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INTRODUCTION TO THE SARGENT REPORT ON EDUCATION, 1944

UNIT STRUCTURE 1. Learning Objectives 2. Introduction 3. Formation of the Committee 4. Major Proposal of the Committee as a National Scheme of Education 5. Suggestions of the Sargent Committee 1. Pre-primary Education 2. Primary or Basic Education 3. Secondary Education 4. University Education 5. Technical and Vocational Education 6. Other Suggestions 6. Evaluation of the Sargent Report 7. Implementation of the Recommendations 8. Let Us Sum Up 9. Further Readings 10. Answers to Check Your Progress 11. Possible Questions 12. References

LEARNING OBJECTIVES

After going through this unit, you will be able to: Expalin the reason for appointing the Sargent Committee in 1944

Illustrate the structure of Education Proposed in the Report Describe the Suggestions made by the Committee in different aspects of education. Evaluate the Recommendations, and Familiar with the Measures taken by the Government to implement the resolutions.

INTRODUCTION

In the previous unit we have discussed Gandhijis Wardha Scheme of Basic Education, 1937. Before that, the reports of the various committees and commissions suggested significant educational reforms in regard to national development. Government of India resolutions, 1913 was followed by Sadler Commissions Report of 1917, and the Hartog Committee Report in 1929 and then by the Wardha Scheme, 1937. Keeping in view the reforms suggested by all these reports, the British Government had begun to understand the seriousness of the situation in the area of education. Ultimately in the middle forties the Government of India realised that it could no longer be indifferent to the problem of education of the Indian people and there was the need of bringing about radical reform in all aspects of Indian education. As the British became hopeful of its victory in the Second World War, it directed its attention to do something for the Indian people in the field of education. So it advised Sir John Sargent, the Educational Advisor to the Government of India, to prepare a comprehensive scheme of education for educational reform in India. In this unit we will discuss the major points of recommendations regarding pre-primary, primary, secondary, university and other aspects of education in our country as proposed in the Sargent Report, 1944. We will also evaluate the recommendations of this report.

FORMATION OF THE COMMITTEE

It has been mentioned above that Sir John Sargent, the Educational Adviser to the Government of India was asked to prepare a comprehensive report on education. For the purpose, the government formed a Committee of Enquiry with 22 members. The report of the committee was submitted to the Central Advisory Board of Education (CABE) in 1944. The Board accepted it in toto and recommended its enforcement. The scheme was known as Sargent Scheme of Education as it was prepared by John Sargent. It is also known as Report by the Central Advisory Board of Education and also as the plan for post-war educational reconstruction in India. This scheme has a historical importance as it was the first attempt to develop a National System for Education in India. The report of the Committee consisted of 12 different chapters covering from preprimary to university education. It was a full fledged educational plan for the future educational reconstruction in India. The report had diagnosed every problem critically and had given definite and clearcut solutions. It deals with almost all types of education for all classes of people in India. This was the first report that present a comprehensive picture of education in our country at that period of time. The report is undoubtedly a valuable educational document. Hence, it deserves a careful study. It must be mentioned here that this plan is not entirely a new plan. It is rather the summery of different resolutions, minutes and proceedings of the CABE since 1936.

MAJOR PROPOSAL OF THE COMMITTEE AS A NATIONAL SCHEME OF EDUCATION

Let us discuss the major proposal of the committee The report had maintained that in a period of not less than 40 years, the standard of Indian education will be made equivalent to that of England. It had made certain policy decisions, the implications of which may have far reaching consequences. They may be outlined below

Pre-primary education for children between 3 to 6 years of age. Universal, compulsory and free primary or basic education for all children between the ages 611 (junior basic) and 1114 (senior basic). High school education for six years for selected children between the years 1117. Degree course for three years beginning after the higher secondary examination for selected students Technical, commercial, agricultural and art education for full time and part time students, girls schools are to teach domestic science. The liquidation of adult illiteracy and the development of public library system in about 20 years. Full provision for the proper training of teachers. Educational provision be made for the physically and mentally handicapped children. The organisation of compulsory physical education. Provision be made for social and recreational activities. The creation of employment bureaus. The creation of department of Education in the centre and in the states. The use of mother tongue is to be used as the medium of instruction in all high schools.

CHECK YOUR PROGRESS 1. Fill in the blanks a) The Sargent Committee constituted of ___________ members. b) The report of the committee contains ___________ chapters. c) The Sargent report is also known as ___________. d) Pre-primary education for children ___________ years. e) Degree course for 3 years after completion of _________ education. f) Educational provision be made for physically and mentally ___________children. g) ___________ is to be used as a medium of instruction in all high schools.

SUGGESTIONS OF THE SARGENT COMMITTEE

We have already discussed the structure of the committee and a broad outline of its policy decisions regarding the different aspects of education. Now we will discuss the suggestions of the committee one by one.

Pre Primary Education For the first time in India, official attention was given towards the pre-primary stage of education. The major suggestions of the report in this regard may be summarised below

Provision should be made for pre-primary education in the form of nursery schools for the success of National Scheme of Education. Children from 36 years of age should be admitted in these schools. The basic aim of these schools should be to impart social experience and education of general behaviour rather than giving formal education. The nursery schools may be attached to junior basic schools in the rural areas. In the urban areas where there are sufficient numbers of children, nursery schools should have separate existence. Pre-primary education should be free. It was estimated that the pre-primary education will require annually Rs. 3, 18, 40,000/- for ten lakh people.

Basic or Primary Education

The report has adopted the scheme of basic education with some modifications, which gave theofficial recognition to Gandhijis Basic Education. The principle of education through craft was advocated but it did not agree with the idea that the things manufactured by the students should meet the expenses of the education. Regarding primary education the scheme contains the following suggestions

Basic schools should be divided into two categories Junior Basic Schools and Senior Basic Schools. Junior basic stage should be from 611 years of age and education in these schools should be compulsory for all. Senior basic schools should be for children of 1114 years of age. Only such student should be sent to senior basic school who cannot continue their studies for high schools. In the junior basic schools, there should be one teacher for every 30 students. In senior basic schools there should be one teacher for every 25 students. Teaching of English has not been given any place in junior basic schools. But in the senior basic stage the provincial Governments were authorised to take final decision in this regard. Instead of external examination, there should be internal examinations. Certificates should be issued after the completion of the studies.

Provision should be made for physical education and organised game for children. The medium of instruction should be the mother tongue of the pupils. No teacher should receive less than Rs. 20/- per month. Basic schools should be started only when suitable trained teachers are available Suitable courses for girls such as, cookery, laundry work, needle work, handicraft, child care and first aid should be introduced. A standing committee of the Central Advisory Board of Education should be appointed to watch the new education experiments carried on in the provinces. A Central Agency should be established in each province for the disposal of marketable articles produced in schools.

CHECK YOUR PROGRESS 2. What is pre-primary education? ............................................................................................................. ............................................................................................................. 3. Mention the age level of pre-primary schools. ............................................................................................................. 4. What are the categories of primary schools? ............................................................................................................. ............................................................................................................. 5. What should be the student teacher ratio in primary school? ............................................................................................................. 6. What are the subjects recommended for girls? ............................................................................................................. .............................................................................................................

High School Education

Let us discuss the view of the Committee in respect of High school education. In the opinion of the Sargent Committee, high school education should not be considered simply as a preliminary to university education but as a stage complete in itself. The suggestions of the committee regarding high school education may be summarised below

Only those students, who are well above the average ability and have exceptional aptitude for higher studies, should be sent for secondary schools. The duration of high school education should be six years and the age group is 1116 years. Students below the age of 11 should not be allowed to enter these schools. Their abilities, aptitudes and interests should be borne in mind while giving them admission. Students have to study at least upto the age of 14 years. In these schools they should not be allowed to leave schools before this age.

Fee shall be charged from the students for receiving education of this age but 50% of the pupils will be provided with free studentship. It has also been recommended to give scholarships to the poor students so that they may not be deprived of this stage of education. The high school should be of two types Academic and Technical and curriculum should be prepared accordingly. The Academic high schools will impart instruction in the Arts and pure sciences, while the Technical high school will provide the training the applied sciences and Industrial and Commercial subjects. Art and Music should form an integral part of the curriculum in both and all girls should take a course in Domestic Science. lThe curriculum should be diversified as far as practicable in order to provide a wide range of choices. The medium of instruction in all high schools should be the mother tongue of the pupils. English should be a compulsory second language. The aim of education should be to make the boys self dependent and able to stand on their legs.

University Education

We are already familiar with the suggestions given by the committee regarding pre-primary, primary and high school education; let us discuss what suggestion it has offered for university education. The Sargent Committee pointed out the defects of university education in the following way University education has failed to relate their activities to the practical needs of the community as a whole. There is no systematic attempt to adjust the output to the capacity of the employment market to absorb it. A great deal of importance is attached to examinations. In the absence of suitable selection machinery, a large number of incapable students get entry into the universities. Probably nowhere among the universities of the world is there so large a proportion of failures in examinations as in Indian universities. Indian universities do not fully satisfy the requirements of a national system of education.

The Committee has offered the following suggestions for the improvement of university education The duration of degree course should be of 3 years.

The present intermediate course should be abolished. The first year of the course should be transferred to high school and the second year to the universities. The standard of university education must be raised. The condition of admission must be revised so that capable students can take the advantage of the university course. Competent teachers should be appointed in the university and steps should be taken to improve the conditions of service including remuneration. The tutorial system should be widely extended for closer personal contacts between teachers and students. Adequate financial assistance must be provided for poor students. Emphasis should be given on establishing a high standard in post-graduate studies and in pure applied research. For coordination in the activities of the different universities an All India Organisation like University Grants Committee of England should be set up.

CHECK YOUR PROGRESS 7. What type of students should be admitted in high schools? ............................................................................................................. ............................................................................................................. 8. Mention the type of high schools and their functions. ............................................................................................................. ............................................................................................................. 9. What are the defects of university education? ............................................................................................................. ............................................................................................................. 10. What are suggestions of the committee regarding improving the standard of university education? ............................................................................................................. .............................................................................................................

Technical and Vocational Education

Sargent Committee laid a good deal of stress on technical and vocational education. It suggested for the full time and part time instructions in order to fulfil the requirement of all the different categories of the skilled hands. The report divides the workers into four categories Higher Category of Workers : According to the Sargent Report there was a need for higher category of workers for the industrial and vocational fields. They will have their preliminary training in a Technical high school and then will pass from Technological Department of some university or from full time Technological Institute and will serve as Chief Executive, Research Workers etc. Lower Category of Workers : This category includes foreman, charge-hand and other ordinary executive and administrative officers. They should be given training in the Technical high school for Diploma or Certificate Course. Skilled Craftsman: Skilled craftsman are very much needed for successful execution of industrial and occupational schemes. Students should have passed Technical high school course or Senior basic or Junior Technical or Industrial

school course. Semi skilled or unskilled workers : Students who have studied in Senior basic middle schools with some basic craft, shall be admitted to this category of workers. These persons should get facilities both for continuing their general education and for improving their skill.

Other Suggestions

The report has touched some other branches of education also. These are as follows: A. Adult Education : The role of adult education, according to report is to make every possible member of a state an effective and efficient citizen. It is very much essential for the success of the ideal democratic way of life. The problem of adult education in India connotes adult literacy. The normal age range of adult education should be 10 plus to 40. This scheme envisaged two types of education for adults general education and technical or vocational education. Separate classes should be organised for boys and girls between ten to sixteen years of age. In order to make adult education interesting, it is necessary to use visual aids, mechanical aids such as pictures, charts, cinema, gramophone, radio, folk dancing, music etc. B. Training of the teachers : There should be an army of trained teachers for the rapid progress of education and the successful execution of the plans of education. For graduate teachers Sargent Committee recommended to impart training to them by training colleges. For the training of undergraduate teachers, there should be three types of training institutions pre-primary, basic and high school. Teachers for technical and industrial education may be taken to the institutions for the purpose and other industrial courses. Refresher courses should be started for all the categories of teachers. Free training should be provided in training colleges and schools. In order to attract proper type of persons to the teaching profession, the report proposes to revise the scales of pay to be given to all grades of teachers, particularly to the teachers at the primary stage who are paid very low salaries at present. C. Health Education : The Sargent report suggested that in order to look after the health of school Children health committee should be set up in schools. Every student should be medically checked up and if any defect is found appropriate follow-up measures should be taken. Minor treatment can be provided in school clinics. Physical training should be compulsory. D. Education of the Physically Handicapped : Provision for special education should be made for physically handicapped and mentally retarded children. Here the educands may engage themselves in such productive activities that may be of use to them in the future life. E. Employment Bureaus : The scheme made the following recommendations in this regard in order to provide the students with requisite employment (i)Under the control of the education department a number of employment bureaus should be established. (ii)Universities should have their own employment bureaus. (iii) These bureaus should discharge the following functions (a) contact with educational institutions, (b) advise the outgoing students about openings for employment,

(c) contact with employers and arrangement for trade apprentices. F. Administration of Education: For proper implementation of the new schemes of education at all India level a strong department of education should be set at the centre. The state should also have their department of education. More cooperation and coordination needed between the centre and the states for successful implementation of a National System of Education. The report indicated that the implementation of the whole scheme would involve a total expenditure of Rs. three hundred crores every year. CHECK YOUR PROGRESS 11. Name the categories of workers mentioned in the Sargent Report. ............................................................................................................ ............................................................................................................ 12. Write short notes on (a) Adult Education. ..................................................................................................... ..................................................................................................... (b) Education for physically and mentally handicapped. ..................................................................................................... ..................................................................................................... (c) Employment Bureau. ..................................................................................................... .....................................................................................................

EVALUATION OF THE SARGENT REPORT

We have already discussed the suggestions given by the Sargent report in all aspects of education in India. Now we will make an attempt to evaluate the report. The Sargent report had been the outcome of the experience of the British Government that in education, India was behind the other advanced countries of the world. The chief merits of this report are discussed below

This was the first comprehensive scheme embracing all aspects of education pre-primary, primary, high school and university education. Technical, vocational and professional, all types of education had been given attention by way of providing useful suggestions for their improvement. Secondly, it recommended the provision of equal opportunities to all the students at various stages of education. Thirdly, due importance was given to the teaching profession. Recommendations were made for the improvement of the salary scales and the service conditions of the teachers.

Fourthly, for the first time the attention of the Government was drawn towards the education of the handicapped. Fifthly, the report gave importance on providing education in such a manner as to make one self depended. It foresaw the importance of the employment problem in the country and thought that education could be instrumental in solving it. Let us examine the shortcoming and defects of the report

The report is criticised on the ground that it was not an original report. It was only a patch-work of the recommendations of different committees. The report outlined an educational development in India which would require 40 years to be implemented. This time limit did not satisfy any ardent educationist. An acceptable plan of educational development in India had been spread over a much shorter range of time, not exceeding 15 years. It had been pointed out that it would be wrong to call it a national scheme of education because it was only a copy of the pattern practised in England. This pattern could not serve as a model to India because the social, political and economic conditions in the two countries are vastly different. The proposal for selective admission in schools, colleges and universities was undemocratic.

IMPLEMENTATION OF THE RECOMMENDATION

It is necessary for us to see how the recommendations of the Sargent Committee was implemented. The Government of India accepted the recommendations of the report in principle and tried to implement some of them in the following manner

In 1945 an education department was established at the centre to increase administrative efficiency. According to the recommendations of the committee 40 crores of rupees were given to the provincial Governments for implementing certain aspects of the scheme in their areas. The Provincial Governments were advised to make five year plans for education. In 1946 these plans were made in some provinces. l It was decided that the scheme should be implemented within 16 years instead of 40 year. According to the recommendations of the committee University Grants Committee was constituted in 1945 which later on became University Grants Commission in 1956. The aim of providing compulsory and free education to children between 611 years of age was accepted. Efforts were made for adult education and also for improving the economic condition of teachers. The committee of polytechnic school and the All India Technical Education Committee were established in Delhi.

CHECK YOUR PROGRESS 13. Mention the merits and demerits of the Sargent report. ........................................................................................................... ........................................................................................................... 14. How far were the suggestions of the report implemented? Name a few suggestions which were implemented. ........................................................................................................... ...........................................................................................................

LET US SUM UP

In the beginning of this unit we focused our attention on the formation of the Sargent Committee. The committee constituted of 22 members headed by John Sargent, Educational Advisor to the Government of India. For the first time the committee tried to develop a National System of Education for India. The report prepared by this committee is not entirely a new plan but the summary of resolutions, minutes and proceedings of the Central Advisory Board of Education. For the first time in the educational history of India the report paid attention towards pre-primary education and suggested that children from 3 to 6 years should be admitted in schools. The report had adopted the scheme to basic education with some modifications and divided the basic schools into two categories junior and senior basic. As for high schools, the Committee suggested that these schools should be of two types academic and technical. Academic high schools will impart instruction in the Arts and pure science, while the technical high school will provide training in industrial and commercial subjects. The curriculum should be diversified as far as possible and the aim of high school education should be to make the boys self-dependent and able to stand on their own legs. Regarding university education the Report said that higher education had failed to relate their activities to the practical needs of the community and a large number of incapable students get entry into the universities due to lack of proper selection procedure. A great deal of importance had been attached to examinations and proportion of failure was very high. For improving the condition, the report suggested that the standard of university education should be raised, the condition of admission should be revised, competent teachers should be appointed and tutorial system should be extended for closer personal contact between the students and the teachers. A University Grants Committee should be established. In technical and vocational education the committee suggested for full time and part time instruction in order to fulfil the requirements of all different categories of the skilled workers, such as, chief executive, research workers, foreman, craftsman for industrial occupations etc. Beside, the report suggested different measures to improve adult education, the training of teachers, health education, education for physically and mentally handicapped and for establishing employment bureau etc. We have evaluated the recommendation of the committee and discussed the merits and demerits towards the end of the unit and also how far the recommendations were implemented.

FURTHER READINGS

Naike, J. P. & Nourellah, S.: A Students History of Education in India, MaCMillan India Ltd., 1996. Rawat, P. L.: History of Indian Education, Ram Prasad & Sons, Agra, 1991.

ANSWERS TO CHECK YOUR PROGRESS

1. (a) 22, (b) 12, (c) Report by the central advisory board of education/plan for post war educational reconstruction, (d) 3-6, (e) Higher secondary, (f) Handicapped, (g) Mother tongue. 2. Pre-primary education means nursery education meant for small children. The Sargent Committee provided attention towards the pre-primary education for the first time in India. 3. The age level for pre-primary education is 3-6 years. 4. Categories are junior basic and senior basic. 5. According to the Sargent committee there should be one teacher for every 30 students in junior basic and one teacher for every 25 senior basic schools. 6. The subject recommended for girls are cookery, laundry work, needle work, handicrafts, child care and first aid. 7. Only those students should be given admission in high schools who are well of the age group and have exceptional aptitude for higher studies. 8. The high school should be of two types Academic and Technical. The function of the Academic high school is to impart instruction in the Arts and Pure-Science, while technical high school will provide training in applied sciences, industrial and commercial subjects. 9. The defects of the university education as pointed out by the Sargent committee were the failure of the university education to relate their activities to the practical needs of the community, the absence of suitable selection machinery, over importance on examination and large scale failures. 10. The suggestions of the committee regarding improving the standard of university education are condition of admission must be revised, competent teachers should be appointed, closer personal contact between teachers and students to be established and steps should be taken to importance the service condition of the teacher and their recommendation. 11. The categories are higher category of workers for serving as executives and research workers; lower category of workers includes foreman, charge-hand and other ordinary and administrative officers, skilled craftsman and semi skilled or unskilled workers.

12. (a) Adult education meant for those in the age group of 10-40 years and both general and vocational education were prescribed. In order to make adult education interesting the use of audio-visual aids was also advocated . (b) The Sargent Report suggested that provision should be made for the education of the physically and mentally retarded children. Training should be provided in productive activities so that it may help them in their future life. (c) The Sargent committee recommended the setting up of employment bureaus for students who would complete their education. The state governments and universities should have employment bureaus of their own. 13. The Sargent report was the first comprehensive report on Indian education covering all aspects of education. It recommended the provision of equal opportunities to all students and due importance was given on the teaching profession, adult education, health education, salary and service conditions of teachers and including the education of the physically handicapped. But the scheme was criticised on several grounds such as it was not an original report, 40 years time limit was too long for implementing any educational scheme and it was a copy of the pattern practised in England. Therefore this pattern cannot be a model for India because the social political and economic conditions in the two countries are vastly different. 15. An Education department was established at the centre; 40 crores of rupees were given to the provincial governments for implementing the scheme; the University Grants Committee was constituted and a committee for polytechnic school as well as the All India Technical Education committee was established in Delhi.

POSSIBLE QUESTIONS

Outline the main recommendations of the Sargent Committee, 1944. What were the recommendations of the Sargent Scheme of Education with regard to primary and secondary education? On what has ground the scheme been criticised? Discuss the views of the Sargent Committee in regard to technical and vocational education, adult education and education for physically handicapped. Describe the proposals made by the Sargent Report on higher education. On what ground has the report been criticised? How far were these recommendations implemented?

1952 6. SECONDARY EDUCATION COMMISSION, 1952-53


Report : Madras, India, Ministry of Education, 1953 Pp. viii+308+charts

Appointment

The Commission was appointed by the Government of India vide Resolution No. F. 9-5/52-B-1, dated 23rd September, 1952, to examine the prevailing system of Secondary Education in the country and suggest measures for its reorganization and improvement. Chairman : DR. A. LAKSHMANASWAMI MUDALIAR

Terms of Reference
Under the Terms of Reference, the Government was asked : A. To enquire into and report on the present position of Secondary Education in India in all its aspects; B. To suggest measures for its reorganization and improvement with particular reference to ; (i) The aims, organization and content of secondary education; (ii) Its relationship to primary, basic and higher education; (iii) The inter-relation of secondary schools of different types; and (iv) Other allied problems.

Summary of Recommendations
1.Aims and Objectives of Secondary Education The Commission have said in their report : "As political, social and economic conditions change and new problems arise, it becomes necessary to re-examine carefully and study clearly the objectives which education at each stage should keep in view. Moreover, this statement must take into account not only the facts of the existing situation but also the direction of its development and the nature and type of the social order that we envisage for the future to which education has to be geared." In the Commission's opinion, the most outstanding and educationally relevant facts in the Indian situation were : (1) The adoption of the goals of democracy and social- ism necessitating the development among the people of a broad, national and secular outlook; (2) The extreme poverty of the country and urgency for promoting its economic growth; and (3) The absence of educational facilities needed for developing all aspects of the human personality and the neglect of cultural pursuits and activities. 14 COMMITTEES AND COMMISSIONS ON INDIAN EDUCATION On the basis of this analysis, the Commission recommended that secondary education should be reoriented to the following aims and objects : (a) Development of qualities essential for creative citizenship : This includes the development in the students of secondary schools of those habits, attitudes and qualities of character which are essential for creative citizenship in a democratic society. Among these qualities, which are to be fostered through curricular and co-curricular activities in secondary schools, are : (i) The capacity for clear thinking (allied to which is the capacity for clearness in speech and writing);

(ii) The scientific attitude of mind; (iii) A receptivity to new ideas; (iv) A respect for the dignity and worth of ever individual; (v) The ability to live harmoniously with one's fellowmen through the cultivation of discipline, cooperation, social sensitiveness and tolerance; and (vi) A sense of true patriotism. (b) The promotion of vocational efficiency : This involves not only the creation of a new attitude to work and an appreciation of the dignity of manual labour but also the development of the students' technical skill and efficiency through greater emphasis on craft and productive work and the diversification of courses at the secondary stage. (c) Development of personality : This implies cultivation of the students' literary, artistic and cultural interests for a fuller development of their personalities. This means the provision of subjects like art, craft, music, dancing and hobbies in the secondary school curricula. (d) The training for leadership : The training of persons who, on completion of the Secondary stage, would be able to assume the responsibilities of leadership at the intermediate level. 2. Proposed Pattern of School Education Under the new organized structure, education should commence after a four or five-year period of Primary or Junior Basic Education and should include : (a) Middle or Senior Basic or Junior Secondary stage of three years; and (b) The Higher Secondary stage of four years. Transition stage : During the transitional stage, the existing High Schools and the Higher Secondary Schools should function on the lines laid down. Replacement of intermediate stage : The present Intermediate stage should be replaced by the Higher Secondary stage which should be of four years' duration, one year of the present Intermediate being included in it. First degree course : As a consequence of the preceding recommendations, the first degree course in the University should be of three years' duration. Pre-university course for those who pass out of the high school : For those who pass out of High School there should be provision for a pre-university course of one year, during which period the scheme of students' studies should be planned with due regard to the needs of the degree or the professional course to be taken by the students, and special emphasis should be placed on the quickening of intellectual interests, training in methods of study at college and the study of English so long as it continues to be the medium of instruction at the university. Admission to professional colleges : Admission to professional colleges should be open to those who have completed the Higher Secondary course, or have taken up the one year's pre-university course. Pre-professional course : In the professional college a pre- professional course of one year should be provided for the students, preferably in the professional colleges themselves, but, as a transitory measure, they may be given in the degree colleges where facilities exist, till professional colleges are able to provide for such courses.

Place of public schools : Public schools should continue to exist for the present and the pattern of education given in them should be brought into reasonable conformity with the general pattern of national education. Such schools should gradually become self- supporting, but during the transitional period of the next five years, State or Central assistance should be given to them on a gradually diminishing scale. Additional residential schools : A number of residential schools should be established, more particularly in certain rural areas, to provide proper opportunities for the education of children and particularly to meet the needs of children whose education suffers at present owing to the exigencies of service of their parents. Residential day schools : Residential Day Schools should be established in suitable centres to provide greater opportunities for teacher-pupil contact and for developing recreational and extra- curricular activities. Cooperation between Centre and States : In matters connected with reorganization and improvement of COMMITTEES AND COMMISSIONS APPOINTED BY THE GOVERNMENT OF INDIA 15 Secondary Education, there should be close cooperation between the Centre and the States. Centre's responsibility for reorganization of secondary education : The Centre should assume a certain amount of direct responsibility for the contemplated reorganization of Secondary Education and give financial aid for it. 3. School Hours and Admissions Latitude in School Hours to Suit Community Activities Considerable latitude should be given to schools to arrange their school hours in such a way as not to interfere with the activities of the community and the general and occupational conditions prevailing in the locality. School day-school week : As a rule, the total number of working day in a school should not be less than two hundred, the working hours per week should be at least 35 periods of about 45 minutes each; the school should work generally for six days in the week, one of the days being a half-day when the teachers and students might meet informally and work together on various extracurricular and social projects. Holidays and vacations : School holidays need not be identical with public holidays as declared by the Government, and normally during the year there should be a summer vacation of two months and two breaks of 10 to 15 days at suitable periods during the year. 4. Language and Medium of Instruction Languages at the middle school stage : During the Middle School stage, every child should be taught at least two languages. English and Hindi should be introduced at the end of the Junior Basic stage, subject to the principle that no two languages should be introduced in the same year. Language at the high and higher secondary stage At the High and Higher Secondary stage, at least two languages should be studied, one of which being the mother tongue or the regional language. Medium of instruction should be the mother-tongue or the regional language : The mother-tongue or the regional language should generally be the medium of instruction throughout the Secondary School stage, subject to the provision that for linguistic minorities special facilities should be made available on the lines suggested by the Central Advisory Board of Education. 5.Methods of Teaching

Inculcation of values, attitudes and work habits: The methods of teaching in schools should aim not merely at the imparting of knowledge in an efficient manner, but also at inculcating desirable values and proper attitudes and habits of work in the students. They should, in particular, endeavour to create in the students a genuine attachment to work and a desire to do it as efficiently, honestly and thoroughly as possible. Activity and project methods : The emphasis in teaching should shift from verbalism and memorization to learning through purposeful, concrete and realistic situations and, for this purpose, the principles of Activity Method and Project Method should be assimilated in school practice. Teaching methods should provide opportunities for students to learn actively and to apply practically the knowledge that they have acquired in the classroom. Expression Work of different kinds must, therefore, form part of the programme in every school subject. Emphasis on clear thinking and expression : In the teaching of all. subjects special stress should be placed on clear thinking and clear expression both in speech and writing. Training pupils in techniques of study : Teaching methods should aim less at imparting the maximum quantum of knowledge possible, and more on training students in the techniques of study and methods of acquiring knowledge through personal effort and initiative. Instruction to suit different student abilities : A well thought- out attempt should be made to adopt methods of instruction to the needs of individual students as much as possible so that dull, average and bright students may all have a chance to progress at their own pace. Group projects and activities : Students should be given an adequate opportunity to work in groups and to carry out group projects and activities so as to develop in them the qualities necessary for group life and cooperative work. 6. Moral and Religious Instruction Religious instruction : Religious instruction may be given in schools only on a voluntary basis and outside the regular school hours, such instruction being confined to the children of the particular faith concerned and given with the consent of the parents and the managements. 7. Textbooks High-power textbook committee for quality text-books : With a view to improving the quality of textbooks prescribed, a high-power Textbook Committee should be constituted which should consist of a high dignitary of the 16 COMMITTEES AND COMMISSIONS ON INDIAN EDUCATION judiciary of the State, preferably a Judge of the High Court, a member of the Public Service Commission of the region concerned, a Vice- Chancellor of the region, a headmaster or headmistress in the State, two distinguished educationists and the Director of Education. The Committee should function as an independent body. Sale proceeds for award of scholarship : A fund should be maintained from the amount realized from the sale of publications which may be utilized for awarding scholarships and providing books and certain other amenities for school children

Criteria for textbooks : The Textbook Committee should lay down clear criteria for the type of paper, illustration, printing and format of the book. Libraries of blocks of illustrations : The Central and State Governments should maintain libraries of good illustrations which could be loaned to Textbook Committee and publishers in order to improve the standard of book illustration. A range of books should be recommended : Single textbooks should not be prescribed for every subject of study, but a reasonable number of books which satisfy the standards laid down be recommended leaving the choice to the schools concerned. Language textbook should be prescribed : In the case of languages, however, definite textbooks be prescribed for each class to ensure proper gradation. Textbooks should not offend or indoctrinate : No book prescribed as a textbook or as a book for general study should contain any passage or statement which might offend the religious or social susceptibilities of any section of the community or might indoctrinate the minds of the young students with particular political or religious ideologies. Discouraging frequent changes in textbooks : Frequent changes in textbooks and books prescribed for study should be discouraged. 8. Examinations and Evaluation Reviewing the defects of examinations at the Secondary stage, the Education Commission said : "The examinations today dictate the curriculum instead of following it, prevent any experimentation, hamper the proper treatment of subjects and sound methods of teaching, foster a dull uniformity rather than originality, encourage the average pupil to concentrate too rigidly upon too narrow a field and thus help him to develop wrong values in education. Pupils assess education in terms of success in examinations. Teachers, recognizing the importance of the external examination to the individual pupils, are constrained to relate their teaching to an examination which can test only a narrow field of the pupil's interests and capacities and so inevitably neglect the qualities which are more important though less tangible." (a) External examination-introduction of objective type tests : The number of external examinations should be reduced and the element of subjectivity in the essaytype tests should be minimized by introducing objective tests and also by changing the type of questions. (b) School records for assessment of all-round progress : In order to find out the pupil's all-round progress and to determine his future, a proper system of school records should be maintained for every pupil indicating the work done by him from time to time and his attainments in the different spheres. (c) In the final assessment of the pupils due credit should be given to the internal tests and the school records of the pupils. (d) Symbolic marking to replace numerical marking The system of symbolic rather than numerical marking should be adopted for evaluating and trading the work of the pupils in external examinations and in maintaining the school records. (e) One public examination-final comprehensive certificate : There should be only one public examination at the completion of the Secondary School course. (f) The Certificate awarded should contain, besides the results of the public examination in different subjects, the results of the school tests in subjects not included in the public examination as well as the gist of the school records.

(g) The system of compartmental examinations should be introduced at the final public examination. (h) Board of secondary education to be set up There should be a Board of Secondary Education consisting of not more than 25 members with the Director of Education as its chairman to deal with all matters of education at the Secondary stage and to lay down general policies. A sub-committee of the Board should deal with the conduct of examinations. 9. Buildings and Equipment School buildings-space per pupil : Normally, in designing buildings for schools, care should be taken to see that an area of not less than 10 sq. ft. is provided per student in the classroom. COMMITTEES AND COMMISSIONS APPOINTED BY THE GOVERNMENT OF INDIA 17 Optimum strength of class and school : The optimum number of boys to be admitted to any class should be 30 and the maximum should not in any case exceed 40; the optimum number in the whole school should be 500 while the maximum should not exceed 750. Research required on school buildings, furniture and equipment : In the type design of schools as well as the furniture, etc., research should be carried on to improve functional efficiency and to adjust them to Indian conditions. An Expert Committee should be appointed to lay down carefully the amount and the kind of equipment required for various types of diversified courses and workshops. Land for educational purposes : The State Governments and the Centre should, wherever possible, assign lands to schools for playgrounds, buildings or agricultural farms and other necessary purposes without any charge. Exemption from customs duty for equipment and books : The educational institutions which have to obtain necessary scientific apparatus, workshop appliances and books for school library should be exempted from customs duty. 10. Experimentation in Schools Schools to be encouraged to experiment on new methods : In order to popularize progressive teaching methods and facilitate their introduction, "Experimental" and "Demonstration" schools should be established and given special encouragement where they exist, so that they may try out new methods freely without being fettered by too many departmental restrictions. 11. Educational Finance Contributions to secondary education to be exempted from income- tax : Contributions for the development of secondary education should be exempted from the operation of the Income-tax Act. Surplus endowment funds for education : Surplus funds from the religious and charitable endowments should be diverted to educational purposes. Amount bequeathed for educational purposes to be exempted from duty : The amount bequeathed to public institutions for general educational purposes in the will of a deceased person should not be subject to any duty by the Centre and the whole of it should be appropriated to the educational purpose.

Educational institutions should be exempted, from property tax : All educational institutions and the grounds attached thereto should be exempted from the levy of property taxes. 12. Fees and Freeships Free studentship : The States or the Centre should provide for certain free studentships in them (public schools) to be given on the basis of merit to select students. No fees to be levied-stipends to student-teachers : No fees should be charged in training colleges, while during the period of training all the student-teachers should be given suitable stipends by the State; the teachers who are already in service should be given the same salary which they were getting. Rates of fees : The scales of fees fixed by the Management of a school should be subject to approval by the Department of Education. A Committee should be appointed when necessary by the Department of Education to go into the question of levying a uniform scale of tuition and other fees and all accounts of the school should be subject to audit by the Department. 13. Girls' Education Facilities for home science in girls' schools : While no distinction need be made between education imparted to boys and girls, special facilities for the study of Home Science should be made available in all girls' schools and co-educational or mixed schools. Separate schools for girls : Effort should be made by State Governments to open separate schools for girls wherever there is demand for them. Facilities to be provided in co-educational schools Definite conditions should be laid down in regard to coeducational or mixed schools to satisfy the special needs of girl students and women members of the teaching staff. 14. Guidance and Counselling Importance of educational guidance : Educational guidance should receive much greater attention on the part of the educational authorities. Films on occupations and industries : In order to broaden the pupil's understanding of the scope, nature and significance of various occupations and industries, films should be prepared to show the nature of the work in various industries and this should be supplemented by actual visits. Guidance officers and career masters training : The Services of trained Guidance Officers and Career Masters should be made available gradually and in an increasing measure to all educational institutions. 18 COMMITTEES AND COMMISSIONS ON INDIAN EDUCATION The Centre should take up the responsibility of opening in different regions centres of training for Guidance Officers and Career Masters to which each State may send a member of teachers or other suitable persons for training. 15. Health and Physical Education

School medical services-Follow-up treatment : A properly organized School Medical Service should be built up in all States. A thorough medical examination of all pupils, and necessary follow-up treatment where necessary, should be carried out in all schools. Teachers to be trained in first aid and health principles : Some of the teachers should be trained in first aid and general principles of health so that they may cooperate intelligently with the medical staff. Nutritional standards in residential schools : Proper nutritional standards should be maintained in hostels and residential schools. School and sanitation of community : The school should assist where possible, in the maintenance of sanitation of the area, and the school children should thus be trained to appreciate the dignity of manual labour. Physical activities-Adapted to individual capacity Physical activities should be made to suit the individual and his capacity for physical endurance. Teachers should participate in physical activities : All teachers below the age of 40 should actively participate in many of the physical activities of students and thus make them a lively part of the school programme. Records of physical activities : Full records of physical activities of students must be maintained. Physical education to be comprehensive : The training in physical education. should be comprehensive enough to include all aspects of health education. Physical education teachers to teach physiology and hygiene : Teachers of physical education should be associated with the teaching of subjects like physiology and hygiene and given the same status as other teachers with similar qualifications. Training of physical education teachers : The existing facilities for training of teachers of physical education should be expanded by increasing the seats in the existing colleges, by opening new colleges, where necessary, and by reorganizing some of the institutions as All India Training Centres to which aid may be given both by the Centre and the State. 16. School Libraries and Reading Habits Importance of school libraries : As the proper use of a well- equipped school library is absolutely essential for the efficient working of every educational institution and for encouraging literacy and cultural interests in students, every Secondary School should have such a library; class libraries and subject libraries should also be utilized for this purpose. Training in library work : Trained librarians, who have love for books and an understanding of students' interests, should be provided in all Secondary Schools and all teachers should be given some training in the basic principles of library work, in the training colleges as well as through refresher courses. School libraries vis-a-vis public libraries : Where there are no separate public libraries, the school libraries should, as far as possible, make their facilities available to the local public and all public libraries should have a special section for children and adolescents. Production of general reading books : In order to improve general standards of work in schools, necessary steps should be taken to produce textbooks as well as books of general reading which are distinctly superior in quality to the books at present available.

17. School Management and Recognition Recognition of schools : Recognition to schools should be given only on clearly defined conditions which will ensure their proper running and the maintenance of proper standards. Managing boards of schools-Rules of service : The managing boards of all schools should be registered and should consist of a limited number of persons with the Headmaster as an ex-officio member. No member of managing board should directly or indirectly interfere with the internal administration of the school. Every management should be required to draw up definite rules of service wherein the conditions pertaining to salary, leave, etc., should be definitely laid down. Endowment of schools : For proper running of a school, every management should be required to provide an endowment and the income accruing from this should be shown in the receipts of the year. Requirements of staff, accommodation and equipment for recognition : The managements should satisfy the Department that qualified staff is available and will be appointed in accordance with the rules laid down by the Department of Affiliation. The management should satisfy the Department that COMMITTEES AND COMMISSIONS APPOINTED BY THE GOVERNMENT OF INDIA 19 adequate accommodation and equipment, etc., have been provided for the efficient running of the school. Sections in each class : The number of sections in each class should be limited and before any increase in the number of sections is made, the prior approval of the Department should be obtained. Opening of new schools-Rules to prevent unhealthy competition : In the interest of the general efficiency of schools, rules should be framed preventing undue competition amongst neighbouring schools. Minimum conditions to be fulfilled : Managements should obtain prior approval of the Director of Education before opening schools and the approval should not be given unless the minimum conditions prescribed have been scrupulously fulfilled. 18. Teachers Guide material for teachers : Suitable literature for the guidance and inspiration of teachers should be produced by the Education Departments of all States and either the office of the Director of Education or one of the training colleges should be adequately equipped for the purpose. Selection and appointment : A reasonable uniform procedure should be devised for the selection and appointment of teachers for all types of schools. Selection committee for private schools : In all privately managed institutions and in schools maintained by local boards there should be a small Selection Committee entrusted with the responsibility of recruiting the staff, with the Headmaster as an ex- officio member. The normal period of probation for a trained teacher should be one year. Qualification of teachers : Teachers working in High Schools should be graduates with a degree in education; those who teach technical subjects should be graduates in the subjects concerned with the

necessary training for teaching it; teachers in Higher Secondary Schools should possess higher qualifications, somewhat similar to those prescribed in some universities for teachers of the Intermediate Colleges. Qualifications-Type of work, grades of pay : The teachers possessing the same qualifications and performing the same type of work should be treated on a par in the matter of grades of salary, irrespective of the type of institution in which they are working. Special committee to review the scales, of pay : A special committee should be set up to review the scales of pay of teachers of all grades and recommend such scales of pay that will meet in a fair and just manner the varying cost of living. Triple benefit scheme for teachers : In order to relieve teachers from anxieties about their own and their dependants' future which will affect the efficiency of their work, the system of Triple Benefit Scheme, pension-cum-provident-fund-cum-insurance, should de introduced in all States. Arbitration Boards to look into teachers' appeals Arbitration Boards or Committees should be established to look into the appeals and grievances of teachers and to consider matters relating to suspension, dismissal, etc. Age of retirement : The age of retirement in the case of a physically fit and competent teacher may be extended to 60 with the approval of the Director of Education. Free education to teachers' children : The children of teachers should be given free education throughout the school stage. Cooperative housing scheme for teachers : Through a system of cooperative house-building societies, teachers should be provided with quarters so as to enable them to live near the school and devote more time to the manysided activities of the school. Travel concessions and leave facilities, medical facilities : Teachers wishing to go to health resorts or holiday camps or to attend educational conferences, seminars, etc., should be given travel concessions and leave facilities. They should be given free medical attention and treatment in hospitals and dispensaries. Uniform leave rules : Opportunities to visit institutions in India and abroad : The leave rules should, as far as possible, be uniform for all educational institutions. Opportunities should be provided on a generous scale for teachers to visit different institutions within the country and in special cases to go abroad on study leave for higher studies. Private tuitions : Teachers' social and professional status : The practice of private tuitions by teachers should be abolished. Persons in high public position should give special recognition to the teachers' social status and the dignity of their profession. Recruitment of headmasters : In order to attract persons of the right type to the responsible position of the headmaster, the emoluments of the post should be made sufficiently attractive. Teacher training-Two types : There should be only two types of institutions for teacher training : (i) For those who have taken the School Leaving Certificate, for whom the period of training should

20 COMMITTEES AND COMMISSIONS ON INDIAN EDUCATION be two years; and (ii) For graduates for whom the training may, for the present, be of one academic year, but extended as a long-term programme to two academic years. Graduate teacher-training institutions should be recognized by and affiliated to the universities which should grant the degrees, while the secondary grade training institutions should be under the control of a separate board appointed for the purpose. The teacher-trainees should receive training in one or more of the various extra-curricular activities. Training colleges and in-service responsibilities : The training colleges should, as a normal part of their work, arrange refresher courses, short intensive courses in special subjects, practical training in workshops and professional conferences. Teachers' training board for maintaining standard of teacher training : There should be a Teachers' Training Board for supervising and laying down the conditions necessary for the proper training of under-graduates and for suggesting, for the consideration of the universities, improvements that may be needed in the training of graduates. Recruitment of teachers : The teaching staff should not be limited to any particular caste or community but should, as far as possible, be recruited on a wide basis. Quarters for teachers : So far as possible, quarters should be provided for teachers in rural areas as well as in urban areas to attract suitable persons to the profession and to facilitate development of a corporate community life in the schools. 19. Recommendations of the Secondary Education Commission on School Buildings and Equipment 1. Secondary schools should be established in rural areas in central places with sufficient population which are easily accessible to the surrounding villages. 2. Schools in urban areas should, as far as possible, be so located that they are free from the noise and congestion of the city and necessary transport facilities should be made available for students. 3. The open spaces available in cities must be conserved to be utilized as playgrounds by groups of schools and the State and Central Governments should prevent, through legislation, encroachment on them for industrial or commercial purposes or by housing societies. 4. Normally, in designing buildings for schools, care should be taken to see that an area of not less than 10 sq. ft. is provided per student in the classrooms. 5. The optimum number of boys to be admitted to any class should be 30 and the maximum should not exceed 40 in any case. The optimum number in the whole school should be 500, while the maximum should not exceed 750. 6. The schools constructed in future should provide facilities for the introduction of diversified courses. 7. In the type design of schools as well as the furniture, etc., research should be carried on to improve functional efficiency and to adjust them to Indian conditions.

8. Expert Committees should be appointed to lay down carefully the amount and the kind of equipment required for various types of diversified courses and workshops. 9. Cooperative stores should be established in all schools where books, stationery and other materials required by students are made available to them at cost price. 10. So far as possible, quarters should be provided for teachers in rural areas as well as urban areas to attract suitable persons to the profession and to facilitate development of a corporate community life in the schools. 20. Supervision and Inspection of Schools Existing defects : The present system of inspection of schools was subjected to criticism by several witnesses. It was pointed out that inspections were perfunctory, that the time spent by the Inspector at any particular place was insufficient, that the greater part of this time was taken up with routine work like checking accounts and looking into the administrative aspects of the school. There was not enough time devoted to the academic side, and contacts between the inspectors and teachers were casual. It was also stated that the number of schools entrusted to the care of an Inspector was too large and the range too wide for him to be able to acquaint himself with their work and appreciate their problems; nor was he in a position to advice and guide the teaching staff in improving the work of the school. It occasionally happened that the Inspector instead of being "the friend, philosopher and guide" of the school, behaved in such a critical and unsympathetic way that his visit was looked upon with some degree of apprehension, if not of resentment. In our view the true role of an Inspector-for whom we would prefer the term Educational Adviser-is to study the problems of each school, to take a comprehensive view of all its functions and to help the teachers to carry out his advice and recommendations. We also recommend that for special subjects like Physical Education, Domestic Science, Art, Music, etc., there should be attached to the Director's Office certain experts in these subjects who COMMITTEES AND COMMISSIONS APPOINTED BY THE GOVERNMENT OF INDIA 21 will inspect the different schools periodically and help in improving the standards of teaching. Selection of Inspectorate : At present the Inspectorate is made up in diverse ways by different States. In some cases Inspectors are recruited directly to inspectional posts and while certain academic qualifications are prescribed, experience and other relevant qualifications are not duly emphasized. Once a person has been chosen for the Inspectorate he often continues in that line till the age of retirement. We are of the view that a person, to be chosen as an Inspector, should possess high academic qualifications (an Honours or Master's degree) and should have had teaching experience in schools for at least 10 years, or should have been a Headmaster of a High School for a minimum period of three years. In addition to direct recruitment the Inspectors should also be drawn from : (i) Teachers of 10 years' experience; (ii) Experienced Headmasters of High Schools; and (iii) Qualified staff of Training Colleges. We recommend further that suitable persons from any of these categories may be appointed as Inspectors for a period of three to five years after which they may revert to their original posts. In the initial stages, we suggest that 50% of such posts may be reserved for recruitment on this basis. It is necessary that professors of Training Colleges should be conversant with the work done in the schools; and that Headmasters should likewise have a chance to serve as Inspecting Officers for short periods. This will enable them to appreciate the position of the Inspectors and to approach the problem of the schools with greater appreciation of the realities from their own experience.

Duties of Inspectors : The duties of an Inspector are divisible into administrative and academic. The administrative duties relate to the annual inspection of records, accounts, office routine, etc. For this purpose lie must have the assistance of a competent staff. With the increase in the number and type of schools, this duty will require a considerable amount of his time if he is to discharge these functions properly and efficiently. The time needed for the purpose has necessarily restricted the scope of his activities on the academic side. Moreover, the multiplicity of the subjects taught in the school by specially qualified staff now makes it very difficult for any single officer, however qualified, to inspect them thoroughly and to advise on all their problems. We, therefore, recommend that the aca- demic work of the school should be thoroughly inspected by a panel of experts with the Inspector as Chairman and this should be done once in three years. We recommend that three persons may be chosen from senior teachers or headmasters to visit schools in the company of the Inspector and to spend two or three days with the staff, discussing with them all aspects of school life-the library and laboratory facilities, the curriculum, the organization of extracurricular activities, the use of the holidays and all other problems connected with school activities. Through these full and frank discussions, the inspectors will be in a far better position to help in the improvement of the schools. What is suggested is nothing new-colleges affiliated to Universities are visited by commissions of experts who inspect their working, discuss their problems and report to the University.

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