Bharatiya Education Outline

Integrated and Holistic Education Policy

Bharatiya Shikshan Mandal

Sheshadri Sadan, Tulsibag Road, Mahal, Nagpur-440 032
Telephone : 0712-2721322, 8975185180
email : bsmbharat1@gmail.com, website : www.bsmbharat.org

Index
The Blueprint for Bhartiya Education
1.

Preamble

2.

Aims and Objectives

3.

Pattern

4.

Curriculum: Important Characteristics

11

5.

Examination System and Evaluation

19

6.

Management of Institutions: Public and Private

Proposed model of management and control

23

7.

Financial Administration

25

8.

Implementation

28

The Blueprint for Bhartiya Education

There is a general sense of unease and concern regarding our education
system. When the country became free, the rst challenge was to make
education available to all. The quality of education was more like an
afterthought, given some consideration after a noticeable achievement in
universal education. Many plans and reforms were initiated. Yet, the
condition of entire education setup is pitiable after 7 decades since
Independence.
The right to free universal primary education that was incorporated in
the Constitution, was realised as a law after almost 60 years. It is yet to be
implemented at the ground level. Several issues regarding the law have
arisen within a few years of its implementation. The plan to attract
students for schooling through Mid-day Meal Scheme under the Sarva
Shiksha Abhiyan was not fully successful due to maladministration and
corruption. Making education easily available to children in the age
group of 6-14 yrs. is still a herculean challenge.
Post 1991, there was rapid marketization of education under the pretext of
privatization. Institutes with prot as their motivation mushroomed in
abundance and at all levels of education. The institutions may have
undergone a drastic external make over, but the quality has not improved.
The increase in facilities has not resulted into any improvement in
quality, because of the severe economic exploitation of teachers and lack
of motivation. The demand for and inuence of English has increased due
to such business-minded schools. Running an educational institution that
provides higher and technical education has become a protable
business. The inationary fee structure along with the unethical practice
of 'donations' has marred the image of this sector. Privatization was the
result of inadequacy of the government and ironically, many regulatory
authorities were created to control its adverse effects.. The resultant
increase in quality of education may not be visible, but corruption has
certainly increased manifold.
The quality of education has been blatantly disregarded. The rule to
promote a student until 8th std. epitomizes this unconcern. Now a student
can be promoted to the next class without appropriate learning. The
condition has deteriorated to alarming levels due to indifference of
students and teachers. There is, as if it were, a competition to donate
marks in the board examinations of standards tenth and twelfth. Central
Board of Secondary Education distributes marks to students as an act of
philanthropy. For the past few years, the cut off for some colleges of Delhi

University has been nearly 100%. Taking this into account, the state
education boards of several other states have also made plans of
following this practice. There is a provision of 30 marks in internal
evaluation and practical examinations and 25 marks have been granted to
objective questions in the theory papers. This helps the students to obtain
the minimum 35 marks required for passing without actually studying.
The level of school education has degraded due to such mal-practices.
The annual report on education conducted by the NGO 'Pratham' has
brought to light this terrible state of affairs.
The load of their school bags, right from the primary levels, weighs down
the students. The student is deprived of the joy of learning at the initial
stage itself, and education becomes a punishment for him. The child
considers education a burdensome compulsion due to the system that
compels him to learn unrelated, unnecessary information by rote. Even if
he completes this drudgery under the pressure of parents' expectations
and competition in the society, it does not nurture and develop his
personality. This has led to high levels of emotional imbalance even
among promising students. The resultant rise in frustration, desperation,
anger, and suicidal behavior is a signicant failure of the education
system. The list of failures can continue forever.

A Series of Commissions
Regular attempts have been made to discover solutions for these
problems after independence.. The government constituted several
commissions for educational reforms. Mudliar Commission for School
education, Radhakrishnan Commission for Higher Education were set
up immediately after independence. The Kothari Commission, New
Education Policy [1986, 1992], the Knowledge Commission, Yashpal
Committee and numerous such efforts followed. The Planning
Commission's Expert Committee on Education has made many effective
and practical suggestions during all the ve-year plans. The Sarva
Shiksha Abhiyaan [SSA], Rashtriya Madhyamik Shiksha Abhiyan
[RMSA], Rashtriya Ucchatar Shiksha Abhiyan [RUSA], etc., are
products of these deliberations. The other commissions had also made a
number of valuable suggestions, however, only a few were implemented.
Quite a few changes have been made in the structure of education system
and the curriculum. The format 0f 11+1+3 was replaced by 10+2+3. A
unied syllabus was designed for the entire country under the National
Curriculum Framework since 2005. Various language policies were
adopted depending upon the political mood of the prevalent period. Two-

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

implemented unsuccessfully. The nation is still waiting for a nationalist
and pragmatic language policy. As a Urdu Poet aptly says - the ailment
worsened as the treatment proceeded- surmises the condition of
education in Bharat.

Diagnosis of the Ailment

Bharitya Shikshan Mandal has always believed that there are two main
reasons for the dismal condition of education. The rst reason is the lack
of holistic perspective towards education sector. The policymaking,
management, and reforms in the education sector have been directed
towards three separate tiers of primary, secondary, and higher education
levels. The result is that regional disparities in this sector have been
overlooked. There is a need to accelerate efforts in primary sector in
certain states, while in states like Kerala; emphasis on higher education
will be more practical and effective.
The second reason for this condition is the 'western format of education'.
The Chairman of Kothari Commission, Shree Daulat Singh Kothari said,
'At present, the centre of gravity of Indian education system rests in
Europe which needs to be reestablished in India as soon as possible.'
Bharat-centered, holistic, integrated education policy must be the
foremost priority of Bharat. When we speak about policy of 'Bhartiya
education', the four areas aim, curriculum, policy, and methodology of
education must be charted from the Bhartiya perspective.
Bharat has been the world leader in education since the beginning of
civilised world. Students from all over the world came here for education.
A self-directed system that imparted a life-building, holistic education to
every individual of society was developed here. 'Knowledge is that which
liberates' this has been the greatest ideal of Bhartiya education. Here
liberation does not mean spiritual liberation alone, education frees
individual from other shackles that bind him. Only education can free a
person from poverty, bigotry, anger, depression, and helplessness.
Therefore, education should be liberating. {dm _w$H$ar'
Only a complete and capable person can be free. The education, which
enables the individual to nourish and develop his innate abilities
according to his disposition, is real education. Hence, the second
objective of education, as stated by our great ancestors is 'education
should be enabling.' {dm `w$H$ar
Individual is duty bound to provide for one's family and make a

productive contribution to the society; therefore, education must impart

skills. Considering this, 'education should Productive' {dm AWH$ar has
been stipulated as the third objective of education. These three objectives
shed light on the comprehensive perspective of aim of education.
According to the Bhartiya perspective, the education policy should be
autonomous at all levels, decentralised at village level and socially
embedded. The government must act as an enabler and promoter.
Scholars and educationists must perform the other functions. Before the
advent of British system of education in Bharat, the society took care of
even the nancial needs of the education sector.
The Bhartiya curriculum of education would be value-based, life
building, and originate from the spirit of this great nation. The focus of
education would be learning, rather than teaching. The holistic system
that encourages a student to learn through exploration, discovery and
experience, rather than through lecture by the teacher and brings joy and
freedom to the process of learning is the true Bhartiya system of
education.

The Panacea
In 1982, the Bhartiya Shikshan Mandal had undertaken the project that
aimed to provide solutions to present challenges of education system
through formulating a blueprint of an education system based on Bhartiya
values. The basic aw of reforms carried out by the governmental
agencies was that, there was neither the participation of wider society, nor
that of experts from the educational eld. The policies designed were
based on suggestions gathered during some seminars and discussions
amongst some selected experts.
From 1982 to 1984, Bhartiya Shikshan Mandal collected the views of all
the stakeholders connected to education through a questionnaire.
Teachers, management of institutes, industrialist, parents; all were asked
to participate in this endeavour. A comprehensive blueprint of education
was then designed based on the information garnered from studying and
analysing 4000 questionnaire. This blueprint of national education was
presented to the Central and State Governments at that time. Many
governments acknowledged this effort by presenting a certicate. Some
suggestions were included in the New Education Policy of 1986.
However, only patchwork reforms do not bear fruits. A comprehensive
outlook is essential.
This blueprint of national education is now presented to the public

domain in Bharat after due deliberations and requisite changes, through

this booklet. The year 2014, can be called the year of transformation due
to several reasons. Under the circumstances, the Bhartiya Shikshan
Mandal intends to convene discussion forums on this issue at various
levels, draw out suggestions and advice, and thereby formulate a holistic
and integrated policy of education. This would be the real Bhartiya
education - originating from the spirit of Bhartiya society and nurtured by
the roots of Bhartiya culture. It will be put forth before the government
only after completion of this process. We hope that it will receive
universal acceptance based on its practicality and quality.
We request you to read this booklet thoroughly and give us your honest
opinion on all the points. . We also request you to discuss this issue with
your acquaintances, provide this booklet to them, and send their views to
us. For this purpose, a feedback form is provided at the end of the booklet.
Please post the lled questionnaire to Bhartiya Shikshan Mandal, Nagpur.
You may also scan and e-mail it.
Bhaartiya Shikshan Mandal has planned to conduct discussions at various
centres in the country on this topic. Please notify us if you can contribute
to our effort by conducting such programmes at your level.
Let us hope that our efforts once again make Bharat a leading educational
centre in the world.
Mukul Kanitkar
National Joint Organizing Secretary

Chapter 1

Preamble
Every human being has an instinctive desire to lead a happy, comfortable,
and successful life. Yet, there are certain marked differences between the
people, societies, and nations, which can be attributed to the state of
material progress and philosophical musings prevalent in those nations.
These factors, together contribute to creation of a culture, which in turn
inuences the education system. The education system thus formed is a
socialising tool that further enriches and hands over the cultural heritage
to the future generations.
The identity of a nation is dened by its culture. Culture also determines
the aims and objectives of the education system of the nation; and hence
one can witness a difference in the aims and procedures of education in
various countries across the world. Apart from this, the social, economic,
geographical conditions add to the diversity of the nations. Hence, it is of
vital importance that the valuable insights regarding life, provided by our
great ancestors, are reected in the education system in Bharat.
Our great philosophers, and Maharshis had discovered through
experience that man had the capability to connect himself with Brahma.
They declared that achieving one-ness with Brahma is the ultimate aim of
life. Man's life is not limited to satisfaction of his basic hunger, and
therefore education can never be conned to just providing him skills for
earning livelihood. Although, this is an important function of education,
the other signicant objectives should not be undermined. It is true that
our country needs scientists, engineers and administrators; but it is more
essential to create patriotic citizens who lead their personal and collective
life as an endeavour for national greatness and thus provide a proper
direction to society. After fulllment of his basic needs, every Bhartiya
must try to follow the steep and difcult path of the four 'pursharthas'Dharma, Artha, Kaama and Moksha to attain completion in his personal
life. Our great seers believed that this way he would eventually attain
'devatva'. It is a strong belief of Bhartiya culture that a well-educated and
cultured individual can attain joy, satisfaction, and fulllment if he
adheres to Dharma, Artha, Kaama, and Moksha. Thus, the education
should also aim at supporting these four pursharthas.
Real Dharma lies is fullling ones duties towards family, society,
country & the Nature. We can strengthen dharma by fullling these
duties. The meaning attributed to 'artha' in modern times limits it to the
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basic need of livelihood. It is considered a skill merely to secure bread and

butter. Artha is also considered as an objective of education.
Fulllment of desires is considered as the aim of 'kaama'. However,
nation, society & family must never be overlooked. We must enjoy our
life without hampering their security and hurting their sentiments.
Freedom is Moksha. When man realizes that he is one with Brahma [he is
Brahma] by liberating himself from worldly ties, he acquires Moksha.
Leading one's life to reach this goal can also be an objective of education.
Many other countries have also emphasised one or more of these
objectives. We must not be misled by their glittering material progress
and follow them blindly.
The discussion pertaining to education must not only concentrate on
delivering information and modes of instruction, but should also include
deliberations regarding instilling values and ethics. Only then can it be
called Bhartiya education.
One must think about the welfare of nation and balanced development of
all aspects of human life. We have to create individuals with a rational
view and fair character, who are physically and mentally strong, who are
dutiful and patriotic and who are eager and capable of nourishing an
identity integrated with nature and the ultimate power.
Ultimately, it can be reiterated that the primary aim of Bhartiya education
is not merely delivering information, but creating an ethical and cultured
person.

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Chapter 2

Aims and Objectives

Education is a continuous process. It is based on experience. Experience
is the source of its genesis and reason for its growth. This process
controls all beings and inuences them in a direct or indirect manner. It is
unaffected and unaltered by changes in place and time. , Only through
well-directed, rational, and zealous efforts can one achieve the ultimate
objective.
The student's perspective must be given due importance while dening
the aims, objectives and procedures of education process. The importance
of education in creating social awareness is unquestionable. Education
needs to generate this awareness while developing the sense of duty, selfesteem and value based outlook towards life in a systematic manner. It has
to be ever vigilant and work in tandem with the endless social changes.
The proponents of this policy have considered following conditions
indispensable while formulating a blueprint of education system.
1. While considering the aims and objectives of education, it is
essential to reect about human life. Therefore, due importance and
respect has been given to the deliberations of prominent
philosophers of the world. Considering the area of implementation,
Bhartiya Thought has been attributed the position of prominence as
the roots of philosophy run deep in our soil.
2. The values born out of philosophical deliberations manifest
themselves through cultural pursuits. These eternal values are
embedded in the social consciousness of the people. The cultural
activities that express the deep-seated values strengthen the
education process.
3. Although, education by nature is eternal and universal, still, local
and regional priorities and needs have to be considered during
practical implementation.
4. The modern age is considered the 'Age of Science'. Industrial
development is its obvious corollary. Our country has been
considerably inuenced by this phenomenon in this scientic age.
However, this industrial development has remained limited to
urban centers and their peripheral areas. Bharat has retained its s
agrorural nature. From a developmental point of view, it is crucial to
create a balance between urban-industrial growth and ruralagricultural growth. This outlook is important while considering
objectives and structure of education system.
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5. It is clear from the previously mentioned facts that a co-ordination

and balance between the material wealth generated by
industrialisation and the fundamental nature of this country
spirituality is extremely essential for conservation of our cultural
values. In addition, it has to be ascertained that their mutual coordination ensures stability to the society.
6. A large proportion of our population, about 25%, is still illiterate.
They have been plagued by mental weakness, poverty, and lack of
knowledge. These demons can be defeated only through a war to
overcome them through the weapon of appropriate education.
Providing a proper education personally to every child in the
classroom as well as outside it, should be a priority. The education
system must accept this challenge and function to fulll this
objective successfully. For this
i. A balance should be maintained in the development of physical and
mental prowess.
ii. The integrated relationship not just between family, society, nation,
and human species, but also between all living beings must be
accepted.
iii. The oneness of the soul residing in every individual and the
omnipotent Almighty must be realized.
iv. There should be a balance between habits and values that determine
an individual's behaviour and the laws of nature that inuence him.
v. There should be respect for the mature democracy and love for all
sects and beings.
Keeping these fundamental tenets in mind, we arrive at following
sets of objectives of education.
I. The objectives for value-based and sustainable development of
a person
1. Total personality development of his physical, mental, emotional,
and intellectual faculties.
2. Ingraining of Bhartiya cultural values like truth, non-violence,
service, sacrice, love, duty etc. in life through their practice.
3. Inspire an urge to acquire knowledge continuously to reach towards
the pinnacle of knowledge.
4. Development of a scientic temperament to develop problemsolving skills.
5. Development of a disposition that respects law and stands up against
injustice.
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6. Developing creativity and capacity to express it. Creation of an

attitude that learns to enjoy the efforts rather than the result.
7. Develop a hard working disposition; Emphasising the importance
of physical and mental hard work and generating an attitude of
respect towards all forms of work.
8. Highlighting the importance of experiences garnered through
continuous process of education in development of life.
9. Propounding the importance of limits of individual freedom for
welfare of all. Cultivating an attitude of equal respect for values of
all sects. Creating consciousness regarding the fundamental values
of country and culture and nurturing the urge to work ceaselessly for
the country.
10. Generating a sense of fraternity towards all sections of society and a
disposition that opposes any kind of discrimination and
exploitation.
II. Objectives of education for value based and sustainable
development of Nation
1. Embibing behavioral traits indispensable in daily life.
2. Inculcating values of empathy, co-operation, and participation.
3. Generating an attitude of active participation and alertness towards
democracy.
4. Creating a sense of duty towards one's family, society and country
and a disposition for productive contribution in the development of
society and nation.
5. Developing consciousness regarding one's duties and role as a
member of society, and complete awareness regarding one's rights
that are a reward for fullling one's duty.
III. Aims and objectives reective of social conditions
1. Awareness regarding equal opportunities and facilities for all.
2. Effort to make social life more prosperous, joyful, and selfdependent.
3. Becoming self-ccondent.
4. Getting inspiration from good people and one's environment.
5. Inculcating the value of co-operation rather than co-ordination.
6. Recognising that fullling one's duty is more creditable and
valueable than material wealth in the balance sheet of life.
7. Overcoming the sense of shame regarding one's social customs and
liberating oneself from the arrogance about one's knowledge.
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IV. Aims and objectives of social education.

1. Inculcating the practice of value addition to education system
through utilization of experiences garnered by both the teachers and
the students.
2. Keeping oneself and one's peer group well informed about social
causes and active in social activities.
3. Cultivating the sense and spirit that overcomes and destroyes the
articial boundaries of religion, sects, class to create a harmonious
society.
4. Keeping the national interest in mind, one must inculcate the value
of considering the whole world as one's family and behave
accordingly.
5. Developing the spirit of oneness with society at the physical as
well as mental level even while pursuing any profession or vocation
in life.
6. Inculcating the spirit of helping one's less fortunate friends for their
development.

THE ETERNAL PRINCIPLES OF BHARTIYA EDUCATION

Knowledge is that which liberates.

Knowledge provides freedom.
Knowledge provides skill.
Knowledge provides wealth.
Holis c and complete development of personality.
Acquiring knowledge through experience.
Not a learned fool but a wise individual.
Inculca ng value of teamwork and unity.
Realisa on regarding Na onal Des ny.

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Chapter 3

Pattern
General Education
1. An eight-year plan for general education has been recommended, as
it is the only practical alternative to ensure universal primary
education envisaged in the Constitution.
2. The eight-year general education plan has to be designed and
implemented in a holistic manner in order to reach out to every
nook and corner of the country and cater to the majority rural and
illiterate population.
3. It is expected that after completion of the 8 year general education, at
least 50% students will have practical knowledge of science and
productive physical capacity that enables them to gain knowledge
of the various arenas in the industrial sector and be integrated with
them. Skills in the relevant eld, institutes like the Industrial
Training Institute, Junior Rural Institutes, or other such institutes
may provide the desired training. The training period will be one
and a half years, and will be followed by a 6 month apprenticeship
period in the relevant industry.
4. Institutes like the Industrial Training Institute, Junior Rural Institute
or other such Institute make provide the desired additional training
to students who wish to engage self-employment or other such
socio-economic activities. The training period will be one and a
half years, and will be followed by a 6 month apprenticeship period
in the relevant industry. Thereon, it is expected that majority of
youth will participate in the economic sector.
5. At present, the minimum qualication required for the posts of clerk,
storekeeper, typist, surveyor etc. is 10th Matriculation. However,
after implementation of the new system, a person who has
completed eight years of general education and one and a half years
of relevant training programme will be expected to ll these posts.
This will be benecial not only for the employees, but for the
employers as well.
6. It is also expected that a part of student population will work in
elds, factories or business enterprises as apprentice and then join
the same as employees after sufcient time.
7. There will be provision for a two-year programme designed to bring
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students who have completed 8 years of general education and are

working as apprentice, at par with students who have completed
two years of education in High School. Similarly, there is a
provision for a bridge course that is equivalent to the next two years
of higher education. This way, students who wish to continue their
education while working will get an opportunity to reach the
Higher Secondary level.
8. Students under 14 years of age will be eligible to entre this system
at any stage. They will be trained considering their age and general
knowledge.
9. Pre - primary education centres opened by non-governmental
organisations and run by teachers well trained in child development
and child psychology will be welcome; but they will neither be
compulsory nor a part of formal 8 year programme of general
education.
High School Education
1. The 8 years of primary programme will be followed by 4 years of
school curriculum wherein the student will have to compulsorily
study one economic activity based subject. Apart from this, there
will be a choice of other complementary subjects of scientic,
vocational, management and commerce faculties. No
discrimination will be made between these students and students
who are eligible for admission in industrial training institutes, rural
institutes and such other institutes.
2. Students will be eligible for education in Polytechnic Institutes for
faculties of engineering, rural development industries, commerce
or management on completion of 10 years of education. This
condition of 10 years of education may be fullled through 4 years
either of Higher Secondary schooling or through supplementary
education institutes opted after 8 years of general education.
3. A student will be eligible for education in engineering, medical or
management streams after completion of 4-year programme in
relevant eld. [There will be no need for entrance examinations]
4. Similarly, student will be admitted to college for education in
Science, Humanities and Arts faculties only after completion of 4
years of higher schooling.
5. This way, there will be provision for entry into the education
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system for specialised education in various faculties at three levels

- admission for certicate courses in various elds on completion
of 8 years of general schooling; admission for diplomas in varied
streams after 10 years; and admission for undergraduate degree in
diverse faculties after 12 years of learning. The principal motive of
this system is to restrict the crowd at college and university level
and encourage the youth towards productive socio-economic
initiatives that remain overlooked in the developmental plans of the
nation or are in a nascent stage.
6. This system envisages training for every level of activity in socioeconomic arena. This training will be provided in vocational or
industrial training institutes, or while working as apprentice in an
industry. Training will be provided for simple tasks like cleaning,
washing, drainage cleaning, etc. These seemingly simple tasks
have a vital role in development of nation apart from providing
ample opportunities for employment.
7. The structure of general and professional education should be
exible and students should be encouraged to enter the system
through a provision of multiple entry points. His conditions may
force a student to join the workforce after completing 8 years of
general education, but he must encouraged to undertake various
complementary certicate, diploma and degree courses n his
chosen subjects through necessary provisions.
University Education
1. At this level, the rst university level degree shall be granted after
completing two years of education at level, but Honors degree shall
be granted only after completion of three years of learning.
2. Postgraduate degree shall be granted after 3 years to students who
have undertaken a 2-year degree course; and after 2 years to
students who have been granted the Honors degree.
3. The principle aim of Universities should be to encourage research
work in elds of Science, Humanities and Arts for higher
education. The present system that disconnects the student from
eld should be annulled. Actually, the University should become
an organ of the society itself; a lighthouse that guides the society
and receives its energy from the life force provided by the society.

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Diagrammatic Representation of Structure of Education.

General Education
8 years

High School
Education 4 Years

Apprenticeship
2 Years

Industrial Training Institute/

Rural Institute
1 year 6 months

Bridge Course
2 Years

Polytechnic

University
Degree - 2 years/
Honors Degree -3 years

Professional Colleges
[Medical, Engineering,
Agriculture, Law,
Management, Commerce,etc.]

Flexibility
The test of any structure is its exibility. It is expected that in
development and reform of school level education, this model does not
act as a hurdle in any area. The education department should provide
complete freedom to those who wish to undertake experimentation or
research in education sector with honesty and purity of motive.

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Chapter 4

Curriculum: Important Characteristics

I.

4.

5.

The Eight year General Education Programme.

1. Certain factors like the extent of spread of illiteracy, monetary
constraints of the government, and poverty contribute in keeping a
large section of our population from education and an equally large
section to leave it incomplete. Considering these facts, it has been
proposed that eight years of school education should be made
general and compulsory.
2. It is crucial to strengthen the education at this level. Therefore,
the aim should be to develop the necessary knowledge, skills,
attitude, capacity, and values that lead to success in one's chosen
profession. The emphasis should be to create citizens who respect,
cherish and nurture a democratic society and make a positive
contribution for its development.
3. Broadly, the following subjects must be included in the eightyear general education programme.
i. First language mother tongue
ii. One more language Hindi/English/Sanskrit/Regional
language/ Classical language
iii. Mathematics that helps in daily transactions
iv. General Science
v. Social Studies
vi. Physical work, health, hygiene, and terms of social
behaviour and manners
vii. Value education and Social service
viii. Sports and physical education
ix. Life skills stitching, agriculture, cooking, computer
education, electric tting and plumbing
The above stated syllabus for the eight-year programme of general
education should be structured in such a manner that the student
acquires vocational skills, common sense, requisite basic
knowledge as well as good habits, life skills and values so that he
may lead a fullling life. The entire syllabus should be divided such
that the students of primary level do not feel a lot of pressure. At the
primary level, subjects like the mother tongue, arithmetic, general
science and social studies should be taught in a 'explore, do, and
learn' manner.
Physical work should be the focal point of this curriculum. The
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6.

II.
1.

2.

3.

4.

students should be taught about the tools that are useful in a various
socio-economic activities and vocations. The emphasis should be
on development of interest as well as a sense of respect and pride in
physical work.
The eight- year education should be holistic and complete. s The
students must become capable and competent enough to join the
workforce and contribute in the agricultural elds, industries or
workshops, if they wish to, after completion of the programme. A
section of the population thus trained, may join the Industrial/
Vocational Training Institute, continue further training as
apprentices in elds and workshops, or enroll for higher education.
Four-year Highschool Education
At this stage, the students enrolling for the ninth standard will have
the option of choosing from multiple subjective and vocational
courses .The students will complete their four years of higher
education in these selected courses. This system is different from
the 10+2 programme because, in this system vocational courses
have not been segregated from the subjective courses.
This plan is different form the suggestions made by the Kothari
Commission because, in this plan the technical, commerce,
medicine, arts, and other vocational subjects have not been
separated. The technical and subjective courses have been merged.
One vocational course has been made compulsory with other
subjective courses.
Even if a student wishes to become a doctor, he would still have to
undertake a vocational subject. This vocational training will create
condence in the student and he will become self-relaint and
capable of planning and working for any profession that he may
choose. The students who could not be admitted for the university
education will be capable of joining the workforce and working in
any of the varied socio-economic activities. A student with
vocational training will learn to respect physical work. This is very
essential for our society, which encompasses varied professions
and working groups.
Vocational training is the most important, and hence a compulsory
part of the four-year higher education. This vocational course
should be an integral part of the programme. It must be practical,
physical, well designed, creative, and productive. The choice of the
vocations should be exible and cater to the regional needs. The
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local traders, industrialists, farmers and others connected with

various socio-economic activities should not just co-operate, but
also actively participate in this process. Considering the conditions
in agricultural and industrial sectors in the country, their
participation in formulation of syllabus and the development of this
course is crucial for elevating the standard of this course. General
medicine, general mechanics, general commerce, and various other
vocations will be included in the course list.
III. Survey to determine the utility and feasibility of the course for
new vocations and opportunities of employment.
1.
The state and district level ofcers of education department must
take help from various sections of the society in formulating a
curriculum that opens up opportunities of employment in various
vocations. In addition, autonomous institutes, governed by experts
of various elds must be established at the state level. These
institutions must undertake a survey of needs of the population and
locally available resources for training. Such surveys will help in
practical and successful implementation of the programme.
2.
In fact, the people connected to the employment sector should
voluntarily conduct such a survey. Government surveys are
generally considered unreliable as they lack the seriousness,
professionalism, and understanding. Essentially, all institutions
should have committees to conduct such surveys.
IV.
1.

i.
ii.
iii.

iv.
v.

Curriculum
The following four-year syllabus, along with time distribution, has
been proposed for the programme.
TYPE
TIME FRAME
Vocational Education
30%
[List of various courses]
Physical education/Fine Arts
07%
2 Languages
15%
a. Bhartiya language
b. Sanskrit/ other classical language
Three electives
36%
[A list has been provided below]
2 Compulsory subjects
a. One subject can be chosen from any of the subjects of the above
given list [ if it has not been already selected]
b. Ethics and Philosophy
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LIST OF ELECTIVES
1. History, 2. Civics, 3. Geography, 4. Commerce, 5. Economics, 6.
Library science, 7. Commercial Mathematics, 8. Mathematics, 9.
Physics, 10. Chemistry, 11. Biology, 12. English, 13. Other Bhartiya
languages, 14. Literature, 15. Home Science, 16. Cooking and
stitching, 17. Civic painting, 18. Repairing Cycles and two-wheelers,
19. Carpentry, 20. Psychology, 21. Social Sciences, 22. Gardening,
23. Horticulture, 24. Bee keeping.
2. All the subjects falling under point i] will be included in the list.
This will benet the student who wishes to learn three more
complementary vocations, apart from his main vocational course.
This also means that if a student wishes to complete his higher
education without taking any subjective courses he has the freedom to
do so. He will have to take up subject from point ii] like languages,
physical education or music etc.
V.

1.

2.

Language Policy
People are very sensitive and needlessly highly opionated regarding
the language policy Some favour the present policy, while some are
against it.
This plan provides a lot of freedom. People favouring 2-language, 3language, 4-language or more, will be satised with this policy.
Firstly, during the eight-year programme, mother tongue will be the
rst language. Any one of the languages Hindi, Sanskrit, other
National Languages, or English will have to be chosen as the second
language. However, if one does not wish to learn English, he will be
exempted. This is also applicable to other languages. During the
four-year plan, a student will be provided with a choice to complete
his studies without learning English or Hindi, but it will be mandatory
for him to learn Sanskrit or any other Classical language. This is
essential from socio-cultural perspective.
Some people may question this policy as they are of the opinion that
Hindi the language of communication, should be made compulsory.
Hindi is not mandatory under this policy; however, there are two
languages mother tongue and Sanskrit or a classical language,
which will be mandatory for the student. The perspective behind this
decision is that, if everyone in the country accepts Hindi to be the
language of communication, no one will leave it out. The subjects that
are neglected by students , because they do not aid in employment,
should be made compulsory. Therefore, in this plan, study of mother
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tongue and any one of the classical language have been made
obligatory. A student who does not wish to learn Sanskrit may
choose from Arabic, Persian, Hebrew, Latin, Greek, or any other
classical language. The policy is based on the belief that a treasure
trove of knowledge and values is present in our classical languages
and it is very crucial for a healthy social life. This way, the policy
aims at strengthening the emotional unity in our national life, which
is clearly present in all the sects and classical languages.
VI. Value Education
1.
The fundamental aim of education is to raise a student from the
basic need-oriented existence to a value-based life. For this, it is
essential that the teacher possesses character traits like greatness,
clarity, honesty, and empathy. Conducting learning- related and
cultural activities is another tool that may be institutionalised to
create a healthy and free atmosphere. Many activities aid value
education and may be assimilated with the curriculum.
2.
Creating a healthy relationship between the teacher and a student is
a priority. The students should be accorded equal importance..
Physical punishment should be prohibited and students must be
treated with care and respect.
3.
The gathering held at the commencement of the school year should
be compulsory for all. The wholehearted participation of teachers
in this event should be mandatory. The programme must be
inspiring; value oriented and should create an urge among students
to move from darkness to light.
4.
The school must celebrate all the important days connected to the
culture and values of the entire humanity. It must organise
programmes to pay tribute to great personalities not just from the
country, but also across the world.
5.
The nascent qualities of student must be awakened through stories,
drama, music, and other such activities that will help in inculcating
values of love and sacrice and inspire him.
6.
Sports and activities related to arts and music should be frequently
organised in an open and free environment.
7.
Teachers should accompany students to backward areas to conduct
certain programmes and activities for those people. These activities
need not be mandatory, but the students must be encouraged to
participate in large numbers and teachers must denitely attend
them.
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8.
9.
10.

The school should regularly organise sports and related activities

that build team spirit, goodwill, and co-operation among students.
The school must encourage activities that instil honesty and
courage.
Extra time for value education Presently schools function for
around 210 days in a year. In fact, this duration is insufcient not
only for the students, but also for the great endeavors of teaching. It
has been proposed that in order to assimilate value education the
working period should be increased by 20 days.

VII. Informal Education

It is clear from the structure of education that this programme will
be open to all and there will be many opportunities to enter into it
from various elds at various levels. Therefore, there must be a
provision of supportive programme through distance education
within this system. This will benet the students who have joined
the workforce on completion of eight-year general education, or
are working as apprentices, or pursuing higher education. This will
th
th
enable them to appear for the board exams of 10 or 12 standard.
There are many registered medical practitioners who have not
undertaken proper medical education. There must be a provsion in
our medical colleges, to provide some of these deserving
candidates an opportunity to complete their medical education
through distance learning and practical course of nescessary
duration.
VIII. Professional Education
1.
All students who have completed their four-year higher education
must get an opportunity to join Medicine, Engineering, Law, or
Education colleges. Medical Association or other such institutes of
higher learning should not insist on uency in English as a criterion.
A working knowledge of the language should be considered
sufcient. Medium of teaching in professional institutions should
be either Hindi or the regional language. A time frame must be xed
for this change, but it should be initiated immediately. There is one
major fault in our professional curriculum. It gives more emphasis
on theoretical learning than on practical experience. It has been
proposed that professionals with a considerable experience in
medicine, engineering, or teaching must be appointed as professors
in institutes of higher learning.
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2.

Professional Colleges To make our professional courses

competitive and competent they must be updated continuously as
per the changes across the world. It is a shame that our engineering
graduates are considered equal to trainees in industries of their
chosen faculty of education. This condition is also prevalent in
other professional courses. Therefore, it has been proposed that
institutes providing education in Commerce, Banking, and
Management etc. should be connected to their respective industries
and enterprises.

IX. Industrial Training Institutes, Polytechnics and Rural

Institutions
All these institutes are either under the control of Labour
department or under Training and Employment Department of
Central or State governments. They do not fall under the preview of
the Education department. The plan proposes that such institutes be
transferred to the Education department of the states. When the
main objective of education is delivering knowledge for
developing professional skills and capacities, segregating them
from education does not make practical sense. This will also be
administratively convenient. The number of courses taught in
vocational training institutes and polytechnic colleges must be
increased considering the importance and need of diverse
economic ventures in our society.
X.
1.

University Education
i. University education must be connected to employment
opportunities.
ii. The rst degree [graduation] should be awarded after 2 years and
after three years through distance education.
iii. Similarly, Honours Degree should be awarded after 3 years to
regular students and after 4 years of distance education.
iv. The post graduation degree in Arts or Science must emphasis on
research and should be awarded three years after graduation, and
two years after honours [graduation] degree.
v. Doctorate must be awarded to lecturers on submission of research
work and thesis. Persons involved in industry or agriculture must
be granted the doctorate degree after seven years of experience.
People involved in social service should be awarded the degree
based on their work either on application or without application, for
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2.

recognising their work based on their research work. Such persons

should be registered for the doctorate degree on presenting
evidence of their interest in the subject. They should also be
exempted from the condition of working under a guide.
Autonomy of Universities
Universities should be granted complete autonomy, but in return,
the Universities must ensure the society that they are fullling their
duty of contributing to national development. A vice chancellor
outside the establishment must not be imposed on them. A faculty
with more than 25 years of experience teaching in the university
and over 50 years of age must be elected for the post.

The Universities should be exible

regarding choice of subjects, time frame
and facilitate inter-disciplinary education.
The University education must focus on
research.

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Chapter 5

Examination System and Evaluation

I. Objectives of evaluation
1. Examination and evaluation are indispensable parts of contemporary
education system. They help in determining the extent of knowledge
acquired by a student.
2. Educationists have rightly valued the role of examination in
development of education. Experts should recognize this as well.
3. In the present examination system, various forms and methods of
questioning are being used while framing a question paper. While
doing this equal weight age should be given to not just what the
student has understood, but also to what he has retained in his
memory. The present tools of examination give more importance to
memorization than understanding. Since the horizons of traditional
and technical knowledge have expanded, the educationists expect
students to be well informed about various elds and become ideal
citizens.
4. Hence, the new system of examination lays emphasis on
understanding rather than testing memory. If this principle is to be
well established, importance should be given to evaluation rather
than examination.
II. Problems of prevalent examination system
1. People believe that clearing examinations with good grades is the key
to secure future while failing to do so leads to distress and stagnancy.
Thus, the students aim at merely passing the examination. This view
leads to rise in use of unethical means for clearing examinations. No
one bothers about acquiring knowledge.
2. The present system of examination has one more fault. All subjects
are compulsory for students, and if a student fails in even one subject,
he is not promoted to the next level. Even though a student achieves
prociency in one subject, the doors of next level are still not opened
for him if he fails in another subject.
3. If a student clears examination with basic marks, he is denied the
chance to reappear and try to improve his grade.
4. There are many reasons why students distrust this examination
system. A glaring example can be put forth to explain this further. An
examiner gives some marks in an answer sheet. If that answer sheet is
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5.
6.

7.

8.

9.

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

marks. This subjective system of valuation is one of the reasons why
students have lost faith in this system.
The discrepancy in valuation has emerged due to defective question
pattern.
The difference in internal system of evaluation in schools and
evaluation in publicly held board examinations has an adverse
impact on preparation and condence of students.
Attempts have been made to replace the present examination system
with a grading system, but it has been converted into one more tool
of merely passing students. This has resulted in spread of
misconceptions regarding system of evaluation.
There is inconsistency between evaluation system of school and
public board examinations. This adds to the adverse opinion
regarding the present system.
Apart from the above stated factors, there is another factor of
politicisation of education that has been effortlessly overlooked by
the government as well as the people.

III. Solution
1. Internal evaluation should be made an inseparable part of
examination system. This policy should be implemented sincerely.
2. A well- dened system of evaluation, from primary to higher
education, must be designed and should be broadly based on
following suggestions
i. No examination should be conducted in the rst and second
standards of primary level.
ii. Only vocal examination should be conducted in third and fourth
standards of primary level.
iii. Written test must be conducted from the fth and sixth standards,
practical examinations should be started from seventh standard, and
practical exams should be given 30 to 40% weight age in the eighth
standard.
iv. Internal valuations should be started from the ninth standard,
monthly tests should be conducted. Alternatively, the entire syllabus
should be divided into six parts. A test should be conducted after
completion of every part.
Evaluation of class work, homework, practical, and written
examination should be incorporated in the nal evaluation. A student
must secure 50% marks in the annual examination including the
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v.

3.

4.
5.
6.

other evaluation tests.

In the tenth and twelveth standards, the ratio marks of internal
evaluation to public examination should be 40:60. Students must be
permitted to use reference books while writing the public board
examinations.
Terms like pass or fail must not be used while declaring the results of
public board examinations. Students must be provided with a
statement of their marks or a grade card.
Students must be permitted to reappear for examination of any
subject to improve his marks.
A student should be promoted to higher standard of a subject based
on his marks in that particular subject, not based on his marks in toto.
Entry at any level should not be restricted. If a person who has so far
not attended school wishes to begin his education from a particular
level, he must be tested. He should be given a concession of 5-10% in
this examination and then admitted based on the result of this
examination.

IV. Special Suggestions

1. A special cell should be established for proper direction and
execution of examination and evaluation. A teacher or principal who
fails to execute this process properly should be reprimanded. This
should be a mandatory condition of service.
2. Administration should take the responsibility of preventing and
controlling anti-social elements. Negligence of administration
should be considered the failure of Education ministry.
3. The reform in examination system should be evolutionary, balanced
and begin from primary level and move up to higher levels.

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Analysing a Problem
Today, there is a general view that the practice of promoting
students until the eighth standard without actually evaluating them
has degraded the standard of education. Examination was not a
part of Bhartiya Gurukul system as well. Then how did the
Acharyas evaluate their students?
It was an extremely simple process. A student who was capable of
teaching students of fourth standard was eligible to be promoted to
the fth standard. Actually, the students were responsible for
conducting most of the classes of lower standards.
Examination was conducted only during graduation i.e
completion of basic education. It consisted of just one question.
The teacher would take his student to the highest point in his
school, show him the horizon, and ask if he felt that he knew
everything about the world that was visible to him. Just this
question was asked! If the student felt he still did not know
something, the Guru would teach him. Only a completely learned
person was sent out into the society.
This evaluation system, based on eternal Bhartiya values should be
modied according to the modern context and implemented. The
time demands this from us!

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Chapter 6

Management of Institutions: Public and Private

Proposed model of management and control
Our Constitution has provided the minorities with special autonomy to
set up and govern their institutions. Many such institutions have misused
this right. Also honest and capable teachers are increasingly feeling
insecure and distressed while working in organisations controlled by
certain corrupt individuals. Discontent has arisen among teachers against
such corrupt directors.
Even in the government educational institutions, teachers are exploited
through transfers in interior areas, suspension, staling pay rise, and
promotions. Many a times change of government increases problems of
teachers. Providing job security and other welfare facilities to the
teachers is a priority. Therefore, an alternative solution needs to be found.
There is a proposal to set up a statutory autonomous authority for
regulating education. A central authority that regulates central
institutions and state authorities for controlling the state-level institutions
should be established. The branch ofces of these authorities should be
set up in all districts. The following proposal has been made regarding the
constitution of regulatory authorities at various levels.
1. Maximum members [60-75%] must belong to following sectioni. Educationists
ii. Experts from Agriculture, Language, Science, Commerce. etc.
iii. Teacher
2. Remaining members [25-40%] must belong to following sections
i. Peoples' representatives like Member of Legislative Assembly,
Member of Parliament
ii. Representatives from Parent-Teachers' Organisations
iii. Renowned Social worker
iv. Representatives of Private institutions
v. Persons nominated by State Government
The duties of the authority are as follows
1. Desigining the curriculum. [not the text books]
2. Conducting public examinations.
3. Ensuring job security and welfare of all the teachers. [including
teachers working in private institutions]
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4. Appointment of Inspectors, Commissioners and teachers in

educational institutions governed by the authority.
5. Inspection and regulation of Secondary and Higher Secondary
Schools. [can be expanded to include colleges]
6. Safeguarding the independence of education sector.
7. Developing the concept and directives for autonomous schools.
8. Deciding on the grants for various institutions.
9. Appointment of committees.
10. Formulation of laws, rules, and regulations for educational
institutions.
It has also been proposed that necessary protective measures should be
ensured through required statutory and legislative means in order to
secure teachers from exploitative and corrupt management in some
private organisations.

Management and Control

The education system should be considered an integrated

whole and managed accordingly.
For this a statutory autonomous authority must be
established
A central authority should be created for central
institutions.
A state-level authority with its branches in districts should
be established for state-level institutions.
This authority must be the sole regulator of schools,
colleges, universities and vocational training institutions,
so that an integrated and holistic approach towards
education system is developed.

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Chapter 7
Financial Administration
I. Importance of Education
1. Before deciding about the expenditure on education, we must decide
the position that we attribute to education in our national life. We do
not need to compare our country with other countries to decide this.
We have to determine our own priorities based on the role of
education in national development plan.
2. Education must not be considered as an unproductive investment.
Any expenditure on education should be considered as productive,
scientic, and valid.
3. Education should be the third most important subject after defense
and agriculture, in the priority list of the national development plan
as progress of a nation depends on an educated population, skilled
workforce, and technocrats.
4. In the last 25 years, policies like [limited] economic aid by states,
[insufcient] grants from directorate of education to states, etc. have
failed. It has been discovered that the states, which get less grants for
education from the centre, remain dispassionate about education
policies and their implementation. As a result, on one hand, there is
stagnancy in growth of education and on the other hand, inequality is
one the rise.
5. It is advisable that the centre and states work together to locate and
generate resources for rapid and appropriate development of
education.
II. Administration cause of economic imbalance
1. Generally, the zila parishad, gram panchayat, and muncipalities have
control over primary education. State governments, municipal
corporations, other municipal authority, or private entities control
secondary education. Although the colleges and universities are free
in terms of making their education policies, the University Grants
Commission controls their purses. There is a gradual degradation of
independence of universities. This format of administration has
resulted in nancial imbalance in education sector.
2. The disproportionate spread of primary education and the economic
constrains on the state government has resulted in an unsustainable
situation for primary education. On the contrary, colleges and
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universities are being granted exorbitant sums. There is a wide

discrepance between salaries of school teachers and college
lecturers. We are unable to provide even basic facilities to schools
and the colleges and universities can avail luxuries denied to
common people.
3. It will be more benecial to keep education as a subject of the union
list and then formulate a co-ordinated plan with states for balanced
and holistic growth of education. This would have an impact on
salaries of teachers, libraries, laboratories, vocational training etc. In
turn, it would lead to an integrated development of education at the
primary, secondary, and higher levels.
III. Expenditure on education
1. Central Government should allocate 10% of its budgetary resources
to education. This expenditure should continue for the period of
three ve-year plans i.e. 15 years.
2. Whenever the country has gone through a nancial crisis, the
expenditure on education has been cut. This practice is not benecial
for the country and must be ended. Under no condition should the
allocations for education be reduced. All the political parties should
unanimously agree on this issue.
3. States should allocate 35% of their funds for education. They should
also establish a regulatory authority to curtail the loss of funds due to
corruption. The regulatory authority can ensure maximum utilization
of funds.
IV. Some Suggestions
1. Establishment ofr residential schools where students learn
vocational skills like agriculture, poultry, dairy etc. from the ninth to
eleventh standards should be encouragedeSuch schools can become
nancialy independent and there would be no need to provide grants
to them However, the government must make a provision for
providing pension to teachers on retirement.
2. The expenditure made on the college students must be considered as
a loan and due repayment must be collected after employment of the
student. This amount should be collected in a single payment from
the students planing to go abroad, and in easy installments from
students continuing to live in the country.
3. Necessities like books, notebooks and stationary should be made
available to students at cheaper prices. Since this basic issue has been
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neglected, the prices of these products rise and the common person
faces problems. The prices of such neccisities should be controlled
and their availability ensured .
4. Education is the responsibility of the society. The number of donors
has reduced with the increase in control of government over
education. Government should gradually reduce its control over
education and encourage philanthropists to donate for education.

Society based Education

Presently Government has to spend resources on education.
However, this situation is not ideal.
The nancially independent model of private institutions
also leads to exploitation.
It is the reponsibility of the society to educate its future
generations. It would be ideal if institutions inspired for social
service and welfare manage the entire education system.
This ideal can be realised by encouraging corporate houses
to fulll their corporate social responsibility by donating to
the social institutions that run educational institutions.
Complete independence of education sector is impossible
without nancial autonomy.

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Chapter 8

Implementation
I.
1.

2.

3.

4.

5.

6.

Introduction
For successful implementation of any programme, especially one
related to education, the national goal must be internalised by every
stakeholder, from the most prominent leader to the common person.
Many education related plans and programmes
had been
formulated before this. However, they had been drafted by
educational experts or scholars who were neither
related to
education, nor involved in higher education or its administrative
aspects.
Bhartiya Shikshan Mandal has formulated this policy. Teachers and
experts with a nationalist outlook and from all tiers of education have
been involved in this process. Thus, it has been possible to avoid
those aws, which are generally overlooked when experts
disconnected from ground reality draft lofty policies. Therefore, if
the government decides to implement this policy, it can benet from
the energy, and drive of the enthusiastic teachers, and the execution
of this policy can be undertaken with alacrity and ease.
It will be extremely difcult, rather impossible to implement this
policy without a strong partnership between society and teachers
and their active participation.
A call to teachers Bhartiya society has always believed in and
respecting our gurus. However, for a long time, the teachers have
done injustice to the respect they were given. At present, their focus
is limited to their salaries and perquisites. To a certain limit it is even
acceptable. Nevertheless, it is not conducive for this great profession
if the teachers in independent Bharat concentrate on their rights and
neglect their duties. Bhartiya Shikshan Mandal appeals to the
teachers that they recall their privilege of being the ag bearers of the
prestigious ancient tradition, and devote their knowledge,
experience, and energy to the task of reformation and recreation of an
education policy to fulll their duty towards the society and the
nation.
After a long span of British rule, Bharat has received a legacy of
certain benecial as well as undesirable traditions. The present
bureaucratic system is the most damaging legacy. Hence, Bhartiya
Shikshan Mandal demands that the education department should be
reformed so that the teachers may function in to provide an open and
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encouraging environment to the teachers. The administrators in this

department should be drawn from the education sector so that they
may benet from their experience.
II. Prerequisites
1. The government must guarantee that the salary and benets of
teachers from any part of the country, from any government, semigovernment, or non-government institutes will not be adversely
affected.
2. The social and national perspective must be taken into account and
the process of implementation must be started sincerely. This aspect
has to be kept in mind specially while dealing with issues like
vocational education, pathya sahagami [co-education], extra
curricular activities, and creation of an open and clean environment
for teaching and maintenance of discipline. Government's tendency
to formulate education policy according to nancial availability
must be curbed permanently
3. The implementation process of the policy should be in adherence to
thee philosophy and thought process underlying this policy.
4. Implementation of this policy must not be undertaken in haste for
availing political popularity. The requisite human and material
resources should be organized before initiating the transformation.
Sincerity of intent is the principal requirement. Skill development of
volunteers associated with the execution of this policy must be the
next step.
5. The second requirement is to formulate a plan of action for the
largest tier to the basic unit.. Execution without planning harms not
just the enterprise but dampens the enthusiasm of volunteers.
6. Every individual has a different ability of managing a problem. Some
people are more capable than others are. Such people readily accept
the challenges of implementing a programme. Complete freedom
and encouragement should be given to them, and others should avail
from their experience in terms of planning, execution, success and
failures should be availed by others in the team.
7. Teachers who have assumed the responsibility of the programme
should deal with any agendas and issues, related to the
implementation of policy, value education or discipline.. This plan
should be put forth before the people on a regular basis and the
suggestions and experiences of involved institutions must be
publisised as well.
8. Discussions of teachers involved in the programme should be
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organised on various levels in order to share the problems and nd

solutions through exchange of ideas and sharing of experiences.
Intra- state and inter-state dialogues must be organised at least once
in a six months.
The position of a supervisor, commisioner or on other position of
authority should be given to an individual with real ability and someone
who has assumed the responsibility in challenging times Voluntary
organisations working for social change and social upliftment are
important and natural stakeholders in education sector. However, due tot
regulation of education by government, people with no real experience or
interest of this area are appointed on positions of authority. This practice
has done immeasurable harm to our national interest and must be
consciously reformed. The ofcial position of Director of Education
department must be bestowed upon person who has led a dedicated life
inspired by the objective of public service and the tenure must be xed
similar to that of the Vice Chancellor. Similarly, organisations working
in this sector must also be invited to accept some responsibility. No
compromise should be made with the ultimate objective by resorting to
discrimination or nepotism. Independent public opinion will function as a
vigilant agency.
III. Vocational/ Professional Education
1. Vocational education is a new concept for schools in Bharat.
According to the orthodox thinkers, vocational education
undermines the ethical, philosophical, and emotional aspects of
education. They are mistaken. Actually, work is worship and school
is the most appropriate centre to instill this value in thought and
action. Education is a means of bringing stability to life. In addition,
in the contemporary agro-industrial Bhartiya society, it is impossible
to achieve stability in life without skills acquired through
vocational/ professional education. It is necessary to spread this
outlook for success of vocational education in Bharat.
2. Vocational education does not mean merely equipping a student with
skills to use a machine for a certain industry. Employment
orientation of education aims at cultivating an interest in acquiring
expertise in socially benecial handicraft to make a productive
contribution to society. When these handicrafts will be taught in the
schools, there will be a growth in the areas, techniques and
opportunities in the handicraft sector. There is a great scope for
development in areas like agriculture, food processing, dairy,
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3.

4.

5.

6.

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

hospitality etc., in our country. These subjects can be effectively
taught in school only by co-ordinating and co-operating with persons
engaged in these vocations. The participation of professionals from
various sectors is necessary.
The focus of Gandhiji's basic education was directed towards
training of agriculture and khadi and traditional rural handicrafts.
These two sectors have a great employment potential, nevertheless,
there is a need to include numerous other professions as well. Today,
the rural population is attracted towards urban life and technological
progress. There may be several reasons for this transformation.
However, the traditional experience must not be allowed to obstruct
new-age professional education.
Unavailability of capable and expert teachers will be the greatest
challenge in implementation of this programme. Under this
programme, vocational education has been clearly divided into two
parts. First part has been included in the eight-year general
education, and the second part falls under the four-year higher
education. During the eight-year programme, i.e the rst part, the
student will be trained in use of tools and machines that are generally
needed in various industries. Teachers already working in vocational
training institutes can be additionally trained for this. It is crucial that
these teachers have clarity of vision and intent and passion for their
work. The success of vocational education is possible only when
every teacher in the school has some skill in some vocation. This can
be achieved through regular teachers' training.
The four-year higher education in vocational training must be so
designed, that a student becomes capable of starting his own
enterprise on completing his studies. The curriculum must
emphasize on practical experience and production rather than
theoretical knowledge. Hence, it will be necessary to appoint
teachers who are experts in their chosen vocation, even if they are
weak in literary skills. This will awaken the interest of not just the
students, but of other teachers as well. Guest teachers must be
invited on a regular basis.
The practice of appointing armchair scholars on the signicant post
of teachers should be ended. The important positions in vocational
institutes should be given to persons who are highly experienced and
have vast knowledge of their eld, even if they do not posses high
qualications. If they do not have theoretical knowledge, provision
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7.

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

and routine school works.
The main purpose of vocational education is to train an individual in
a profession and thus, in the new education system, emphasis must be
laid on practical training rather than theoretical studies. The practice
of giving more importance to theoretical knowledge should be
discontinued.

IV. Teachers' Training

1. In the light of the proposed education system, it is necessary to
transform the structure and systems of teaching schools and teaching
colleges completely.
2. Ending the disconnect of teachers' training institutes to the ground
reality of schools and changes in the society immediately, will lead
to connecting them with the proposed new education system.
3. The resources and tools of the teaching institutes should be
restructured so that they may be utilised for effective practical
retraining the teachers involved in eight-year general education
programme.
4. A scientic and rational selection system must be put in place so that
only capable candidates are selected for the teacher's post. The
successful candidates must possess good personality, capability, and
leadership qualities.
5. Teaching institutions must also cater to training needs of working
teachers. Such teachers may not return to the training institutes, but
they should be in contact with these institutions. The working
teachers shall lay their problems regarding vocational courses before
these institutions, and theses institutions will in turn provide them
with solutions.
6. There must be an integrated hierarchy from the primary to the higher
education level, pertaining to the promotion of teachers, so that a
capable, sincere, and enthusiastic teacher may get the opportunity to
reach to the highest level. The teachers will be satised and their
capabilities and experience will benit the nation. It will also result
in connecting universities and teaching institutions to problems from
all tiers of education system.
7. The general education schools in the area of a higher education
institute will fall under its sphere of regulation. Similarly, all higher
education institutes in the area of a teachers' training college will be
under its preview. It shall be co-ordinated group, and the teachers
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belonging to this large area shall create a teachers' society. It shall

regulate the activities of the teachers' training college and organinse
various discussions, seminars, and workshops. This society shall not
be based on the bureaucratic culture of authoritative hierarchy. Such
an environment will result in creation of a feeling a fraternity among
teachers and inspire them to shoulder the responsibility of education
for national development.
V. Teachers' Prestige
1. The active participation of teachers in implementation of this
programme will naturally add to their prestige and respect.
2. For this, the teachers must believe that they are working for a great
national cause. They must love and respect their profession and try to
uphold its dignity and sanctity.
3. Governments of state and especially the centre must establish a
commission that can capably deal with issues like salary structure,
promotions, benets, etc. of teachers. Political interference has
degraded the education sector. Teachers must be protected from
political pressure and interference.
4. The subject of education must remain in the Concurrent List in order
to maintain the unied system of education and raise the standard of
teachers.
5. The exploitation of probationary teachers through policies like
'Shikshakarmi', 'Shikshamitra' should be ended immediately. No
teacher must be compelled to work as dehadi at any level.
VI. Voluntary Organisations and Private Institutions,
Educational institutions were opened all over the country by many
individuals and organisations inspired with national service before
Independence. The intent of serving has been lost. The decline in
value of sacrice and service in the society must be one of the
reasons for this. However, the interference of government in
management of these institutions is the most important reason.. The
government distributes subsidies as if it were giving alms to a beggar.
Under such circumstances, it is extremely difcult to inspire these
institutions to participate in transforming the education system.
1. The political interference in management of the institutions has
assaulted the value of public service. The government's policy of
unied education system based on the Russian model has had an
adverse impact on the voluntary spirit of people. The format of
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2.

3.

4.

5.

6.

unied education, common curriculum, same books followed in the

country has marred the interest for experimentation of voluntary
educationists.
The Public Schools do not aim at serving the public. They function
to provide quality education to students from elite class and separate
them from other children of their age. These schools ultimately
increase the class divide in the society.
It is possible to spread formal and informal education in a vast
country like Bharat only when the society and the government
actively participate in this endeavor. The elite and prosperous class
must not limit its philanthropy to opening public schools, but donate
extensively to educational institutions for masses. The government
must co-operate for maintaining the independence of such schools
and the management of such institutions must be kept free from
administrative interference.
The Teachers' Unions will not support the independence of
educational institutions, as they shall feel insecure about their jobsecurity. This fear is unwarranted. There are numerous private
enterprises where people work without worrying about their job
security. Their efciency and honesty ensures their security. When
thousands of schools will open, there will be no dearth of job
opportunities for capable teachers, and a teacher will be assured of
getting a job that suits his abilities.
However, some educational institutions may abuse this freedom and
the fear of teachers' unions may be justied in some cases. Hence,
regulations and laws are necessary to deal with such situations.
Nevertheless, it must be ensured that the rules are made after
consulting persons working in the education sector and that they
maintain the independence of institutions and the honest teachers are
not harassed.
Bhartiy Shikshan Mandal appeals private institutions driven by the
value of service to resume their great work. The present education
system has become dysfunctional. It must be instilled with new
vigour. This can be achieved only when dedication and love for
education is awakened among people from all the classes and
sections of society and the entire teaching fraternity is inspired to
work for national development.

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VII. Teachers' Unions

1. Unfortunately, the bureaucracy in Bharat fails to understand the
importance of professional unions. The blame lies with the political
organisations who misuse these organisations for their selsh
interests.. In the initial stages, the leaders of such organisations are
inspired by change and progress. They are forced to resort to
unconstitutional means only when their constructive suggestions are
neglected; although there are some exceptions. If the suggestions of
these leaders are given due consideration and they are treated with
respect, these organisations can play an important role in nation
building.
2. Teachers' Unions are more constructive and moderate compared to
other trade unions. Lack of a specialised 'Education Service' in this
country is the primary reason for the disconnect between the higher
bureaucracy and the reality in education sector. A clerk can rise up to
the level of a secretary through promotions, but a primary teacher
retains the same position all his life. The higher ofcials in education
department come from other service cadres and cannot understand
issues in education or emphatize with teachers.
3. It is true that others cannot always be blamed for the misbehaviour or
failure of teachers' unions, and even teachers must shoulder some
responsibility. However, the tradition of inappropriate selection and
training process of teachers followed by the education department is
the root cause of this issue.
4. Bhartiya Shikshan Mandal proposes organisation of an interactive
discussion session for non-political leaders of the teachers union.
Co-operation and suggestions of these leaders should be taken on a
regular basis. The Mandal believes that, if these leaders are assigned
this responsibility, they will accomplish it successfully.
VIII. Administration and Evaluation
1. The administrators and observers must be inspired to work in
harmony and co-operation for reforming and developing the
education system. Evaluation must aim at encouraging reform in
eductaion rather than highlighting aws or delivering punishments.
2. Administration is an art as well as a science. Good administrators
have an inherent quality of efciency, which can be further cultivated
and developed through training. Hence, efcient and capable
persons with good character must be selected for working in the
education department. They must also be trained well.
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3.

Central service regulations were formulated during the British rule.

The same regulations are being followed today, after some tinkering.
These regulations are harsh and controlling. They are not conducive
for the education sector. The terms of service for education sector
should be formulated indpendenetly.
Revaluation and supervision is very important in the education
sector. The methods of teaching have undergone a substantial
change. Personal attention to students has become crucial and it is
necessary to look at various aspects from the perspective of child
psychology. New methods of examination and valuation have
developed. Efcient organisation has become essential in education
sector. Therefore, great care must be taken while appointing
supervisors. Capable and learned supervisors must be appointed who
may guide the teacher in teaching.

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QUALITYEDUCATION FORSTRONG NATION

SAMARTH SHIKHA, SAMARTH BHARAT
Kindly spare few minutes to answer the following ques ons and share your views for
building na onal opinion on Educa on Policy for re-establishing BHARAT as VISHWAGURU.

Name:____________________________________________________________________________
Designa on:________________________________________________________________________
Ins tu on:_________________________________________________________________________
Service Domain: Public/Private
Age: ______________________ Gender: ____________________
Contact No._____________________ Email: ____________________________________________

1. In your opinion, why educa on is necessary?

A. For personality development
B. For earning livelihood
C. To make an individual self sucient in terms of right fundamental mind, good health and
patrio sm
D. All of the above
E. None
F. Other (Please specify ________________________________________________________)
2. What are the main deciencies in the present educa on system?(Tick whichever is applicable;you
may ck more than one op on:
A. Less availability
B. Less par cipa on of people in higher educa on
C. Social demoraliza on
D. Dominance of English language
E. Expensive
F. Day by day Quality reduc on
G. Unitary personality development
H. Job oriented inclina on
I. No integrated syllabus
J. Intercep on of Government
K. Low grant
L. Foreign agents in educa on
M. Biased policy making
N. All of the above
O. None
P. Other (Please specify ________________________________________________________)
3. Do you agree that simultaneous forma on of several commi ees and commissions could improve
the educa on system in India?
A. Yes
B. No
C. Cant say
D. Other (Please specify ________________________________________________________)
1

(37)

4. If there is educa on system which contains eight years of general educa on, four years of high
school including prac cal and voca onal training programs and a er that university educa on
without any limit, will you
A. Approve this policy
B. Discard this policy
C. Suggest some amendments
D. Cant say
E. Other (Please specify ________________________________________________________)
5. Suppose eight years of general educa on include the following dimensions. Tick the appropriate:
Sr.
No.
1.
2.

3.
4.
5.
6.
7.

Poten al Dimensions

Approve

Disapprove

Cant
say

Other

First language-Mother tongue

One other language-Hindi, English,
regional language or RastriyaBhasha
(a er 2 years, it can be changed)
General Mathema cs
General Science
Social Studies-Civics
Physical
Educa on,
work
and
cleanliness
Ethical educa on and Social Service

6. If the new educa on policy include Industrial educa on, Physical educa on, two languages from
India, three op onal subjects from Science, Arts and commerce including hor culture, dying, general
repairs, sericulture etc in high school levels. Would you
A. Approve this policy
B. Disapprove this policy
C. Cant say
D. Other (Please specify ________________________________________________________)
7. Would you approve free moving subject combina ons or full exibility in choosing subjects in high
school levels?
A. Yes
B. No
C. Cant say
D. Other (Please specify ________________________________________________________)

8. Would you approve following prac cal and voca onal training programs:
Sr. No.
1.
2.
3.
4.
5.

Name of Program
Appren ceship in an Organiza on
Industrial Training including general repairs
Training in Village level organiza ons
Polytechnic
Agriculture based training

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Yes

No

9. Do you agree with the following Poten al Dimensions in the context of University educa on (Tick
whichever is applicable):

Sr.
Yes
Poten al Dimensions
No.
1.
Universi es should be more autonomous
2.
No limita on upon No. of seats in University
3.
Libraries and Laboratories should be enriched in terms of resources and
numbers
4.
Remedial classes should be there
5.
No limita on of me and cost
6.
Degree should be awarded on 50% marks
7.
Full provision of Improvement
8.
There should be recogni on at each level in the following manner:
A er one year or passing 6 papers- Cer cate
A er two years or passing 12 papers- Degree
A er three years or passing 16 papers- Degree with Honours
9.
Priority should be given to Research and Research Paper Wri ng in Post
Graduate Studies
10. Any sugges on:

No

10. Do you agree with the following Poten al Dimensions in the context of Professional educa on
(Tick whichever is applicable):

Sr.
Yes
Poten al Dimensions
No.
1.
There should not be entrance exam. Weights should be given to high
school and work performance (experience) envisaging Informa on
Technology
2.
Behavioural aspects should be considered at priority
3.
All students should be enriched by engaging them in perspec ve
eldwork e.g. Medical students should be engaged in hospitals
4.
Prac cal training should be emphasised than theore cal lecture
5.
Any sugges on:

No

11. Do you agree with the following Poten al Dimensions in the context of Assessment and
Examina on (Tick whichever is applicable):

Sr.
Poten al Dimensions
No.
1.
There should be no examina on in First and Second Standard

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Yes

No

2.
3.
4.
5.
6.
7.

8.

9.

10.
11.
12.

13.
14.

There should be only Oral Examina on in Third and Fourth Standard

Wri en Examina on should start in Fi h, Sixth and Seventh Standard
Prac cal Examina on should be start in Seventh Standard
30%-50% weights should be given to Prac cal Exams in Eighth Standard
Internal Assessment should start in Ninth Standard
Whole syllabus should be divided into 6 equal parts and at the end of
each part Unit examina on should take place. At nal stage, an annual
examina on should be conducted.
Internal Examina on should be based on the following:
Class Work
Home Work
Behavioural Aspects
Marks of Internal Examina on and annual examina on aggregately
should make 50% of Maximum Marks for qualifying a student to the next
standard
The ra o of Internal assessment and Annual Exam should be 40:60 for the
Tenth to Twel h and above Standard
There should be permission to take references from the perspec ve
reference books in the Mass Examina ons
There should not be indica on of Passed or Failed in the Examina ons.
Only mark-sheet should be issued and further study should be allowed in
the subjects having more than 50%
Improvement in any subject at any level should be allowed
Any sugges on:

12. Do you agree with the following Poten al Dimensions in the context of Regula on and Control
(Tick whichever is applicable):

Sr.
Yes
Poten al Dimensions
No.
1.
Regula on and Controlling of Educa on should be unitary
2.
There should be an autonomous Commission or Council
3.
For Central level Ins tu on, there should be Central Educa on
Commission
4.
There should be State level Commission for State level Ins tu ons with
district branches
5.
Above stated Commissions should regulate all the aairs of School,
Colleges and Universi es so that unitary vision can be developed
6.
Any sugges on:

(40)

No

13. Do you agree with the following Poten al Dimensionsin the context of Autonomous Educa on
Commission or Council (Tick whichever is applicable):

Sr.
Yes
Poten al Dimensions
No.
1.
There should be 60%-75% members like Professors, Lecturers, Subject
Experts from Science, Arts, Commerce, Agriculture, Technology etc.
2.
Rest members should be MPs, MLAs, Representa ves from Teacher
Associa ons, Social Workers,
Industry Representa ves and
Representa ve Administrators of the State
3.
The func ons of aforesaid Commission or Council should be:
i. Ascertainment of Syllabus
ii. Conduc ng Public Examina ons
iii. Welfare of Teachers of both Public and Private Ins tu ons
iv.
Appointment of Inspector,
Superintendent
and
Administra ve Teachers
v.
Control and Regula on of whole level educa on
vi.
Maintenance of autonomy of Educa on System
vii. Development of Autonomous branches and making bylaws
viii. Assessment of Grants
ix.
Appointment of Commi ees
x.
Making regulatory and controlling frame for the
Ins tu ons
xi.
Assessment of Academic- Industry rela onship
xii. Imposing change in regulatory manner
xiii. Assuring interests of all stakeholders and beneciaries
xiv.
Assuring mely and adequate compensa on to Teachers
xv.
Making transparent system by aiding Technology
xvi.
Decentralisa on and opportunity to local Ins tu ons
4.
Any sugges on:

(41)

No