominent was considered to be less important than qualitative improvement and fuller utilization of facilities and opportunities. Secondly, it is well-known and largely conceded that the reform was hustled through without adequate preparation and especially without ensuring the real involvement of teachers, parents, and students.

Thirdly the specialists who devised the curricula from their ivory tower of academic learning showed little appreciation of the nature of the child or the limitations of the teacher. In several respects the curricular scheme is neither child-based nor does it cater to the balanced development of pupils and the integrated growth of personality.

Lastly, any attempt to put school education into a straitjacket of structure and content in a vast continental society of immense diversities is bound to fail. A curricular programme, derived largely from Western experience and practice of good schools in urban areas, would not suit the needs and realities of our rural population. The contrasts of affluence and poverty, of tradition and modernity, call for a variety of institutions and educational programmes. Any attempt to impose uniformity or develop a single strait-jacket of a school system would be neither wise nor practicable.

Problems in implementation The following are some of the problems in the effective implementation of the New Pattern of Education: 1. Problem of Finance. With the introduction of the new pattern, the duration of schooling has increased to 12 years. This meant an extra year in school.2. Problems Concerning Teachers. Because of the enriched curriculum in the new pattern, the teachers must be properly trained and able to deliver the goods. At present some teachers are not able to teach successfully General Science and modern Mathematics, the two subjects that are compulsory till the 10th class.Again suitable teachers to teach the vocational courses are not available. This is a big problem and needs solution. The programme in the training colleges needs to be changed to train suitable teachers. Besides, facilities for in-service education for teachers need to be expanded. Refresher courses n various subjects should be organised to re-orient the teachers. 3. Problems Concerning Production of Suitable Books, and Teaching Material. As the curriculum has undergone a complete change in the new pattern, there is the problem of preparation and production of suitable books and teaching material. A general

criticism is that the books are above the level of an average student. Likewise, there is need for producing suitable teachers’ guides. 4. Problems Concerning Socially Useful Productive Work. Socially useful productive work is a new subject for schools, so teaches and all others connected with education have to be properly oriented to it. Care has to be exercised in selecting proper items for this work. Co-operation of other persons such as farmers, factory owners etc., has to be sought for productive work. 5. Problems Concerning the Upgrading of Schools. Suitable norms need to be laid for upgrading schools to the plus two stages. 6. Problems Concerning Selection of Suitable Courses. Students should be given proper educational and vocational guidance so that they are able to make a proper selection of the various vocational courses. 7. Problems Related to Man-power Requirements. A Survey of the vocational opportunities open in a district region should be undertaken for the proper guidance of the students. There should be no waste of trained man-power. 8. Problems Related to Co-operation with Various Agencies. Co-operation of various agencies such as banks, companies, factory owners has to be sought for the success 01 the new pattern. The services of the trained persons in these organisations have also to be utilized. 9. Problems Concerning Reorganisation of Administrative and Supervisory Machinery. The Directorate of Education at the State level and the Inspectorate at the District level have to be strengthened to meet the special requirements of the vocational Courses. 10. Problems Concerning Evaluation and Research. Evaluation tools needs to he developed for assessing the achievement of objectives in various subjects. Moreover, research needs to be done on the various aspects of the new pattern. 11. Problems Concerning Determination of Equivalence of Diplomas. Steps are needed for determining the equivalence of the diplomas awarded under plus two scheme so that a student knows that a particular course will lead him to a specific job. Moreover, there should be opportunities for higher education for those students who wish to pursue it after a two-year vocational course.

34 IS1IWARBHAI PATEL REVIEW COMMITTEE (1977-78) Q. 48. Outline the salient features of the Review Committee formed under the Chairmanship of lsbwarbhai Patel. Ans. Ishwarbhai Patel Review Committee-June 1977-December 1978. Dr. P. C. Chunder, Union Minister of Education and Social Welfare, in his capacity as President of NCERT felt that an objective assessment of the syllabuses and textbooks should be made and, therefore, in June 1977 he appointed a Review Committee under the Chairmanship 3f Ishwarbhai J. Patel, Vice-Chancellor, and Gujarat University. Consisting of 30 members representing the Central Board of Secondary Education, State Boards of Secondary Educationist ate Governments, Teachers’ Association, and Parent-Teacher Association, educationists, practising teachers and members from NCERT. Terms of Reference of the Review Committee 1 - To review the stage wise and subject wise objectives identified in the NCERT document “The Curriculum for the 10-Year School.” 2. To scrutinise the NCERT syllabus and textbooks, In the light of the review as per (I) above. 3. To scrutinise the scheme of studies, as given in the said document, and examine whether any suitable modifications, in either the scheme of studies or the time-table or both should not be made and to propose suitable staffing pattern. (4) to review the present scheme of studies and the time allocated for various subjects with a view to ensuring that: (1) the institution/teacher has adequate time for experimentation, creative work1 remedial instruction etc. (ii) to accommodate the needs of the bright child for advanced level courses; the specific interests and aptitude, or the lack of it, in children, in only certain subject areas, keeping in view the national goals of development and objectives of education.

Major Recommendations of the Committee 1. Objectives of Education. The Committee made the following recommendations:

1. Promoting an understanding and appreciation of our cultural heritage while simultaneously stimulating desirable changes of our traditional culture-pattern. 2. Moulding the learner after the . Image of the Citizen as visualised in the constitution. 3. Releasing learning from its bookishness and elitist character so as to relate it closely to socially productive manual work and the socio-economic situation for the country. 4. Encouraging rationalism and scienti6c attitude. 5. Emphasising the qualities of simplicity, integrity, tolerance and cooperation in all aspects of life. 6. Being available to every individual irrespective of Caste, creed, sex, age, place of birth, or economic circumstances and in such a way that working and learning can always be combined. 2. Structure, Curriculum Pattern and Time Allocation: Class I-KY/V Time Allocation 1. One Language 20% 2. Mathematics 20% 3. Environmental Studies (Social Studies, Nature Study and Health Education) 30% 4. Socially Useful Productive Work 20% 5. Games and Creative Activities, such as Music, Dancing and Painting 10%

Classes V/ VI- VIII/VIII Time allocation (per week) 1. Languages 7 hours 2. Mathematics 4 hours 3. History, Civics and Geography 4 hours 4. Science – an integrated course 4 hours 5. The Arts (Music, Dancing, Painting) 3 hours 6. Socially Useful Productive Work and community services 6 hours 7. Games, Physical Education and supervised study 4 hours

----------------

Total 32 hours

-----------------

Classes VIII. IX-X Time Allocation (per week) 1. Languages 8 hours 2. Mathematics Alternative I or Alternative II 4 hours 3. Science (Theory and Practical): Alternative I or Alternative II 5 hours 4. History, Civics and Geography—as one course 3 hours 5. One of the following: Arts (Music, Dancing, Painting etc.), Home Science, Agriculture, Commerce, Economics, Social Reconstruction. Classical Languages etc. 2 hours 6. Socially Useful Productive Work and Community Service 6 hours 7. Games, Physical Education and Supervised Study 4 hours

-------------- Total 32 hours

--------------Important Notes (a) The scheme for classes VIII/IX-X is Illustrative only and States/Education/Examination Boards may decide to make some subjects Compulsory and the others Elective. (b) In the public examination at the end of class X the number of subjects for external evaluation should not exceed seven.

3. Socially Useful Productive Work. The socially useful productive work may be described as purposive, meaningful. manual work resulting in either goods or services which are useful to the community and this must be given a central place in the curriculum at all stages of school education and the content of the academic subjects should be related to it as far as possible. The aim of the curricular area is to provide children with opportunities of participating in social and economic activities inside and outside the classroom, enabling them to understand scientific principles and processes involved in different types of work and in the setting in which they are found in the physical and social environment. Socially useful productive work is not merely education plus work but education in and through work. 4. Instructional Hour. There is need for more creative and joyful activities other than formal instruction. Children in classes

I-IV/V should not be required to remain in school for more than 2 hours and 30 minutes a day. 5. Textbooks. Except in the case of language there is no need for textbooks in classes I and II; in classes III/ IV/V there should be one textbook for Language, one book for Mathematics, and one for Environmental Studies. 6. No Home Work for Classes I-IV/V. No home work should be set for children in classes I to IV/V. 7. No Rigid Academic Year. In view of the fact that more than 80% of primary schools are in rural areas, no rigid academic year should be prescribed. The school sessions should be according to local needs. 8. Supervised Study. Self-study time-tables for each class may be proposed in each school. 9 Alternative Courses in Mathematics and Science. Study of Mathematics and Science should form part of the Scheme. Attainment in either of the alternative courses in Mathematics or Science must be accepted as a qualification for admission ‘ specialised courses in these subjects. 10. Syllabus Frames. Syllabus frames in place of detailed syllabus in different subject should be prescribed.

35 VOCATIONALISATION OF EDUCATION 49. “The National Review Committee for Plus Two Curriculum of School Education made far reaching recommendations.” How far do you agree with these views? Ans. Meaning of Vocationalisations. UNESCO, in its recommendations of 1974 defined it as a “Comprehensive term embracing those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitude, understanding and knowledge relating to occupation in the various sectors of economic and social life.” Why Vocationalisation of Education. The Education Commission pointed out, “Another programme which can bring

education into closer relationship with productivity is to give a strong vocational bias to secondary education and to increase the emphasis on agricultural and technological education at the university stage. This is of special significance in the Indian situation where, as we have pointed out, the educational system has been training young person’s so far mostly for government services and the so-called white collared professions.”

Merits of Vocationalization of Education

1. Vocational education is related to productivity. 2. Vocational education prepares individuals for jobs. 3. Vocational education has adequate employment potentialities. 4. Vocational education helps in the broadening of horizon. 5. Vocational education leads to dignity of labour. 6. Vocational education is helpful in the maximum utilisation of the material resources of the country.

Why Slow Expansion of Vocational Education

The Education Commission (1964-66) had visualised that at the end of the primary stage of 7 to 8 years about 40 percent of the students would leave school either to enter working life or to take up some suitable vocational course. The remaining 60 per cent were expected to complete the 10 years of schooling after which half the number would continue further in the stream of general education and the other half would enter working life or take up vocational courses of one to three years. All these calculations have proved wrong.

There was some expansion of vocational programme at the secondary stage during the past two decades. But the facilities for general education in the same period have expanded to such an extent that the vast majority of boys and girls have pursued their studies after the school stage in academic institutions. The enrolment in vocational courses is about 9 to 10 percent of the total enrolment at the secondary stage. This tendency continues even now. J. P. Naik describes the failure of vocationalisation to a number of factors: I. The unfavourable wage policies for middle-level skilled workers as against white-collar job operators. 2. The failure to control the expansion of general secondary education. 3. The inability to create adequate job opportunities.

4. Unfavourable prevailing social attitudes and inability to reconcile oneself to the idea of academically going into the vocational stream. 5. Lack of adequate resources for providing training to the hordes of boys and girls who would be expected to enter the vocational stream. 6. The ideology behind the change over from one stream to other as and when the pupils desire, is sound but is extremely difficult to implement. 7. The involvement of the community in providing facilities in their enterprises and establishments is a good idea but is difficult to put into practice. 8. Failure to delink degrees from jobs.

Appointment of the Review Committee (1978) The National Review Committee was appointed by the Ministry of Education under the Chairmanship of Dr. Malcolm S. Adiseshiah. Vice-chancellor University of Madras. The Committee submitted its report in 1978 under the Title ‘Learning to Do — Towards a Learning and Working Society’. The report is popularly known as Adiseshiah Report after the name of its Chairman. It is also known as National Review Committee Report for Plus Two Curriculum of School Education as its recommendations relate to the curriculum for classes XI and XII. Ills also called the Report of the National Review Committee on Higher Secondary Education with special reference to Vocationalisation of Education as it gives recommendations on vocationalisation of education.

Term of reference(I) To review the NCERT Documents “Higher Secondary Education and its Vocationalization” and to suggest modifications therein, if any. (ii) To study the syllabi and courses of the CBSE (Central Board of Secondary Education) and a few State Boards with special reference to a few selected vocations and to recommend appropriate syllabi. (iii) To recommend a plan of action for introduction of vocationalization at the secondary stage. Major Recommendations of the Report 1. Educational and National Goals. The National Review Committee has recommended that higher secondary education must

be integrated with the goals of national development. Though it is somewhat hazardous to define very precisely the goals of national development yet there are four facets of national development which are by consensus emerging as the overall time bound targets and it is to these that the higher secondary system needs to be linked both in its general and vocationalised sector. These four facets arc: I. Removal of unemployment and the implications of self- employment and the importance of the non-manufacturing Sector for the plus two stage. 2. Removal of destitution and contribution of higher secondary education to the removal of poverty through making productive work as one of the important foundation sources of learning. 3. Rural development and the role of the plus two stage in preparing pupils to play their full part in the growth of the agricultural as well as tiny cottage and small-scale sectors. 4. Adult literacy and the participation of the students in running functional literacy programmes in the villages or urban slums of their neighbourhood under the guidance of teacher. 2. Two Broad Learning Components of the Higher Secondary Stage. The Higher Secondary stage should be planned as comprising two broad learning components, namely: (I) General Education Spectrum, and (ii) Vocational Spectrum. 3. The General Education Course. The Committee has recommended that the pattern of the course and the distribution of time teaching the General Education Spectrum should be Course Time Distribution (per cent) 1. Language(s) 15 2. Socially Useful Productive Work 15 3. Elective—Minimum 3 out of a list of 16 subjects 70

4. Socially Useful Productive Work. (I) 15 per cent of the working week is to he applied to learning through Socially Useful Productive Work (SUPW). SUPW which is of a practical nature and undertaken under appropriate supervision and planning, will help achieve, inter alia, the following objectives: (a) Inculcation of positive attitudes to work in the students; (b) Identifying themselves with the community by rendering social and community service; (c) Development of the habit of cooperative work;

(d) Making the community conscious of scientific advancements and help it develop a scientific outlook; (e) Learning to apply one’s classroom and vocationalised knowledge to solve day-to-day problems of the community; (f) Participation of the goals of the State and National development. (ii) Training Programmes. The Committee has recommended that the Heads of the higher secondary schools be trained in differ ent areas and they can train their teachers in their own schools in motivating the pupils, planning the programmes, carrying out and evaluating them. (iii) Selection of SUPW. The selection of the Project will depend upon the convenience of each school, its location, rural or urban, its background and experiences. Utilisation of available infrastructure for the planning, execution and evaluation of the programmes is important to minimize the expenditure and effort. The socially useful productive work should, as far as possible, be allied to the electives chosen by the students. The Vocationalised Course The Committee has recommended that special attention has to be given to the self-employment factor. Vocational education at this level should, as far as possible, not duplicate what the ITI’s or Technical High Schools are at present offering. The main thrust of the proposed vocationalisation will be on rural, agricultural and related vocations. The duration of a vocational course should normally be two years in so far as the instruction in the schools in the formal system is concerned. The courses requiring lesser duration than two years may be pursued through non-formal Systems such as part-time and evening courses, correspondence courses, etc., and the institutions should be free to offer such courses through non-formal channels.

Courses and Allocation of Time. The Committee has recommended the following course and allocation of time for the vocationalised spectrum: Course Time Allocation 1. language(s) 15% 2 General Foundation Course 15% 3. Elective Subjects 70% (60% for practical work) General Foundation Course. This course is meant to be taught for 2 year. 4 to 5 hour per week. Pert A of the course is common to all vocations and Part B to be chosen in relation to a particular vocation. Part A’ includes topics related to 5 broad areas:

(1) Gandhian Concept of Education (ii) Agriculture in the National Economy (iii) Rural Development (iv) Problems of Urban Slums (v) Health, Hygiene and Sanitation. Pars ‘B is to be chosen from any one of the following 9 Sections: (1) Small-Scale and Cottage-Industries (ii) Entrepreneurship (iii) Cooperative and Credit Facilities (iv) Marketing (v) Sales Promotion (vi) Unemployment, Underemployment and Man-Power Utilization in India (vii) Human Relations (viii) General Exposure to World Trends and Changes (ix) Environmental Protection and Development.

Vocational Elective. Any one vocational course to be offered out of 64 courses divided into 8 categories: 1. Agricultural and Related Vocations 2. Business and Office Management 3. Para-Medical 4. Educational Service 5. Local Body and other Services 6. Journalism 7. Home Science Related Vocations 8. Other general services.

Methods for Popularising Vocational Courses 1. Vocational Survey. The Committee recommended that with regard to the offering of vocationalised courses in rural or urban schools, a vocational Survey of the area—metropolitan block, taluk, district 01 State— be undertaken, such surveys being done, even in cases where the Vocational courses have been introduced.

2. Selection of Schools. The location of schools in the rural sector be given priority.

3. Use of Available Facilities. To economise on the financial investment on infrastructural facilities, the spare capacity in all the schools be used and the enrolment increased through running double shifts whenever it is possible.

5. Counselling and Placement. Counselling and Placement Officers be appointed in clusters of 3 or 4 schools, particularly in rural areas to start with. 5. Pre-Service and In-Service Training of Teachers. The Universities, the Teachers Training Colleges, State Councils of Educational Research and Training, State Institutes of Science Education; NCERT, Boards of Secondary Education, Agricultural Universities, institutions like 1CAR, and all others should be actively involved in the programme of orientation of teachers. 6. Teachers of Vocational Courses. There should not be insistence on Post-graduate qualifications in respect of teachers of vocational courses. Services of persons who have had actual experience of on-the-job may be fruitfully utilised to teach vocational courses. Part-time teachers may also be appointed, where necessary. 7. Textbooks. In order to impart instruction in vocational courses, in agricultural and related subjects, books may be written on a priority basis to suit local conditions and made available to schools. 8. Recruitment on the Basis of Job Requirements. The recruitment policy of the Government as well as public sector organisations should be revised and job requirements should rep lace the university degrees as essential qualifications. Vocationally qualified persons should be preferred to graduates. 9. National Council of Vocational Education. This body may be set up by the Ministry of education and all the agencies such s the Indian Council of Agricultural Research, All India council for Technical Education, the Nursing Council, the Dental Council, and the National Council tor Training in Vocational Trades should be members of this apex body. 10. Financial Resources. Any expenditure on vocationaljsa1 100 should be considered as a national investment and an investment for the future. 11. Preparation. carefully preparation may be made to ensure that, many facets of the reform of Higher Secondary Education are thought through, planned for and provided as the country’s stakes in this educational stage are high.

Observations on the Recommendations

1. Learning Based on Work. The central finding of the Committee is that all learning must be based on work. The Committee rightly stressed the importance of ‘learning by working’ an aspect generally ignored by the prevailing system of education which is bookish in nature.

2. Details of Curriculum. The second contribution that the Committee has made is to spell out in terms of curriculum, syllabus outline and evaluation of the socially useful productive work, component of the General Education Courses, and a similar explication of the curriculum and syllabus Outline ef general foundation course which au those entering the vocationalised stream must offer. 3. Agriculture-Related Vocational Courses. The third major contribution of the Report is its emphasis on providing vocationalised courses at the higher secondary level in agriculture and related rural occupational areas and in managerial, commercial, health and Para-medical vocations, and not through opening vocational courses in the manufacturing, industrial and engineering occupations. 4. Location of higher Secondary Schools in Rural Areas. The Committee has rightly recommended that higher secondary schools should be located in rural areas with vocational courses in agriculture and related occupations to make up this lacuna of the educational stream. 5. Careful Preparation. The Committee has made a powerful plea for making careful preparation in planning and executing educational reform. It has warned against taking hasty steps in this matter. It must he ensured ‘hat the many faces of the reform of higher secondary education are thought through, planned for and provided for us the country’s stakes in this educational stage are high. 6. Continuous Evaluation. There is a considerable weight in the suggestion that a system of Continuous evaluation should be built into our entire educational system so that necessary correct ions and changes are incorporated at the tight time.

36 PUBLIC SCHOOLS Q. 50. What is the role of public schools In India? Justify the existence of public schools in a democracy like India. How can the gap between the public schools and ordinary schools be bridged?

or

What are the characteristics of a public school? Are you in favour of these schools?

Ans. Characteristics. According to the Indian Public Schools Conference1 a public school should satisfy the following conditions: (a) It is intended mainly for Indian boys. (b) It accepts, the general principle that a boy otherwise suitable shall not be excluded from admission on the ground that he does or does not belong to any particular class or creed. (c) It accepts the general principle that all boys admitted shall be treated alike and to this end will arrange that all boys shall join a common mass and will not allow any boarder to have a private guardian, tutor or servant, or to live anywhere else except in one of the school boarding houses. (d) It has an effective governing body, the meeting of which the Headmaster has the right to attend. (e) It is financially stable and agrees to send annually a copy of its audited balance sheet and statement of accounts to the Honorary Secretary of the Conference. (f) It provides adequate salaries and satisfactory conditions of service for members of its staff. (g) It possesses adequate buildings, equipment and playing fields. (h) It provides a course of study extending over at least five academic years beyond the age of 11. (i) It regularly prepares and enters a reasonable number of candidates for a public examination of the standard of the Cambridge School Certificate and provides facilities for education beyond this stage. (j) It gives boys opportunities for social service and training in leadership and responsibility. (k) It provides regular organised games and physical training for all boys. (l) It gives adequate attention to and provides equipment for out-of-school other than games. (m) It provides for adequate medical inspection and remedial treatment.

Types of Public Schools. Public schools are of categories: (a) Schools which were once meant for the princely families. Under this beading we may mention the names of Mayo College at Rajpur and Raipur. These schools and colleges are now attracting students from the general public; (b) Schools which were once intended for European and Anglo-Indian children. These schools were established at Simla and Darjeeling; (c) Schools which formerly catered to the needs of the children of military personnel. These schools have now thrown open their doors to the general public. Lawrence School at Sana war and Lovedale and also the king. George V Schools come under this category; (d) Schools which have been opened u public schools for Indian children. The Delhi

Public School, the Delhi Modern School, etc., may be placed in this category; (c) Under the National Policy on Education 1986, Navodaya Vidyalayas may also be placed in the category of public schools. Lastly schools winch, by and large, have been opened for earning profits. These arc managed by individuals. Equality of Opportunity in Public Schools. The following quotation from Sir John Sargent’s Preface to the ‘Indian Public School’ Illustrates this: “A democracy, if it is both to survive and to succeed, must be based on the widest provision of educational facilities for all its members and not for a few only: similarly, it must be on the look out to recruit its leaders from every class of community and not from one or two alone. Democracy stands in even greater need to leaders than any other form of government and there is nothing in the pursuit of the ideal of equality of opportunity which conflicts with or in any way reduces the importance of selecting and training those who display a potential capacity for leadership. After all, as an eminent educationist said not many years ago, the main purpose of higher education is to form elite not for its own sake but for the sake of society. it would, therefore, in my mind, be fatal to the whole conception of the Indian public school if any grounds were afforded for the suspicion that these schools are intended exclusively or even principally for the children of the well-to-do. If they are to render to India the service which I believe they can and will give the opportunity, then their gates must not be closed to anybody of real promise whatever his origin, and I trust that as their value becomes recognised, they will receive such assistance as may be necessary to enable them to over-come any financial obstacles in the full realization of their objective.” About the English Public School, Kurt Hahn states: “They instil fairness in anger, coolness in danger, grace in defeat, readiness for service at art times. They best emerge from our traditional institutions, knowing how to argue without quarrelling, how to quarrel without suspecting, bow to suspect without slandering.”

Prof. Humayun Kabir felt that these public schools have an important place in the educational ladder of the country provided: (1) they conform to the pattern of Indian life and considerably simplify the customs of the school life. They steadily draw closer to the general educational system of the country without losing their special merit. (3) They take steps to bring down the cost of education while main- taming their special features of quality. (4) They become the visible symbols of the principle that the role of education is the equalization of opportunity within the community. With a view to giving an opportunity to the students of the parents belonging to low income groups to study in these schools, the Government of India has started a scheme of awarding scholar Ships.

Dr. Shrimali suggested at a Conference that the Public Schools must fit into the national system and for this purpose he made the following suggestions: 1. The cost of education in these schools must be reduced. 2. They should adopt Hindi as the medium of instruction. 3. These schools provide education for such leadership as will aim at the all-round development of society as a whole. 4. These schools should serve the interests of the society as a whole and not of any one particular sector. Kothari Commission and Public School System. If the Government ultimately decides to implement the recommendations of the Education Commission on social and national integration1 It will have to sign the death warrant of the ‘so called Public Schools” in the form they exist in India now. The Commission has spoken of these institutions in scathing terms. The system of schools largely reserved for those who have the capacity to pay high fees, “was transplanted in India by British administrators and we have clung to it so long because it happened to be an tune with the traditional hierarchical structure of our society,,. Wide Gult between the Classes and Masses. The Commission has regretfully noted that “what is worse, this segregation is increasing and tending to widen the gulf between the classes and the masses”.

Undemocratic. This undemocratic feature of the Indian school system has been described by the Commission as one of the major weaknesses of the present educational Structure. The children of the masses are compelled to receive sub-standard education and, as the programme of scholarships is not very large, sometimes even the ablest among them are unable to find access to such good schools as exist, while the economically privileged parents are able to “buy good education for their children”. The Commission has stated that whatever the past history of the so called public schools they have no valid place in the new democratic society we desire to create.

Common School System

The Kothari Commission urged that the present segregation in primary and secondary schools must be eliminated and schools must be attended by aN children in the neighbourhood without exception. This will help in the creation of an egalitarian society. The Commission made the following recommendations for the expansion of common school system:

1. Tuition fees should be abolished in a phased manner.

2. The role of local bodies and private organisations should be equated with those of State Governments. 3. The discrimination between teaches working under different managements should be abolished. 4. Liberal provision of scholarships for promising children of all groups be made. 5. All possible efforts should be made to raise the instructional standards of all schools.