ENCYCLOPAEDIA OF HIGHER EDUCATION

I N T H E 2 1 s t C E N T U R Y

EXTENSION EDUCATION SERVICES

DR. ARUNA GOEL Member, University Grants Commission, Member, Indian Institute of Advanced Study, Shimla, Member, Sahitya Academy, Government of India, New Delhi (Sanskrit Board), Professor of Sanskrit, Panjab University, Chandigarh

DR. S.L GOEL Professor of Public Administration (Retd.) DCS, Panjab University, Chandigarh Emeritus Fellow, University Grants Commission Director, State Bank of India (Local Board) Chandigarh Director, National Horticulture Board, Ministry of Horticulture, Government of India, New Delhi Formerly Member UGC, Member Distance Education Council and Member All India Board of Management, AICTE

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ENCYCLOPAEDIA OF HIGHER EDUCATION IN THE 21st CENTURY Vol. 3—EXTENSION EDUCATION SERVICES

ISBN 81-7629-584-1 (Vol. 1) I S B N 8 1 - 7 6 2 9 - 5 8 5 - X (Vol. 2) ISBN 81-7629-586-8 (Vol. 3) I S B N 8 1-7629-587-6 (Set)

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Preface vii

Introduction xxiii

Abbreviations xxxvii

1. Environment Education 3

2. Population and Development Education in Higher Education System 31

3. Health Education 71

4. Career Orientated Programmes at First Degree Level in Universities and Colleges 93

5. Values and Higher Education 129

6. Human Rights and Duties Education 161

7. Yoga and Higher Education 237

8. Aesthetics in Higher Education 271

9. Adult Education (Conttnuing Education and Extension and Field Outreach) 289

10. W o m e n a n d H i g h e r E d u c a t i o n 3 1 7

11. Ethics in Higher Education System 347

12. Urban Development and Higher Education 375

13. Rural Development and Higher Education 405

14. Disaster Management Education 441

15. Indian Culture Perspectives and Higher Education 489

Bibliography 530

Index 542

P r e f a c e

Knowledge is at core of all development effects in advancing economic and social well-being in an emerging nation like India. Education is the key for creating, adapting, and spreading knowledge in all disciplines and all subjects. Higher education is a powerful tool to build knowledge for an information-based society. Universities thus have to serve, in twenty-first century, a multiple role; produce new knowledge, acquire capability to decipher and adapt knowledge produced elsewhere and create an intelligent hu m a n power, at all levels, through challenging Teaching and Research activities, which would balance, both, need (quality) and de m a n d (quantity) —Arun Nigavekar Chairman, U G C

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"Asato ma Sadgamaya Tamso m a Jyotirgamaya" — Brihadaranyaka Upanishad

"Lead m e from untruth to truth Lead m e from darkness to light"

Bhagavan Sri Sathya Sai Baba has beautifully summed up the importance of education. To quote him: Education lends beauty to man. It is the secret wealth. It confers wealth, n a m e and fame. It is the teacher of teachers. It is one's relative in foreign lands. It is the third eye (eye of wisdom). In the royal courts, it is respected more than wealth.

Education is the third eye of man. The difference between mere viii Extension Education Services works, learning and development of intelligence was known to the ancients, as is clearly explained in this verse:

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So both knowledge and intelligence were expected of an educated person; and the process of getting knowledge does develop intelligence.' Education has been of central significance to the development of human society. It can be the beginning, not only of individual knowledge, information and awareness, but also of a holistic strategy for development and change. Late Prime Minister Jawahar Lai Nehru rightly remarked, "Some people seem to think that education is not so important as putting up a factory. I m a y sacrifice any number of factories, but I will not sacrifice h u m a n beings and their education because it is the h u m a n beings w h o set-up factories and produce the things w e want." U N E S C O has described illiteracy as "the most monstrous of all the m a n y instances of wasted h u m a n potential— which still at the present time keeps more than one-third of the h u m a n race in a state of hopelessness, below the level of m o dern civilization." It is imperative to increase the literacy rate to bring about all round development. Education helps an individual to develop his potential to the full, to increase his productivity and to become a useful and productive m e m b e r of the society. Education is holistic in concept and is multi-dimensional. H u m a n Development Report, 1999 states that "The real wealth of a nation is its people. A n d the purpose of development is to create an enabling environment for people to enjoy long, healthy and creative lives. This simple but powerful truth is too often forgotten in the pursuit of material and financial wealth." As on 2001, the higher education system has seen a 13-fold increase in the number of universities and a 26-fold increase in the number of colleges since Independence. There are n o w 196 universities, 76 deemed universities, five institutions established through state and central legislahon, and 11 institutes of national importance established through central legislation, and nearly 13,150 colleges, including around 1600 (12.7 per cent) women's colleges in the country, in addition, there are unrecognised institutions/foreign uruversities operating in the higher education sector. At the beginning of 2002-03, the total number of students enrolled in the formal system of education in universities and colleges w as 8.82 million— 1.17 million in university departments and 7.66 million in the affiliated colleges.

Bhagavan Sri Sathya Sai Baba, Chancellor, Sri Sathya Sai Institute of Higher Learning, Benedictory Address, in Uitiversiti/ Neit’s, January 8, 1996, p. 17, AIU, New Delhi. Preface ix

Eighty-four per cent of the total enrolment w a s concentrated in the three faculties of arts (46.13 per cent), science (19.88 per cent) and commerce (17.87 per cent) while the remaining 16 per cent was absorbed by the professional faculties; enrolment at the degree level w a s 89.13 per cent (7.86 million); at the post-graduate level, 9.25 per cent (.82 million); and the remaining at the research and diploma/certificate levels. About 89.95 per cent of all the under-graduate students and 66.02 per cent of all the post-graduate students were enrolled in the affiliated colleges while remaining in university departments. About 91.15 per cent of the total research students were in the university departments. The enrolment of w q m e n siudents at the beginning of the academic year 2002-03 w a s 3.51 million at all levels, constituting 39.84 per cent of the total enrolment. About 88.25 per cent of the total w o m e n students enrolled were in the non-professional faculties of in professional arts, science and commerce and the remaining 11.75 per cent in professional faculties. Women's enrolment was the highest in the faculty of engineering and technology (3.75 per cent) am o n g various professional faculties. The strength of the teaching faculty in universities and colleges was 0.08 million and 0.35 million respectively, totaling 0.43 million in 2002. Out of 0.08 million teachers in university departments, 20.22 per cent were professors, 31.53 per cent were readers/associate professors, 45.78 per cent were senior lecturers/lecturers and the rest were tutors, demonstrators, etc. O u t of 0.35 million in the affiliated colleges, 6.63 per cent were professors, 21.12 per cent were readers and their equivalent, 66.70 per cent were lecturers and the rest were teachers/demonstrators/ teaching assistants, etc. There has been a great difficulty in combining the two essential needs, i.e. quality education to accommodate the pressures of Globalisation, Liberalisation and Privatisation as well to accommodate phenomenonal increase in the ever increasing number of students aspiring to pursue higher education. In addition. Information Technology has been causing a great revolution in all areas of higher education and it is hoped that IT m a y provide cost effective, quality conscious and systematic higher education to students in a more precise and better w a y . The University Education Commission (1948-49) Chaired by Dr. S. Radhakrishnan, an eminent Philosopher and former President of India warned against the philosophy of being totally innovative. Commission a d v i s e d that “W e m u s t b e critical a n d selective a n d u s e the pa s t to illuminate the present. W e should not blindly give up the great values of our past nor should w e cling to beliefs simply because they are ancient. W e should accept so m u c h of ancient thought as it is sympathetic to us." World Bank and U N E S C O invited experts to bring together world's top most experts w h o submitted the Report. Higher Education in Developing Countries: Peril and Promise, Published in 2000 indicating Extension Education Services that higher education is no longer a luxury; it is essential for survival. Dearing Committee, U K report also stressed that in 21st century, w e need to invest in our people. It further reiterated, "investment in higher education is an investment in the future. It is therefore right that the state should contribute to the costs to help ensure the country's conhnuous economic competitiveness. But it is right, too, as the Inquiry concludes, that the costs should be shared w'ith those w h o benefit from improved and expanded higher education in terms of not just the employability but also the quality of their life." U G C Xth Plan rightly observes; It is also true that even though the world as a whole is passing through a "knowledge revolution", the four key principles— quality, access, equity, and accountability— which have always been crucial in the development of higher education continue to be the guiding principles when planning for higher education for the twenty-first century. The Education Commission, 1964-66 popularly known as Kothari Commission, suggested the need of accommodating emerging functions of education and laid d o w n the objectives of Universities which are relevant by and large even today. To quote the commission, "In the rapidly changing contemporary world, universities are undergoing profound changes in their scope, functions and organization and are in a process of rapid evolution. Their tasks are no longer confined to the two traditional functions of teaching and advancement of knowledge. They are assuming n e w fimctions and the older ones are increasing in range, depth and complexity." The Commission (1966) has enunciated the following:

(a) to seek and cultivate new knowledge, to engage vigorously and fearlessly in the pursuit of truth and to interpret old knowledge and beliefs in the light of new needs and discoveries; (b) to provide the right kind of leadership in all walks of life, to identify gifted youth and help develop their potential to the full by cultivating physical fitness, developing the powers of the min d and cultivating right interests, attitudes and moral and intellectual values; (c) to provide society with competent m e n and w o m e n trained in agriculture, arts, medicine, science and technology and various other professions, who will also be cultivated individuals, imbued with a sense of social purpose; (d) to strive to promote equality and social justice and to reduce social and cultural differences through diffusion of education; a n d (e) to foster in the teachers and students and through them in society generally, the attitudes and values needed for developing the good life in individual and society. Preface xi

National Policy on Education, 1968 stressed that higher education is essential for economic and cultural development of the country. As announced by the then Prime Minister Rajiv Gandhi in his broadcast to the nation on January 5, 1985, a n e w National Policy on Education was on the anvil and a status report entitled, "Challenge of Education; A Policy Perspective" was presented to the Parliament on August 20, 1985 by the erstwhile Education Minister Sri K.C. Pant. This document states that "a quality conscious system would produce people who have the attributes of functional and social relevance, mental agility and physical dexterity, efficacy and reliability and, above all, the confidence and the capability to communicate effectively a n d exercise initiative, innov a t i v e a n d e x p e r i m e n t w i t h n e w situation." Developing countries including India have lagged behind in providing education to the people, inspite of great efforts since independence. The quality of edvication at all levels has not improved. A n analysis and review of Educational System has been carried out by many commissions and committees. The Ministry of Education in its document, "Challenge of Education: A Policy Perspective" published in August, 1985, examined the issues and problems of Education at all levels. On the basis of discussion on this document and wide consultation. N e w Educahon Policy (NPE) was formulated in 1986 along with a Programme of Action (PoA). National Policy of Education, 1986 suggested that "Education has an acculturating role. It refines sensitiveness and perceptions that contribute to national cohesion, a scientific temper and independence of m ind and spirit— thus furthering the goals of socialism, secularism, and democracy enshrined in our Constitution." It further commented, "In higher education in general and technical education in particular, steps will be taken to facilitate inter­ regional mobility by providing equal access to every Indian of requisite merit, regardless of his origins. The universal character of universities and other institutions of higher education is to be underscored" (para 3.8). NPE, 1986 also appreciated the open system of education. It suggested that "The O p e n University System has been initiated in order to augment opportunities for higher education and as an instrument of democratizing education." It has also been suggested in the NPE, 1986 (p. 16) that the n e w pattern of Rural University would be consolidated and developed on the lines of M a h a t m a Gandhi's revolutionary ideas on education so as to take up the challenges of micro-planning at grass-root levels for the transformation of the rural areas. National Policy of Education, 1986 suggested tlie need of revamping and revitalising higher education. To quote, "Life in the coming decades is likely to bring new tensions together with xii Extension Education Services unprecedented opportunities. To enable the people to benefit in the n e w environment v^ill require n e w designs of h u m a n resources development. The coming generations should have the ability to internalize n e w ideas constantly and creatively. They have to be imbued with a strong commitment to humane values and to social justice. All this implies better e d u c a t i o n " ( P a r a g r a p h 1.14). Revised Policy, 1992 stresses that the university system should m o v e to the centre stage. It should utilize its autonomy for innovations in teaching and pursuing high quality research. The emphasis on autonomy of colleges and departments, provision of means to interact across boundaries of institutions and funding agencies, better infrastructure, more rationalized funding of research, integration of teaching, research and evaluation, all these mirror this major concern. Indian higher education has to take care of equity along with watching the interests of SC/ST, women, etc. To quote, "In India, broadening access to higher education is an ongoing process and shall continue to remain so. It is particularly important to help the disadvantaged groups— whether because of caste, or creed, or gender— to overcome the endemic problems that exclude them from the system. W e will have to make proactive efforts to attract young members from the disadvantaged groups into the mainstream of higher education by devising well-designed and consistent remedial support both at the academic and financial level. This will take care of equity considerations also, but it has potential for excellence as well— because students will be drawn from all strata of society due to the increasing d e m a n d for higher education. Higher Education must prepare w o m e n for leadership in liigher education and other areas to check the ever increasing emphasis on manipulation and corruption. Education can be an effective tool for women's empowerment, which need to be encouraged for women's equality as well as national reconstruction. At present, w o m e n in leadership positions in education are negligible, hardly 1-2 percent. Government of India appointed a committee to review the National Policy of Education (NPE), 1986 under the Chairmanship of R a m am u rh on 7th May, 1990, even before the expiry of the stipulated period of five years. The rational of appointing this committee is given in the Resolution of the Government mentioned below; "Despite efforts at social and economic development since attainment of independence, a majority of our people continue to remain deprived of education. It is also a matter of grave concern that our people comprise 50 per cent of the world's illiterate, and large sections of children have to go without acceptable level of primary education. Government accords the highest priority to education both as a h u m a n right and as the means for bringing about a transformation towards a more humane and enlightened society. There is need to make education an effective instrument for securing a status of equality for w o m e n , and Preface xiii persons belonging to the backward classes and minorities. Moreover, it is essential to give a Vk^ork and employment orientation to education and to exclude from it the elitist aberrations which have become the glaring characteristic of the educational scene. Educational institutions are increasingly being influenced by casteism, communalism and obscurantism and it is necessary to lay special emphasis on struggle against this phenomenon and to move towards a genuinely equalitarian and secular social order. The National Policy on Education (NPE), 1986, needs to be reviewed to evolve a framework which would enable the country to move towards this perspective of education." The Report of Ramamurti Committee, "Towards an Enlightened and Human Society" was brought out on 26th December, 1990 having 409 pages. This report was tabled in both the Houses of Parliament on 9th January, 1991. Central Advisory Board of Education in its meeting held on 8-9 March, 1991 appointed a committee to review the recommendations of the review committee under the chairmanship of Shri N. Janardhana Reddy, former Chief Minister and Minister of Education (AP). The CABE Committee submitted its report on 22nd January, 1992. Based upon the examination. Ministry of Human Resource Development brought out, "National Policy on Education, 1986 with modifications undertaken in 1992" and "Programme of Action, 1992." These two documents are guiding the Educational administration at all levels. The First Conference of Chief Ministers called on 15th February, 1994 by the Prime Minister endorsed the recommendations of the Central Advisory Board of Education Committee on decentralisation of management of Education so as to achieve the goal of Education For All (EFA) by the turn of the century. Besides the conference favoured cess on education and better utilisation of resources through better implementation and monitoring of various programmes aimed at fighting illiteracy. The authors have made use of all these reports extensively in this book for which they are grateful to the Ministry of Human Resource Development. The question arises as to how the developing countries can translate the provision of Educational Policy and Plan of Action to provide education of right quality especially to women and disadvantaged section of the society to ensure equity? How to remove the gap between rural and urban areas? How to ensure that all educational institutions should be model institutions? That is possible only if the educational system in the developing countries is administered and managed economically and efficiently keeping in view eqviity. Educational Organisations are not mere structures but action system, and the success and failure of these educational organisations are to be measured in terms of the action system. Action system is a structured device in which resources are mobilised and transformed by the use of skills and technology to produce pre-designed output. Sound Educational administration can provide the means whereby the most xiv Extension Education Services effective use can be made of educational resources, i.e., educational process can be accelerated and optimised. A good deal of optimisation in education can be achieved through participation as the experience with the State action alone has not been good. Ramamurti rightly says that participatory education, participatory development, and participatory democracy will be possible only when we decide upon a policy of planned decentralisation. The prevailing educational administration in the developing countries is in a state of crisis. Our experience during the last four decades has demonstrated that Educational Policy and Plans have not been satisfactorily implemented because of inadequate administrative performance resulting from out-dated educational administration system entailing organisational defects, lack of co-ordinahon, complex and cumbersome administrative and financial procedures, paucity of resources, political apathy, high centralisation, poor quality of personnel—both teaching and non-teaching, etc. These defects and deficiencies need to be corrected in order to provide quality education at all levels and thus bridge the gap between aspirations and performance. Shri Ramamurti in his preface to the review of the New Education Policy rightly says that no more will a patch here or a patch there will do. The need of the hour is a people's movement for a New Education, not for a few but for all. All these problems have been analysed in this book. Our Educational System has been an isolated sectoral activity without integrating it to the total process of development. There is a need to search a new indigenous model of development which may have Education as an integral part of it. The quality of teachers in higher education is not satisfactory. We need high quality of teachers. Tagore stressed on role of the teacher as a lifelong learner. "A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge, but merely repeats his lessons to his students, can only load their minds; he cannot quicken them. Truth not only must inform but also inspire. If the inspiration dies out, and the information only accumulates, then truth loses its infinity." (Das, 1996, p. 64). Tagore stressed that high quality of teachers may be posted in higher education institutions. “While for the routine work of the university classes, men may be appginted as Assistant Professors in consideration of their academic titles and diplomas, it would be a most serious blunder to select Professors for higher work on the same principle. For the latter they have to be the leaders and directors of thoughts. And none but such as have given unquestionable proof of originality and genius be placed in such positions. It is because of this defect in our universities that most of them have not seen the success that they should otherwise have seen. The Preface xv right method of appointing professors is to invite the leading writers and thinkers available on any subject irrespective of race, colour, creed or caste to deliver courses of lectures and to select the best from among such lecturers. (Das 1996, p. 746). Nobel Laureate Jan Tinbergen has rightly said that the poor countries should' reject the aim of initiating vi^estern pattern of life. Development is not a linear process and the aim of development is not to 'catch up' economically, socially, politically or culturally. Many aspects of Western life have become wasteful and senseless and do not contribute to people's real happiness. For poor nations to attempt to imitate the rich may mean that they trade one set of problems for another and in doing so discard or destroy much that is valuable in terms of their human resources and values. Thus, there is a need to base our educational system on ancient culture and values and make education a part of indigenous model of development. Xth Plan of UGC mentions that there is a need for a forward- looking strategy for the generation of human resources, which safeguards our interests at the global level and also satisfies our internal need for skilled human power. Emerging national needs require the Indian higher education system to organize itself to educate students in competence and skills to succeed in an interdependent world. If this national agenda for change is to develop, every institution of higher education in India must commit itself to providing all its students with in-depth knowledge and understanding in their chosen field of studies. This has to be done at a globally acceptable level without losing sight of the issues of access and equity. UGC, through its Development grants, and about 40 various schemes is struggling hard to improve quality of higher education. There is a scheme to select Universities and Colleges which can be declared as centers of excellence based upon their quality work. In addition, UGC through NAAC assesses different institutions for accredition to ensure quality control. In the same way AICTE, MCI, ICAR, DEC, etc. are doing a lot of work to improve quality in their own areas. Academic staff colleges set-up in different universities are engaged in enriching the quality of teachers. In addition, the new experiments of autonomous colleges, autonomous departments within University are other measvires of quality assurance. UGC has been coming out with schemes to inject quality and excellence in higher education. The higher education system today is living in ivory towers and there is a need of making higher education to serve the society through extension education. Xth Five Year of UGC also feels the same when it observes that the scope of extension education, which presently includes adult and continuing education as an important element, is being widened by reorienting it as a link between business and society. Indeed, in the changed economic environment, outreach activities in lifelong education in aspects related to skills, health, environment, physical xvi Extension Education Services fitness, values, good citizenship, and other factors that lead to a good life, gain special importance. In addition, supporting disadvantaged groups (SC/ST, minority, women, physically handicapped) is a task in itself. The authors include areas like Rural Development, Yoga education, uplifting the moral fibre of society, spreading Gandhian ideology for peace and national integration are essential for extension activities by the system of higher education. The higher education has the potential and infrastructure but it has been relegated to the back ground. The need is to rejuvenate it and strengthen it and impart it an equal important place as has been given to teaching research, consultancy and quality. UGC Xth Plan observes that colleges and universities would continue to play a dominant role in social change through outreach activities. Managing business and societal obligations simultaneously have become an integral part of one's work and lifelong learning is very essential for those who have been educated in the conventional education system and also those who have never got an opportunity to learn. Universities and colleges need to be used as a focal point of activities to spread and sustain the torch of lifelong-learning. Today, inspite of the education being a concurrent subject, MHRD and UGC have not biting powers to control sub-standard Education. NPE and POA, 1992 rightly feels that the role and responsibility of the states and the Centre in regard to education is one of meaningful partnership. While the role and responsibilities of the states in regard to education will remain essentially unchanged, the Union Government would accept a larger responsibility to reinforce the national and integrative character of education. The implementation of the NPE would require total involvement of both the states and the Centre and there has to be effective and positive interaction between these two partners for successful and effective implementation of the NPE. Higher Education System in India is not accountable as monitoring and evaluation are rarely done inspite of allocating huge resources. POA, 1992 rightly feels that Education in India has been largely a budget-based system where efficiency is rated by ability to "consume" budget and to demand more. Performance at delivery point has not been an important criterion. The on-going economic reforms and structural adjustments would, therefore, demand a shift from inputs to performance and outcomes—consideration of cost effectiveness should inform all levels of educational administration and planning. POA, 1992 depicts a very sad picture of basic and applied research both in sciences and social sciences. Despite the seemingly large infrastructure created for S & T, the quality of the infrastructure is not entirely satisfactory in the educational institutions. There are not many educational institutions in the country with R & D facilities and infrastructure comparable to those available in similar institutior\s in advanced countries. It is, therefore, becoming difficult for educational institvitions to carry out competitive R & D work. Although our Preface xvii educational institutions produce large manpower, the absorptive capacity of the educational institutions for R & D is not very high. Some of the main problems related to R & D in our higher educational institutions are: (as given by POA, 1992)

(i) Most of the effort is concentrated in a few institutions and not spread over the entire system. This should be seen in the context of the need to grow R & D culture in all institutions and at the same time using selectivity for creating and supporting groups of excellence. (ii) Experimental scientists and engineers have the greatest handicap in the educational sector due to poor infrastructural facilities. Maintenance, running cost, and technical support are not adequately provided for. Instrumentation is generally poor in the educational institutions. (iii) An atmosphere and pace appropriate to research is difficult to sustain in the face of cumbersome rules, procedural difficulties and, most of all, lack of resources. (iv) Cooperation and collaboration between research centres located in universities with R & D laboratories is scarce. (v) There is little premium on quality and excellence especially in the area of relevant research and development. An appropriate system for recognising excellence and achievement and rewarding performance is yet to evolve. While we have a number of scientists and engineers engaged in R & D and many more are needed, the aspect of quality requires greater emphasis. (vi) Mediocrity in R & D has to be guarded against. Research is by and large confined to traditional areas; inter-disciplinarity has not taken root. Choice of research problems is often dictated by considerations of easy publication in journals. (vii) Even in otherwise well-equipped laboratories adequate provision for spares, consumables and replacement of short­ lived equipment is not available. Overheads need to be provided to the institi.itions by agencies sponsoring research. Without such overheads the institutions find it difficult to support research. (viii) Poor library, inadequate information system, absence of computational and reprographic facilities are endemic to the majority of educational institutions. The need for modernisation and removal of obsolescence in research facilities is urgent. (ix) Research in Technology suffers due to lack of appropriate linkages, the absence of articulation of felt-needs by the user industry, and by the absence of a strong linkage with basic science which provide primary inputs to technology. Research xviii Extension Education Services

in Technology is meagre because highly qualified technical personnel find other avenues of employment more profitable. (x) Very little research is undertaken to improve existing technology or applying existing or newer technologies to meeting the needs of villages and rural areas. Generally, technologies which increase productivity and improve the performance of an existing process are not being developed. Imported technologies have not been suitably adapted to local situation. (xi) Transfer/extension of technology even when developed indigenously, does not receive sufficient attention. A management culture suited for research and development of technology needs to be developed. (xii) Scarce resources and facilities existing in some schools of research are not easily available for utilisahon by other organisations. There is a need for greater accessibility and coopera hon. (xiii) The mechanisms for technology watching, technology assessment and technology forecasting need to be fully established and strengthened for providing guidance to the research worker on the one hand and the developmental agencies on the other to enable them to take suitable decision for providing funding and organisational support. (xiv) Industries as well as some S & T agencies draw heavily on the academic sector for their manpower needs yet, they do not do enough, financially or otherwise, to support R & D manpower development and/or research in the academic • sector. (xv) Linkage between research activity and the improvement of educational processes is very weak. Research will have to be utilised for renovation and renewal of the educational process and energising modernisation of curriculum. There is an absence of a nodal agency for managing, implementing and monitoring R & D in education sector. (xvi) The results of social sciences research are not disseminated adequately to the policy-makers in a form that they could be used in policy formulation. The linkage between research and curriculum renewal is also weak.

Higher Education system is concentrating only on teaching neglecting the other dimensions of personality development of youth resulting in lop sided development. Only one percent of students may be taking part in sports and other co-curricular activities. POA, 1992 states: Programme for involvement of youth in constructive schemes within the education sector are, therefore, divided into two streams, namely. Sports and Youth Programmes. The objective of both these programmes is to Preface xix draw as many youth as possible into constructive and productive activities whether based on Sports or Youth Programmes. Studies have shown that there is a positive co-relation between participation of youth in constructive social programmes, or in sports and games, and issues such as better social integration, reduced juvenile delinquency, better general health and fitness, and at a later stage, better productivity and output. Each of these benefits in itself is of considerable significance particularly in the Indian context. As already indicated; higher education system has expanded manifolds as well as new dimensions are being added in the old and outdated higher education system causing tensions, strains, conflicts and problems. Keeping these factors in mind, an attempt has been made to pen down three volumes based on study, research observahon, experimentation, discussion on Higher Education in 21st century to help the policy-makers, planners and decision-makers to understand the dynamic of higher education system and how to streamline it to optimize the benefits as well as how to cope with the new dimensions of higher education. An added factor is to introduce innovative changes to make the institutior^s of higher education quality conscious and excellent to face the challenges of liberalisation, privatisation and globalisation. Besides, the opportunities offered by Information Technology is to be utilized to improve educational technology and make use of Distance Education system in a big way. The three volumes on "Encyclopaedia of Higher Education in the 21st Century" have been logically divided into three volumes keeping in view the role of higher education in the past, present and future, i.e. the 21st century, though each volume supplements the other with forward and backward linkages. In addition, chapters have been supplemented with charts, graphs, tables, illustrations and case studies to make the reading authentic and interesting. Besides, personal experiences of authors being in the profession and occupying key positions in the higher education systems have been made use of at appropriate places. It is hoped that these three volumes on "Higher Education in the 21st Century" would be of great use to Policy-makers, plarmers and decision-makers as well as to all those concerned with Higher Education. It would be of great relevance to the Departments of Education in the Universities, Vice-Chancellors, Principals in Colleges, faculty members in Higher Education to promote academic excellence and make India a super knowledge society in this century. The authors would feel highly obliged to receive comments so that New Edition can accommodate learned views of commentators. Vol. 1—"Organisations, Administration and Functions" has been divided into 17 Chapters. Chapter 1 deals with Nature, Significance and Challenges to Higher Education Administration in the 21st Century followed by Chapters 2 and 3 which examine the Role of Department of XX Extension Education Services

Higher Education in Ministry of HRD, UGC, AICTE and DEC. Chapter 4 discusses the role of UN system especially UNESCO, UNICEF and UNDP in the promotion of higher education. Chapters 5, 6, 7 and 8 examine the relevance and role of State, Central and Deemed Universities and NIEPA. Chapter 9 critically evaluates the college administration and the role of Principal in College administration and development. Chapter 10 evaluates the selecHon, appointment and role of Vice-Chancellors critically as the success of University System depends substantially on his interest, perception and ethos. Chatpers 11 and 12 examine the role of Distance Education which is taking great strides in the development of higher education and is a hope for the future because of development of nev^^ technology. Chapter 13 examines Technical and Management education which has become key to national development. Chapter 14 examines financial management and higher education as higher education is in a great financial crisis. Chapter 15 deals with the students perspectives as the ultimate beneficiaries of higher education are the students. Upon students satisfaction depends the relevance of higher education. Chapter 16 examines the role of higher education in research and its utilisation of Government agencies to make the life of people better. Chapter 17 deals with a Case Study of Higher Education in one of the States of the Indian Union, i.e. Haryana. Vol. 2—"Quality and Excellence" has been divided into 18 chapters with an emphasis on the processes, methods, technology, techniques and innovations which can enhance quality and excellence of higher education. Chapters 1 and 2 deal with policy-making and Plarming including all policy documents and Five Years Plans as instruments of the promotion of quality and excellence. Chapters 3 and 4 examine the role of manpower and finances in improving the quality of higher education. Chapters 5 and 6 discusses the recently introduced system of assessment and accredition as well as the institutions set-up for the purpose like NAAC, NAB and DEC. Chapter 7 examines the role of UGC in promoting excellence in universities and colleges and the ultimate aim of all colleges and universities as colleges and universities of excellence. Chapter 8 examines the role of training and capacity building through Academic Staff Colleges. Chapter 9 examines the concept, development and performance of Autonomous Colleges. Chapter 10 examines the role of Sanskrit in promoting excellence in higher education as all knowledge emanate from ancient Sanskrit literature which is the foundation of all ancient human endeavours. The study of Sanskrit is essential for all disciplines of higher education. Chapter 11 examines the concept and role of participative management in promoting joint efforts at quality improvement. Chapter 12 discusses the potentialities of Information Technology in injecting quality and providing a knowledge base at a fast rate. Chapter 13 focusses on the relationships between Human Excellence and Academic Excellence. Chapter 14 discusses the role of new educational technology in Preface xxi improving quality of teaching, research and presentation. Chapters 15 to 18 examines the role of Indian Council of Social Science Research, Indian Institute of Advanced Study, Development of Science and Technology and Department of Scientific and Industrial Research, Indian Council of Agricultural Research and Indian Council of Medical Research which are endeavouring in promoting excellence and quality in higher educahon beyond the university systems. Volume 3—"Extension Education Services" examines the need of higher education to serve the society v^ithout which higher education would be restricted in its use. This volume has been divided into 15 Chapters. Chapter 1 deals with environmental education to keep environment safe and healthy. Chapter 2 examines population and development education to protect the world from population growth beyond capacity. Chapter 3 deals with health education to promote physical, mental and spiritual health. Chapter 4 discusses Career Orientation Education (vocational education) which can provide skilled manpower to industry. Chapter 5 examines the role of values generated by higher education to keep society in order. Chapter 6 attempts at Human Rights and Duties Education which have become essential to maintain peace in the world. Chapter 7 deals with an important area of Yoga education which has become essential for total development of the personality of the Individuals and community. Chapter 8 attempts at aesthetics in higher education to inculcate the aesthetic sense vital for development of personality. Chapter 9 focuses on age old concept of Adult, Continuing Education and Extension and field reach to provide services especially adult functional literacy. Chapter 10 examines the role of higher education in women development and empowerment. Chapter 11 discusses the role of ethics education in improving the quality of individuals and society as well as harmonious relationships and development. Chapters 12 and 13 examine the role of higher education in making rural and urban life decent and worth living. The purpose is to develop enlightened citizens who would automatically make city and villages beautiful, healthy and recreative. Chapters 14 and 15 deal with disaster management education and Indian culture perspective and higher education.

Chandigarh ARUNA GOEL S.L. GOEL

Introduction

Since this volume deals with "Extension Education Services", therefore, let us examine the rationale, philosophy, need and perspectives of extension education services before we start dealing with individual chapters as per the contents. The most important activities in the system of higher education is extension education whereby the benefits of higher education reach the society in varied forms making the life of the people meaningful, fruitful and productive. The linkages between higher education and society is the real test of the capability, capacity and adaptability of higher education system. For example, the benefits of research in Agricultural Universities must reach the farmers through extension education to revolutionize agricultural production including fishery, poultry, diary, etc. That is why Agricultural Universities have set-up an independent department of extension education where graduates of agriculture learn the art and science of agricultural extension. They impart extension education to farmers who are the users of researches and knowledge generated in the Agricultural Universities. Similarly, the benefits of research in medical institutions must reach the people so that the society remains healthy and it has been rightly said that health is wealth. The World Health Organisations has emphasized through resolutions to ensure that universities must take care of the health of the people through health education. Another important dimension of extension education is its linkages with the government. In developing countries like India, there is dichotomy between Government and higher education system. Both remain in their ivory towers. In advanced countries, government and its agencies constantly remain in touch with the higher education system to serve the community in a more authentic and knowledge-based services. Government can take the help of the universities to know the feelings, needs, aspirations and willingness of the community so that government can make their development programmes as per the need of the community. Investment in higher education is an investment in the future. It is therefore right that the state should contribute to the costs of higher education to help ensure the country's continuous economic competitiveness. But it is right, too, as the inquiry concludes, that the xxiv Extension Education Services costs should be shared with those who benefit from improved and expanded higher education in terms of not just the employability but also the quality of their life. Colleges and universities would continue to play a dominant role in social change through outreach activities. Managing business and societal obligations simultanouesly have become an integral part of one's work and lifelong learning is very essential for those who have been educated in the conventional education system and also those who have never got an opportunity to learn. Universities and colleges need to be used as a focal point of activities to spread and sustain the torch of lifelong-learning. Universities would, therefore, be supported to take up large variety of activities in fields like: • Adult education, to equip them with skills and enhance their utihty, and continuing education for people in professions to enhance their expertise and skills. • Outreach activities in women's studies, environment, human rights and rights of vulnerable groups, urban and rural development. • Special training-cum-exposure programmes in value education with special reference to transition to work culture and work ethics, transition to adulthood, coping with the demanding (and cure) world, art of living, positive health and similar topics which foster the values of sustainable development and raising the quality of life.

Thus, extension work is based on the premises that higher education system must give equal weightage to extension as to teaching, research and consultancy as the higher education system is well placed because of repository of knowledge as well as the generation of new knowledge based on research and studies. Thus, higher education system has an obligation to promote, sustain and energize developmental activities of the commuruty.

Objectives

(a) Extension education assumes that the higher education system shall build linkages among themselves so that a collective perspective may be put before the community. (b) Higher Education system must gather facts about the community so that the authorities in higher education system understand the strengths and weaknesses of the community— without this understanding, developing community would be a futile exercise. Socio-economic survey of the commvmity need be made to serve as a base for future action. (c) Higher education system in developing countries must realise Introduction xxv

that the extension work which involves change of attitude of the community is a challenging and a difficult task. Extension educators need not feel frustrated as it is easier to destroy the mountains than to change the minds of the people. Therefore, it must be done carefully, cautiously and seriously by developing rapport. (d) The curriculum and topics for extension education must be moulded/changed according to the needs and level of the community. Extension educators should not be in a hurry but move slowly through building confidence in them. Once extension educators are able to register ideas in their minds, then the inertia from their minds would vanish and extension education would catch momentum. (e) Extension educators, after they have established rapport with the community can ask the community to take part in the system of higher education through their material and non­ material contribution.

People’s Participation in Extension Activities Let us now discuss the techniques of People's participation which higher education system can follow:

/. Strengthening Effecting Public Relations through Mass Media The creation of awareness is integral to social and economic development. The possibility for the power of communication to liberate the minds and potential of people to critical awareness is real in every field linked to human development, and the generation of public will hinges on effective communication of information and ideas that relate to people's needs, aspirations and capacities for progress in thought and action. In this sense, getting development process started is largely the task of information, education and communication through public relations. Extension by higher educaHon system is the establishment of a climate of understanding. It means interpreting the programme of higher education system to the public and vice-versa. Extension in higher education system is the composite of all the primary and secondary contacts between the educators and the citizens and all the interaction of influences and attitudes estabhshed in these contacts. Extension may be defined as those aspects of higher education system which have a social rather than private and personal sigruficance. The purpose of extension is not only to supply information, but also to encourage an understanding and cooperation between the citizens and the higher education system. The objectives of extension should be to increase prestige and goodwill and to protect the personnel of the higher education system by safeguarding it against unwarranted attacks as well as to remove the genuine complaints and grievances of the people. xxvi Extension Education Services

2. Understanding Public Needs and Values o f the Community The first important step in extension is to understand the community. Every community is different and there are differences between each local community in the same country in terms of their work culture and living standards, family life, social strvicture, population structure and attitudes. Besides, values, beliefs and customs, religious practices, etc. differ in different areas. Extension educator needs to understand the need of the people based upon this diversity before launching any field operations. How to learn about the people and the community? Some of the important methods are;

(i) Discussions with the People by Faculty and Students o f Higher Education System Discussion can be both formal and informal. Discussion can be held with formal groups of the people. However, informal discussions with people in the markets and common places will throw light as to what concerns people most. In ascertaining the health needs of the people, CNA (Community Needs Assessment) surveys are carried out before introducing facilities in the area. Mahatma Gandhi had to tour the country to understand the problems of the country. Jawaharlal Nehru advised bureaucracy not to retire in their cells after work but to mix with all kinds and conditions of people which would provide them with material that is not in their files.

(ii) Study of Newspapers, Magazines and other Published Literature Extension Educator needs to study the published material wherein people express their needs and mention their likes and dislikes. This is a rich source of information.

(Hi) Complaint and Suggestion Boxes Most of the departments of higher education have put complaint and suggestion boxes. The analysis of complaints and suggestions can help the higher education system in understanding the needs of the people.

(iv) Surveys A well designed survey, opinion poll, or census can help us to know the reactions of the people about extension activities. Researchers generally use such surveys to understand the problems. Thus, the understanding of the people is vital for extension to be effective. Hiroshi Nakajima, Director General of the World Health Organisation has rightly stressed the need of understanding the people. To quote him, "People are the true measure of the success of policies and programmes. At the same time, people are the determinants of success. Experience teaches as that, whether in the most sophishcated cities or in the most remote villages, when people act with determination and Introduction xxvii understanding in pursuit of goals they deem essential, they achieve success. Previously insoluble problems are solved and resources are mobilized. Miracles happen."

3. Informing People and the Community Extension departments/sections need to make the people aware about the programmes they want to undertake for the people's benefit or the benefit of the country/area. This would aim at educating the people about the schemes in operation—their objectives, services, eligibility criteria, agencies and functionaries for the delivery of services. A good extension exercise would provide the information in a way as to generate community conviction about the efficacy and usefulness of the services. It would also lead to community's clear understanding of its participation and contribution.

4. Creating Satisfactory Climate For any extension campaign to be effective, it is important to create an environment of good will based on equity. People must be given their due status and must be taken into confidence based on trust.

5. Advising People The Extension educators may advise the people to act in a way which may be beneficial to them and to the government/agency concerned. Extension through its various channels need to inject the desired changes to generate development, dynamism and modernization. Thus, the advice to be effective should be preceded by extensive planning and extension strategies to be followed. Prem Kumar has rightly stressed the right to participate in the affairs of the country is meaningless unless the citizens are well-informed on all sides of the issues, in respect of which they are called upon to express their views. One sided information, disinformation, misinformation and non­ information—all equally create an uninformed citizenry which makes democracy a farce when medium of information is monopolized either by a partisan Central authority or by private individuals or oligarchic organization. This is particularly so in a country like ours where about 35 per cent of the population is illiterate and hardly 6.5 per cent of the population has access to the print media which is not subject to pre­ censorship. When, therefore, the electronic media is controlled by one Central agency or a few private agencies of the rich, there is need to have a Central agency, as stated earlier, representing all sections of the society. Hence, to have a representative Central agency to ensure viewers' right to be informed adequately and truthfully is a part of the right of the viewers under Article 19(l)(a) of the Constitution of India.

6. Creating Independent and Attractive Moss Media The media of any society are among the most important xxviii Extension Education Services institutions. Democracy without free media is a contradiction in terms. Mass media should be the watchdog of democracy, and not the poodle of the establishment. The media has a greater responsibility today than they ever had to guide the nation and make every citizen conscious of his fundamental duties enshrined in the constitution.

Personal Communication Personnel in higher education system engaged in extension must keep in mind that the art of developing common understanding about people is vital to bring about change of attitudes and behaviour. Sociologists have classified the diffusion process which leads to a widespread acceptance of the programme into five stages—

1. Awareness (the individual's first introduction to a new idea or practice), 2. Interest (the stage at which he actually seeks further information and background data), 3. Evaluation (the stage of assessment on theoretical grounds), 4. Trial (a limited phase of experiment), and finally 5. Acceptance or adoption.

Naturally, the duration of the process depends upon personality factors, which differ with individuals. Mass media helps in creating awareness, in providing stimulation and motivation and in giving ready access to information. But at the specific stage of evaluation, trial and adoption, inter-personal, face to face, communication counts for much more and the inability of the mass media to maintain a two-way dialogue with regular feedback restricts their utility. Therefore, no medium of communication is as effective as one human being talking to another. The UNESCO has rightly stated: "The process of social and economic development is a process of human development, for people are the targets as well as the essential variable in development. Communication, being a two-way process, provides for participation at whatever stage of enlightenment of the individuals composing a society find themselves. Change agents are key factors in the communication of development process since they are instruments for getting facts to the people upon which decisions can be based." There has been heavy, and perhaps unwarranted, reliance on mass media, be it printed, projected or broadcast. There is a need to re­ examine the methods, materials and mass communication media currently in use and to determine that methods and materials are appropriate to achieve a proper mix between the individual, group and mass communication. Thus, the impersonal methods are relatively simpler and even less time consuming. The radio, TV, newspapers, posters, and pamphlets can Introduction xxix also help in improving public relations. Experience with personal and impersonal methods has revealed that if both the methods are used simultaneously, one can obtain better results than simply using one or the other method. Alastair Metheson, Deputy Director of UNICEF's division remarks on the basis of his research that "to get people to act in ways that conform to new values almost always requires that mass communications be reinforced by personal influence."

Empowering the People, Especially the Disadvantaged Sections of the Society Participation has goals and objectives, which the community commonly share. This common sharing makes the members of the community come together to take collective action to achieve the common goal. The goal sets the parameters and defines, in different situations, who the participants are. The roles different participants perform, depend upon their capacity and capability like skills, technical knowledge, formal position, education, control over funds, connection with those in power, etc. The hierarchy makes the powerful participants active and others passive. This affects participation in favour of those who have the power to take decisions for others. The poorer groups, who are generally the most affected of the development process, are the least endowed and least powerful. The poor are automatically excluded from the participation process. Decision­ making is the first step in the development process. Therefore, a key objective of participation is to find out ways to include the hitherto neglected groups, who are directly affected by the negative impacts of development, in the decision-making process. Therefore, the personnel in higher education system engaged in extension education and service must keep in mind that participation is a process of giving weightage to the poorer groups in the development process so that they may have a say and control over decisions which affect their lives; participation is a process of empowering the poorest. The indicator of genuine participation is the extent the poorer groups have power over decision-making and over resource management. Panchayat Raj Act has taken a bold step in providing reservations to the weaker sections of the society upto a maximum of 51% of the total membership of the PRIs. The Scheduled Caste and Schedule Tribe communities are statutorily elected to a minimum of 15% and 3% seats respectively. Another 33% seats are reserved for the backward classes. Further, one-third of all the seats, including the above reserved seats, have to be necessarily filled up by women. As a result, majority representation has been provided to them to undo the socio-economic handicaps thrust on them, in the traditionally exploitative society. These weaker sections of the society have also been given an opportunity to get elected to the posts of Adhyakshas and Upadhyakshas, in the same XXX Extension Education Services proportion. If this provision was not made in the Act, the disadvantaged groups v^^ould have been reduced to mere numbers, having no great say in the decision-making process. Due to their iUiteracy, ignorance and social backwardness, they could not have mustered enough courage to stand up to the cause of their communities. Thus, for the first time the local governments have been transformed into a system of people's governance of themselves. As the programmes of rural development are aimed at ameliorating the conditions of the poor, ignorant and backward, the elected representatives now being part and parcel of these target groups, can empathies with their needs, aspirations and problems. They can also mobilise the prospective beneficiaries to participate in the process of planning as well as execution. They can, therefore, effectively initiate a process of bottoms-up approach to development. There should not be mere participation but empowerment should be entrusted to poor people. Arvind K. Sharma rightly mentions: This reappraisal attributed poverty not just to a violently iniquitous distribuhon of wealth and resources but equally to an oppressive system of governance in which power was unequally distributed. This, it was asserted, prevented the majority from participating in the political processes; and, therefore, this majority has no opportunity to influence the decisions which affect them. The silent majority remains an object of development, not its agent. The recognition of the inadequacies of the traditional capital- centred development, and the re-examination, which such recognition triggered, has led to emergence of a new perspective, referred to as 'alternative development'. It is also identified by such other labels as people-centred development, participatory development, bottom-up development, and so on. Higher education system must bring about such changes which help the disadvantaged people.

Essentials of Extension Services The significance of communication in equipping people with new information and skills and mobilizing them for participation in various development programmes and activihes has been well recognized and emphasized in Five Year Plans represenHng the blue print of the country's development strategies. In the first Five Year Plan itself, the need for understanding and appreciaHon of the various development programmes and schemes by the people was unequivocally underlined. In the subsequent plans this concern about communicating with the people even in remote villages has been voiced with increasingly greater force and emphasis. Consequently, all available methods of communication have been developed and strengthened many fold over the years. The revolution in new communication technologies may further facilitate the process of consolidation and maintenance of the status quo amongst the myriad changes in society unless there are structural Introduction xxxi changes in other spheres as well. There exists a strong coherence and co­ relation between social structure, communication and the development processes. If the communication technologies are to bring about participatory development, then all communications should aim at widening the base of the people, especially from the weaker sections of society, so that they would get informed and skilled enough to meaningfully participate in and benefit from national development.'

Principles of Communication

(a) Clarity of Thought The first sine qua non of good communication is that the idea to be transmitted must be absolutely clear in the mind of the communicator. It must spring out from a 'clear' head. It should be understood by the personnel so that it may be fully appreciated and acted upon.

(b) Importance to Action Rather than Words In all communication, actions are more significant than words. Example is better than precept. An officer who is not punctual cannot succeed in enforcing the time-rules on the subordinates.

(c) Participation In this connection it is essential that both the parties (the communicator and the recipient) should participate in the communicahon. It is the only way to make the communication effective.

(d) Transmission The communicator must plan carefully what to communicate, with whom to communicate and how to communicate. How can the top personnel communicate with the workers when they themselves do not know or cannot understand all the facts about the new plans? Further, delegation of authority without responsibility breaks down the spirit of communication.

(e) Keep the System Always Alive The system of communication should be kept open and alive all the year round. It is only by honest attempts that good communicative relations can be developed.

(f) Cordial Employer-Employee Relations Effective communication requires good higher education system and extension services relations which enable mutual appreciation of different viewpoints. According to Terry, eight factors are essential in making communication effective:

1. J.S. Yadava, Communication and Development: The Indian Experience, in lou rm t o f Higher Education, Vol. 20, No, 4, New Delhi, UGC, pp. 576, 583 (Winter 1997). xxxii Extension Education Services

(a) Inform yourself fully, (b) Establish a mutual trust in others, (c) Find a common ground of experience, (d) Use mutually known words, (e) Have regard for context, (f) Secure and hold the receiver's attention, (g) Employ examples and visual aids, and (h) Practise delaying relations.

According to Millet, seven factors make communication effective, it should be clear, consistent with the expectation of the recipient, adequate, timely, uniform, flexible and acceptable.

Problems and Suggestions Vivek Nagpal in his study, "Extension as the Third Dimension of Higher Education", A systems study in reforms and innovations in higher education, AIU, New Delhi, 2001 finds the following problems and suggest remedies:

(i) The study revealed that a majority of the universities have not recognised extension as a university function. UGC should impress upon these universities to recognise extension as a fimction by making suitable changes in their Acts and Statutes; for authorising administrative and financial powers to the heads/directors of these departments/centres equivalent to the heads of other departments of the ur\iversity, for inclusion of the salaries, of staff members in the maintenance grants and for governance of extension activities by academic council. (ii) The heads/directors of the departments/centres should take suitable steps to try to make university environment conducive to extension. They should conduct activities for promoting wider and better understanding of extension concept, its theoretical framework, organisational characteristics and implementational framework among the academic community. (iii) UGC and the Vice-Chancellors of the universities should pay attention towards strengthening these departments/centres particularly with respect to manpower and other resources required for conducting extension work. (iv) The heads of the departments/centres must pay attention towards conducting regular meetings of the advisory bodies. (v) UGC should enhance the grants for extension work particularly for continuing education programme. The departments/centres should also make efforts for obtaining grants from other sources and on conducting self-financing Introduction xxxiii

programme. (vi) More of such studies with considerable larger sample size and other methods of data collection (personal interviews with selected universities, etc.) would contribute much more to the existing knowledge of extension system of universities.

The extension education is of great significance. The purpose of extension education is to bring about the following socio-economic changes;

• The extension education programme should be directly related to life situations and closely linked to needs, interests and aspirations of the adult learners and to national goals of socio-economic development. • The extension education programme should not end up with the mere acquisition of basic literacy skills but should be reinforced by effective post-literacy and follow-up programmes in order not only to prevent adult learners from relapsing into illiteracy but also to bring them into the ambit of life long learning. • That adequate infrastructures for administration, resource support, monitoring, evaluation and research are essential for the effective implementation and expansion of the programme. • That the implementation of the programme of this size cannot be envisaged without the involvement of other development departments of the Central and State Governments, media agencies, local bodies, etc. • That such a massive programme carmot be successfully implemented exclusively through Government efforts and must involve educational institutions, employers and voluntary organizations which play a vital role in the field subject, however, utmost care being taken to ensure that the programme does not serve the communal or parochial aims of any individual or organization. • That the extension education programme must give special priority to women and weaker sections of the society. • That special efforts be made to cover the educationally backward regions.

Inspite of 73rd and 74th Amendments, there has not been much improvements in rural and urban life. There is a great hope from the higher education system to help rural and urban governments (through extension services in improving the lives of millions of people in villages, urban slums and tribal areas. Extension education is one of the major educational irmovations and a new concern today. It is functional in character and relevant to the values of the individual and the xxxiv Extension Education Services community. It covers all people irrespective of age, sex, caste and status. It is problem-oriented and relevant to the environment and is, therefore, the more effective form of learning. So, in respect of rural-urban development it has become essential:

(i) To relate the educational contents to the needs, interests and rnake it as functionally relevant as possible; and (ii) to link it to other social and economic inputs in a rural or urban community. (This means that the educational content should be adapted to the contents of schemes for social change or for economic development; conceived from the other angle, there should be an 'educational component' in schemes like food production, water supply, agrarian reform, resettlements, employment programmes, generation of self­ employment, family planning, small scale industry, sanitation, various minimum needs programme, etc.) For this, the curriculum could cover the following areas;

(i) information and knowledge about the living environment and the development process in the country; (ii) basic knowledge for understanding various social, economic, scientific and technological changes in the midst of which youth has to live and work and to which he has to adjust in terms of knowledge and skill and play a fully contributory role; (iii) elementary principles of health and hygiene, child care and nutrition; (iv) basic skill in reading, writing and arithmetic correlated with attitudinal changes and aptitudinal promotion; and (v) introductory occupational/vocational skill programmes to prepare him for employment and self-employment.

J.S. Rajput rightly observes, "What we need is science education geared to help upliftment of the masses and the content should include things which will help them to improve agricultural production and thereby enhance their produce and income. Subsidiary items of production will also help in increasing economic status and have to be taken care of. The subsidiary source of income has to be selected out of the local crafts and available materials. Science education can reduce dependence on imported technology and can help utilize the existing tools and techniques with improvements here and there." We will have to handle the rural youth with a lot of care and sensitivity. For, they would be dealing with persons who are experienced in their respective fields but due to illiteracy and lack of education, do not have the knowledge and keenness to develop the technicalities of their vocations. Their ego, emotions, feelings and experiences will have to Introduction xxxv be recognized and honoured by the educated youth. To ensure active participation of the rural youth in the functional literacy programme they will have to make them realize its importance and practical utility for their profession and day-to-day life.

Framework for Universities To utilize the vast educated youth power available with institutions of higher education—colleges and universities, the following framework is suggested:

(i) Each and every university should prepare a time-bound programme for graduate and post-graduate courses. Under this programme, it should be made compulsory for students of under-graduate courses to work in rural areas for the implementation of non-formal education programme, for at least 30 to 40 days in a session during summer and winter vacations. (ii) To carry out such programmes successfully, village camps on the lines of NCC and NSS camps should be organized in rural areas involving a group of students with one from each discipline. One group should, however, be assigned only one village. The members of the group would impart to villagers a knowledge of their respective discipline. They should try to correlate the knowledge imparted with the problems of the local community and the learner's personal shortcomings so as to help them cope with their changing needs. Besides this they can also help village people in their welfare programmes related to health, hygiene, nutrition, etc. As for the general awareness about the surroundings and the changes taking place in the social, economic and political life, villagers can be educated through mass media and protective techniques. (iii) (a) Universities may seek assistance from U.G.C. State Governments. (b) They can also raise slightly the rate of fees. (c) Local people, agencies and big business houses can be encouraged to co-operate. For instance, local people may be offered some incentives for providing hoarding and lodging facilities for the students working in a particular rural area. Also, their services could be formally recognized by State/Central Government. Youth welfare wing of the universities can play an important role. It can film the local areas and project the whole setting with the changing needs of the localities. Dramatic performance, folk dances, songs, etc., can be used to convey the concepts of the new terms and slogans for the social reconstruction. Literacy house at Lucknow is doing a commendable work in this area. Talented students and teachers xxxvi Extension Education Services

may also be trained to set-up rural youth welfare cer\ters. (iv) As teachers and students would be working during their leisure time, they should be offered some incentives in the form of extra-allowance, earn leave, prizes at provincial and national levels, advance increments, etc. For students, there could be a provision or extra marks which would improve their division in graduation and post-graduation courses. Besides this, preference in employment could also be given to those students who have worked successfully and satisfactorily in non-formal education programme.

Thus, the student force of the country can be effectively employed to make the programme of non-formal education a success by utilizing their potential energy for constructive purposes. Extension education process aimed at making the people aware of their problems and making them aware of the methods by which they can solve them as well as encouraging them towards positive action. The extension education approach must be part and parcel of all Government programmes for the people as most of the programmes have not been successful because of lack of education about these programmes. The universities have the prime responsibilities for education, research and creating enlightened citizens. Let us look beyond the campus and see what opportunities we have to help the society. One of the possible scheme is to undertake a literacy mission to the nearby rural areas. We have over 300 universities and 1300 colleges, and also 583,000 villages. If the universities can reach to villages in 10 kms distance and help 10,000 adults to be educated and each college helps 1000 adults educated, we will see in a two year period 14 million adults go through education. If this process continues for a period of 10 years we will be in a position to educate almost all the advilts in this country. Some universities and colleges have attempted adult literacy campaign with the help of municipalities and panchayat unions and district education centers. The survey showed that nearly 80% of the adults were very keen to learn. Universities also can organize exhibitions and camps at villages to enable the village population to update themselves and, become part of the development of this nation. The Education Bill passed by the Parliament makes education compulsory upto the age of 14 years. This two-pronged approach of primary and secondary education in schools and adult education led by the universities will enhance the literacy percentage to more than 85%. Thus, Extension Education through Universities can help in social and Economic reconstruction of our country.

Chandigarh ARUNA GOEL S.L. GOEL Abbreviations

ACCC Association of Canadian Community Colleges ACCU Asia-Pacific Cultural Centre for UNESCO ACU Association of Commonwealth Universities AE Adult Education AEC Adult Education Centre AICTE All India Council for Technical Education AIE Alternative and Innovative Education AIEEE All India Engineering Entrance Examination Alls American Institute of Indian Studies AIMMP Area Intensive and Madrasa Modernisation Programme

AISES All India School Education Survey APEID Asia-Pacific Programme for Educational Irmovation for Development ASC Academic Staff College ASCI Administrative Staff College of India AVRC Audio Visual Research Centre BCH Bharatiya Culture and Heritage BE Budget Expenditure BEP Bihar Education Project BGVS Bharat Cyan Vigyan Samiti BITS Birla Institute of Technology and Science BJVJ Bharat Jan Vigyan Jatha BLRC Block Level Resource Centres BMS Basic Minimum Services BOAT Board of Apprenticeship Training xxxviii Extension Education Services

BPL Below Poverty Line BPU Bureau for Promotion of Urdu BRAOU B.R. Ambedkar Open University CABE Central Advisory Board of Education CAC Central Apprenticeship Council CBR Community-Based Rehabilitation

CBSE Central Board of Secondary Education

CCA Certificate Course in Computer Applications CCE Continuous Comprehensive Evaluation CCE Centre for Continuing Education CCRT Centre for Cultural Resources and Training CDC Curriculum Development Centre

C-DOCTA Centre for Development of Cases and Teacliing Aids CDPO Community Development Project Officer CE Continuing Education CEAC Copyright Enforcement Advisory Council CECs Continuing Education Centres CEO Chief Education Officer CEP Computer Education Plan

CEP Cultural Exchange Programme CEP Continuing Education Programme CERPA Centre for Research, Planning and Action CES Committee of Education Secretaries CGI Consulate-General of India CHD Central Hindi Directorate CIDA Canadian International Development Agency CIEFL Central Institute of English and Foreign Languages CIET Central Institute of Educational Technology CIIILP Canada-India Institute Industry Linkage Project CIIL Central Institute of Indian Languages CIRE Centre for Insurance Research and Education r

Abbreviations XXXIX

CISCE Council for Indian School Certificate Examination CIVE Central Institute of Vocational Education

CLASS Computer Literacy and Studies in Schools CLP Child Labour Project COBSE Council of Boards of Secondary Education COL Commonwealth of Learning

COSIST Scheme of Strengthening of Infrastructural Facilities in Science and Technology CPCC Commission Planning and Costing Committee

CPP Centre for Public Policy CPSC Colombo Plan Staff College for Technical Education CPWD Central Planning Works Division CSIC Centre for Scientific and Industrial Consultancy CSIR Centre for Scientific and Industrial Research

CSM Centre Software Management CSTT Commission for Scientific and Technical Terminology CTE College of Teacher Education CTP Computer Technician Programme CTSA Central Tibetan School Administration CTV Colour Television Set

CVC Chief Vigilance Commission CVO Chief Vigilance'Officer

DA Dearness Allowance DAE Directorate of Adult Education DBT Department of Bio-Technology DEEP District Elementary EducaHon Plans DEC Distance Education Council DFID Department for International Development DIET District Institute of Education and Training DIU District Implementation Unit DoNER Development of North-Eastern Region DoPT Department of Personnel and Training xl Extension Education Services

DOS Department of Space

DPC District Programme Coordinator DPE Diploma in Primary Education DPEP District Primary Education Programme DPG Directorate of Public Grievances DRC District Rehabilitation Centre DRDA District Rural Development Agency

DRDP Defence Research and Development Organisation DRU District Resource Unit DS Day School DTP Desk-Top Publishing DWCRA Development of Women and Children in Rural Areas EAR External Academic Relations EB Educationally Backward EC European Commission ECCE Early Childhood Care and Education ECE Early Childhood Education EcOWAS Economic Organisation of West African States Ed.CIL Educational Consultants India Ltd. EEO Education Extension Officer EEP Education Exchange Programme EFA Education for All EGS Education Guarantee Scheme EHV Education in Human Values ELTI English Language Teaching Institute EMD Entrepreneurship and Management Development Programme EMIS Educational Management Information System EMRC Educational Media Research Centre EP Equivalency Programme ERC Expenditure Reforms Commission ESPS External Scholarship Processing System Abbreviations xli

FG Final Grant FTP Federation of Indian Publishers FPM Fellowship Programme in Management

GATS General Agreement on Trade in Services GER Gross Enrolment Ratio GPF General Provident Fund GVE Generic Vocational Course HEPSN Higher Education for Persons with Special Needs

HRM Minister of Human Resource Development lAMR Institute of Applied Manpower Research lASE Institute of Advanced Study in Education IBE International Bureau of Education

ICDS Integrated Child Development Services ICHR Indian Council of Historical Research ICMR Indian Council of Medical Research ICPD International Conference on Population and Development ICPR Indian Council of Philosophical Research ICSSR Indian Council of Social Science Research ICT Information and Communication Technology IDS Institute of Development Studies lEA Indian Educational Abstracts lEDC Integrated Education for Disabled Children lETE Institute of Electronics and Telecommunication Engineers IGNOU Indira Gandhi National Open University IGP Income Generating Programme HAS Indian Institute of Advanced Study IIEP International Institute of Educational Planning IIITM Indian Institute of Information Technology and Management IIM Indian Institute of Management IIP Industry-Institute Partnership IIT Indian Institute of Technology xlii Extension Education Services

ILO International Labour Organisation INC Indian National Commission INCCU Indian National Commission for Cooperation with UNESCO INDLST Indian National Digital Library for Science and Technology IPR Intellectual Property Rights IPRS Indian Performing Right Society Limited

IRRO Indian Reprographic Rights Organisation ISBN International Standard Book Numbering ISM Indian School of Mines ITCOS International Training Centre in Open Schooling ITDOS International Training Division in Open Schooling ITI Industrial Training Institute JCVE Joint Council of Vocational Education JNV Jawahar Navodaya Vidyalayas JRF Junior Research Fellowship

JRY Jawahar Rozgar Yojana JSN Jana Shikshan Nilayam JSS Jan Shikshan Sansthan KHS Kendriya Hindi Sansthan

KHSM Kendriya Hindi Shikshan Mandal KOU Kota Open University KRS Key Resource Person KVS Kendriya Vidyalaya Sangathan LAN Local Area Network LEP Life Enrichment Programme LJP Lok Jumbish Project MDPs Management Development Programmes MHA Ministry of Home Affairs MHRD Ministry of Human Resource Development MIL Modern Indian Languages MIS Management Information System Abbreviations xliii

MIT Ministry of Information Technology

MLL Minimum Level of Learning MMST Master's in Medical Science and Technology MNES Ministry of Non-conventional Energy Sources MoU Memorandum of Understanding

MS Mahila Samakhya MSK Mahila Shikshan Kendra MTA Mother Teacher Association

NAB National Accreditation Board NACO National AIDS Control Organisation NANCE National Academic Network for Continuing Education NASSDOC National Social Science Documentation Centre NBB National Bal Bhawan NBT National Book Trust NCAER National Council of Applied Economic Research

NCC National Cadet Corps NCCL National Centre for Children's Literature NCEC Nodal Continuing Education Centre NCERT National Council of Educational Research and Training NCHE National Council of Higher Education NCOS National Consortium for Open Schooling NCPSL National Council for Promotion of Sindhi Language

NCPUL National Council for Promotion of Urdu Language NCRI National Council of Rural Institute NCTE National Council for Teacher Education NEHU North-Eastern Hill University NER North-Eastern Region NERIST North-Eastern Regional Institute of Science and Technology

NET National Eligibility Test NFE Non-Formal Education NFHS National Family Health Survey xliv Extension Education Services

NGO Non-Governmental Organisation NHRC National Human Rights Commission

NIC National Informatic Centre NICEE National Information Centre on Earthquake Engineering NIEPA National Institute of Educational Planning and Administration NIFFT National Institute of Foundry and Forge Technology NIOS National Institute of Open Schooling NIT National Institute of Technology

NITIE National Institute of Technology and Industrial Engineering NIUA National Institute of Urban Affairs NLCPR Non-Lapsable Central Pool of Resources NLM National Literacy Mission

NLMA National Literacy Mission Authority NORI No Obligation to Return to India NOS National Open School NPE National Policy on Education

NPEEE National Programme for Earthquake Engineering Education NPEP National Population Education Project NPNSPE National Programme of Nutritional Support to Primary Education NPTEL National Programme on Technology Enhanced Learning NRCVE National Resource Centre on Value Education NRI Non-Resident Indian NSRCEL NS Raghavan Centre for Entrepreneurial Learning NSTEDB National Science and Technology Entrepreneurship Development Board NTS National Talent Scholarships OB Operation Blackboard OBC Other Backward Commvinity OBE Open Basic Education ODES On Demand Examination System Abbreviations xlv

OECD Organisation for Economic Cooperation and Development OSAC Open School Associate of the Commonwealth PCP Personal Contact Programme PDE Population Development Education PERC Population Education Resource Centre PG&R Public Grievance and Redressal PGDIE Postgraduate Programme in Industrial Engineering PGDIM Postgraduate in Industrial Management

PGDISEM Postgraduate Diploma in Industrial Safety and Environmental Management PGP-ABM Postgraduate Programme in Agri-Business Management PIO People of Indian Origin

PMOST Programme of Mass Orientation of School Teachers POA Programme of Action PP Prahar Pathshala PPL Phonographic Performance Limited PQL Physical Quality of Life PTA Parent-Teacher Association

QIP Quality Improvement Programme R&D Research and Development

RCCPs Radio-cum-Cassette Players REC Regional Engineering College RF Radio Frequency RFLP Rural Functional Literacy Project RIE Regional Institute of Education RPF Revised Policy Formulation RRC Regional Resource Centre RSKB Rajasthan Shiksha Karmi Board SAARC South Asian Association for Regional Cooperation SAIIER Sri Aurobindo Internahonal Institute of Educational Research SAP Special Assistance Programme SCERT State Council of Educational Research and Training xlvl Extension Education Services

SCHE State Council of Higher Education SCRIPT Society for Copyright Regulation of Indian Produces of Films and Television SCVE State Council of Vocational Education SDAE State Directorate of Adult Education SH Speech Handicap

SICI Shastri Indo-Canadian Institute SID Society of Innovation and Department SID A Swedish International Development Agency SIET State Institute of Educational Technology SK Shiksha Karmi SKP Shiksha Karmi Project SLET State Level Eligibility Test SLIET Sant Longow^al Institute of Engineering and Technology

SLM Self Learning Material SLMA State Literacy Mission Authority SOPT Special Orientation Programme for Primary Teacher SPA School of Planning and Architecture SPOA State Programme of Action SRC State Resource Centre SSA Sarva Shiksha Abhiyan

STEI Secondary Teacher Education Institute SUPW Socially Useful Productive Work TA Travel Allow^ance TC Teachers Centre TEPSE Teachers Preparation in Special Education TEQIP Technical Education Quality Improvement Programme TLC Total Literacy Campaign TLE Teaching Learning Equipment TMA Tutor Marked Assignment TITIs Technical Teacher Training Institutes UCC Universal Copyright Convention r Abbreviations xlvii

UEE Universalisation of Elementary Educatiuu

UGC University Grants Commission UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Orgarusation UNFPA United Nations Population Fund UNICEF United Natioris Children's Fvmd UPE Uruversalisation of Primary Education

USEFI United States Educational Foundation in India UT Union Territory VDL Video Distance Learning VEC Village Education Committee VEP Vocational Education Programme VH Visual Handicap VHO Voluntary Hindi Organisation

VLSI Very Large Scale Integration VRC Vocational Rehabilitation Centre WIPO World Intellectual Property Organisation WTO World Trade Orgarusation ZSS Zilla Saksharta Samiti

C h a p t e r I

ENVIRONMENT EDUCATION

Over the years, together with a spreading of environment consciousness, there has been a change in the traditionally- held perception that there is a trade-off between envirorimental quality and economic growth as people have come to believe that the two are necessarily complementary. The current focus on environment is not new— environmental considerations have been an integral part of the Indian culture. The need for conservation and sustainable use of natural resources has been expressed in Indian scriptures, more than three thousand years old and is reflected in the constitutional, legislative and policy framework as also in the international commitments of the country.

— T.R. Baalu Union Minister of Environment and Forests

1 CHAPTER

Environment Education*

Oh, Mother Earth! Your hills, snowclad mountains, forests. In all shapes and formations Bring happiness to us. I bow you With all my might, I shall save Your cultivable, ferhle and nourishing black and red Soils vs'hich are strong and resistant. And protected by our ancestors. From getting weak by destruction and degradation. (Atharva Veda Kand—123, Sukti—I, Mantra—11)

We have to make our youth in colleges and universities cor^cious ibout environment so that they can protect it and spread the message urther to save humanity. Therefore, environment education must form m important aspect of curriculum both at under-graduate and post­ graduate level whether one offering any group of subjects.

A GOOD ENVIRONMENT IS THE KEY TO HEALTH AND DEVELOPMENT (See Chart 1.1)

Environment has been defined by Webster's New Collegiate Dictionary as "the aggregate of all the external conditions and influences iffecting the life and development of an organism." Shri T.N. Chaturvedi in his Editorial to IJPA, July-Sept. 1989 Special Number on Environment and Administration) rightly sees the ntimate relationship between hi.inan beings and nature since times

See Appendix 1.1: Core Module Syllabus for Environmental Studies. Extension Education Services

C h a r t 1.1 Environment Education

Setting up an Independent Deptt. of Environment Education with interdisciplinary approach, ^ o r Award of Ph.D., M.A. Degre^

Activising Adult and continuing Inducting Environnnental Education Education Departments to arrange in courses for undergraduate and lecture, workshops, seminars in Postgraduate courses Environmental Education

Respect for Environment among youth so that Environment is Pollution Free

immemorial. To quote: "Man, since his origin has lived in harmony with Nature through the ages, holding Nature in awe and reverence. The Vedas, folklore and scriptures of different religions, faiths and beliefs also speak of the need for harmony with the universe, which is the habitat not only of men but also of all animals, birds, insects, plants and vegetation. The mutually supportive role of all living things is often mentioned as a crucial factor for a balanced social and harmonious existence. The ecological balance is inherent in the very process of creation. Everywhere, the seers, poets and thinkers, through the ages, have referred to the need for living in harmony with environment. In fact, the Taitariyopanishad looks at the relationship between man and his environment in its totality and stresses complete harmony and interdependence between them in order to attain real prosperity." Dr. Hiroshi Nakajima, Director-General of World Health Environment Education

Organization, sounded a warning alarm about degradation of this planet in his Article, "A Wounded Planet."' He rightly visualises that it is now increasingly evident that more and more diseases stem from the degradation caused by man to his own environment. The potential harmful effects of industrial development on our global ecosystem are now better known. Ozone layer depletion, acid rain, climate change, chemical pollution are some examples of the man-made wounds to our planet. We are at a turning point; warnings of the damage to our health and quality of life are growing louder. An increasing number of people are acting to stop the degradation of our environment. Lt. Gen. I.F.R. Jacob, PVSM (Retd.) former Governor, Punjab in his message, "Fifty years of Indian Republic" in the Daily Tribune (26th January, 2000), remarked that with our rising population the civil services and environment, especially in the urban areas, are under great stress and strain. The degradation of our environment has to be arrested immediately otherwise it would have long-term impact on the quality of life of future generations. . . . We should also take this opportunity to educate our children regarding the importance of the preservation of our environment. Dr. Wilfried KreiseF also elaborates the aspects of environment which affect health of mankind. "How can we make environmental health a more potent force to serve people faced with growing threats to their health? How can our improving environmental health technology be better used to foster positive health? I know of no country-developing or industrialised in which this issue is not urgent and important. I know of many countries in which it is critical." The remarkably wide range of environmental concerns include the international problems of acid rain, the greenhouse effect, and depletion of the planet's ozone layer. It includes national concerns with medical wastes disposal, radioactive and toxic wastes control, transportation accidents, health aspects of urbanisation and traffic, occupational health and safety, and air and water pollution. It also includes local concerns over inadequate water supplies and sanitation facilities, water quality, clean air, solid wastes management, and finding a balance between the economic incentives of development and a decent quality of life. In the report on Our Common Future, the World Commission on Environment and Development (sometimes called the Brundtland Commission) pointed out that the situation is getting increasingly critical.

EDUCATION, AWARENESS AND INFORMATION

Priority is accorded by the Ministry of Environment and Forests to promote environmental education, create environmental awareness among various age-groups and to disseminate information through Environmental Information System (ENVIS) network to all concerned. Extension Education Services

Special emphasis is given to non-formal environmental education through seminars/symposia/workshops, training programmes, eco-camps, audio­ visual shows, etc. The Ministry has been organising a National Environment Awareness Campaign (NEAC) since July 1980. As a part of this campaign, 19 November to 18 December every year is observed as the National Environment Month. The main themes for the 1997-98 campaign were Pollution Prevention and Control, and Conservation and Plantation of Trees for Environmental Protection. A large number of organisations have been granted financial assistance by the Ministry to organise various activities for creating environmental awareness. The Ministry also provides financial support for setting up eco-clubs at schools and for production of films on environment. A new scheme, Paryavaran Vahini, was launched in 1992-93 to create environmental awareness and to ensure active public participation by involving the local people in activities relating to environmental protection. Paryavaran Vahinis are proposed to be constituted in 194 selected districts all over the country which have a high incidence of pollution and density of tribal and forest population. The Vahinis also play a watch-dog role by reporting instance of environmental pollution, deforestation, poaching, etc. They function under the charge of District Collectors, with the active cooperation of the State/Union Territory governments. This scheme is entirely financed by the Ministry of Environment and Forests. K.B. Powar in his article, "Environmental issues and Universities"^ in Environment Challenges and the Universities, AIU, New Delhi, states that the universities have an important role to play in generating public awareness, protecting the environment and promoting sustainable development. As John Berry succinctly puts it: Q. Berry, 1993, Canadian Universities: Responding to the Challenges of 90's ACU, BULL, Curr. Doc., pp. 2-8) "... universities are the best source of expertise to conduct the necessary research and guide the development of policy framework. They are also the training ground for the next generation of society's leaders who need to be educated, regardless of their discipline, with a broad and sensitive understanding of the issues. This is particularly true for India where the universities are charged with the responsibility of undertaking teaching, research and extension activities. The role of universihes was discussed at a conference on 'University Action for Sustainable Development' held at Dalhousie University, Halifax, Canada in December 1991, and which was attended by 33 Vice­ Chancellors and Presidents, from 10 countries. The declaration issued at the end of the conference emphasizes that "universities and their graduates hiust be significant actors if (human) demgnds (upon the planets) are to be shaped into sustainable and equitable forms necessary for a wholesome future environment." The Halifax declaration lAU (UNU) AUCC/DV 1991 Universities and Sustainable Development The Halifax Declaration Doc. No. 104 (June 1992), pp. 18-19 asked the Environment Education universities to:

• "Ensure that the voice of the university is clear and uncompromising in its ongoing commitment to the principle and practice of sustainable development w^ithin the university, and at the local, national and global levels. • Utilize the intellectual resources of the university to encourage a better understanding on the part of society of the inter­ related physical, biological and social dangers facing the planet Earth. • Emphasize the ethical obligation of the present generation to overcome those current malpractices of resource uhlization and those widespread circumstances of intolerable human disparity which lie at the root of environmental unstistainability. . • Establish whatever programmes are necessary within the university to generate the capability and the capacity necessary to develop appropriate environmental technologies and pracHces as well as to diminish environmental illiteracy and enhance ethical awareness on the part of faculty, students, and the public at large. • Cooperate with one another and with all segments of society in the pursuit of practical, effective revision and reversals of those current practices which contribute to environmental degradation, to South-North disparities and to inter- generaHonal inequity. • Employ all channels open to the university to communicate these undertakings to UNCED, to governments and to the public at large."

S.C. Gupta rightly defines Environment Education^: "In the university system, research, teaching and extension are the three major components with differences in emphasis at different levels. The emphasis on teaching will naturally be more confined to under-graduate programmes whereas teaching and research together will be emphasized at the post-graduate level. The extension component, it is needless to say, need to be continuously provided from under-graduate to post-graduate level. The introduction of the environmental education component will be possible through: (a) institutions of degrees or diplomas in Environment Science, (b) introduction of the environmental education component in the existing structure for different disciplines at under-graduate and post­ graduate levels, and (c) through provision of research/doctoral programmes of inter-disciplinary nature in relation to problems of environment. International Union of Conservation of natural and nature Resource defined Environmental Education as: 8 Extension Education Services

The process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter-relatedness among man, his culture and his biophysical surroundings. Environmental Education also entails practice in decision­ making and self-formulation of a code of behaviour about issues concerning environmental quahty. Tbilsi Confemece (1977) held at Gorgia under the auspices of UNESCO and UNEP mentioned the following as the contents of Environment Education:

• To consider the environment in its totality natural and built, technological and social (economic, political, cultural, historical, aesthetic and moral). • To be a continuous, life long processes, beginning at the pre­ school level and continuing through all formal and in-formal stages. • To be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective. • Examine major environmental issues from the local, national, regional, and international points of view so that students receive insight into environmental conditions in other geographical areas. • Explicitly consider environmental aspects in plans for development and growth. • Emphasize the complexity of environmental problem and thus the need to develop critical thinking, problem-solving attitude and skills. • Promote the value and necessity of local, national and international cooperation in the prevention and solution of the environmental problems. • Utilize diverse learning environments and a broad array of educational approaches to teaching/learning about and from the environment with due stress on practical activities and first hand experience.

In environment education in universities and colleges, emphasis is laid only on plants, animals, air, water, etc. These are being taught from scientific point of view. The need is more of management to see that all the education given is applied and acted upon. Management can help in communication, co-ordination and control to make a unified impact. Hence, Management of environment is most essential. We must stress our efforts to uplift environmental education by integrating through management to improve the quality of all our educational programmes as at present, it is lopisided. Thus, there is a need of understanding the concept of ecology as explained in our Ancient Sanskrit Literature, so that we may lead life Environment Education 9 with right focus and perspective in the present times. The Ancient Sanskrit Literature gives us the genuine principles to adjust v^ith our environment and lead a spiritual life full of bliss. Few countries have the natural resources that we in India have. That is, why India was known as golden sparrow. But, then, again, few countries have as little consciousness and respect for our resources as we in India have. Therefore, environmentalists and government must help build a resource consciousness that will lead to conservation and balance of our rich ecological heritage. The Vedic Rishis had forewarned the need to protect the environment. They mentioned the need of performing the daily Yajnas for protecting the ecology. Dharmsastras prohibited men from disturbing the bio-diversity and eco-system as it is against the tenets of religion and it is considered a sinful activity (Papakarama). In the epic age, man and environment lived in harmonious relationship. The Rgveda considered the oldest manuscript dealing with relationship of environment and human beings, but Atharveda has dealt meticulously about various aspects of environment and showed more concern for ecology. Even the Aryans of the Vedic period were aware of the flora and fauna and ecology. Many other hymns were also written which wanted people to maintain equilibrium of Bhuloka, Suryaloka and Antariksalokas, i.e. earth and other astronomical objects. As stated in various ancient Sanskrit literature, e.g. Gita, Vedas, Manusmriti, mind of human beings is always restless, the more it gets the more it wants, resulting into a vicious circle of greed and temptations without any need. People go on cutting trees, do excessive mining, kill animals causing polluted environment. Vedic Rishis had always stressed the planting of trees (Dyaurvana girayovrks- akesah) and avoiding cutting of trees (ma kakambiramudvrho Vanaspatisastrtrvikimnasa R.V. 6.48.17). Atharvaveda's love for earth is outstanding (Prithvisukta) as mother earth bestowed love on all the creatures living on it. We should not unnecessarily dig the earth as laid down in 35th Mantra of Bhumi Sukta (Yat me Bhume Visvanabhi tadepi Sohatu ma te marma vimrgvadi ma te hrdeyamapinam). Puranaic mythology believes in worshipping nature, thereby, bringing harmony in eco-system. Even the Great Rishis like Vyasa, Valmiki and others wrote scriptures of eternal values under the trees and the beautiful surroundings. They, with the help of their disciples, maintained beautiful links with environment. All the Rishis even taught the values of good relationship with the eco-system to their disciples, who included many would be kings. Thus, the kings were well versed with the importance of the eco-system. Ayurveda laid great stress on eco-system as it provided the flora and fauna which was used as medicine for the health of human beings. The names of Charaka and Susruta are noteworthy as they iaentified the 10 Extension Education Services nature and properties of herbs, plants, etc. which were useful to hum an b e i n g s . Sanskrit writers like Kalidas in their various works dwelled upon the proxim ity of nature and human beings. The description given by Sanskrit writers is so enchanting that one feels united with nature. Even English writers like W ordsworth appreciated flowers and the beauty of n a t u r e . Our environment is a blessing for us, as it provides basic necessities of life. M ore and m ore research on the flora and fauna of the environment will lead to new knowledge for the benefit of human beings. Destroying environm ent is like cutting the branch of a tree on which one is sitting. Environm ent m ust be m ade better and better based on the serm ons contained in our ancient Sanskrit Literature. Gandhi had conviction of plain living and high thinking. W hen a man wants to m ultiply his daily wants, he falls from the ideal. M an's happiness really lies in contentment. Discontentm ent m akes a m an slave to his desires. And there is no slave equal to that of the desire. The less you possess, the less you want, the better you are. Once Gandhi said, "the secret of happy life lies in renunciation. Renunciation is life. Indulgence spells death." Kautilya in his Arthasastra w as firm about preservation of forests, reservoirs, etc. and maintenance of cleanliness in the habitations. He further added that fines should be levied whenever roads are made filthy. Variety of large trees were grown and an officer had to judiciously inspect tree-care and killing of birds and anim als w as banned. Nisha Singh in an article, "Environm ent Education: A Forgotten Commitment" in University News clearly defines that Environmental Education (EE) emerges to be a comprehensive life long education, responsive to changes in a rapidly changing world. It em phasise on the interdependence of m an, society and nature. It attem pts to focus on the highly complex relation between development and natural systems. "Environmental education is a process aimed at developing a world population that is aware of and concerned about the total environm ent and its associated problems and which has the knowledge, attitudes, motivations, commitments and skills to work individually and collectively towards the solution of current problems as well as the prevention of new ones." International Union for the Conservation of Natural Resources defines Environmental Education to be a process of recognising values and clarifying concepts in order to develop skill and attitudes necessary to understand and appreciate the interrelatedness am ong m an, his culture and his biological surroundings. The Environm ental Education proposes to develop in an individual a sense of responsibility and comm itment to preserve environm ent for a better tom orrow. Environm ental education includes three broad aspects, i.e. education for the environm ent, education through the environm ent and education about the environm ent. Environment Education 11

The first, the foremost and a highly relevant aspect today is the developm ent of attitudes, skills and evaluation abilities for the proper use and the development of environment, i.e. educating for the environm ent. W here the environm ent is used as a vehicle for gathering concepts, know ledge and skills related to specific academ ic disciplines, it is the education through the environment; and acquiring an understanding of the total environm ent constitutes education about the environment. A conceptual model of curriculum based on the goals of Environm ental Education v^^as proposed by UNESCO. The goals being:

(i) to foster clear awareness and concern about econom ic, social, political and ecological interdependence in urban and rural a r e a s ; (ii) to provide every person with opportunities to acquire the knowledge, values, attitudes, comm itment and skills needed to protect and im prove the environm ent; and (iii) to create new patterns of behaviour of individuals, groups and society as a whole towards the environm ent. This m odel illustrates how scope can be integrated through grade levels and across appropriate disciplines.

The term environm ent in Sanskrit literature encom passes broader areas than the definitions given in the context of various commissior^s and conferences in India, abroad and United Nations System . M ost of these definitions are limited to deal with the problem s of developed countries and even their solutions pertain to them. In developing countries like India, Environment includes all and its boundary is unlim ited. Sanskrit literature reveals that our ancestors never looked upon forests as well as dom estic and w ild life anim als and hum an beings and Environment, as just a cluster, but they deemed it as a total Biological live landscape with perfect rythum and harm ony. Eminent scientist like Einstein strongly believed in nature's inherent harm ony. H is concern throughout was to find a unified foundation of physics. According to our Seers and Sages as w ell as Einstein's observations were that "nature is like a vibrating Veena" with perfect rhythm with live w aves. They w ere also aw are of the vital functions of non-living entities such as clouds which move and break down, rivers grow, air gains strengths and speed, etc.’ We cannot forsee a situation where environm ent can be seen in the context of individual countries. It has to be seen globally and solutions for it are to be seen globally. Even President Roosevelt dw elt upon this idea when he rem arked that poverty anywhere is a danger to prosperity. Sanskrit literature has alw ays been perceiving the problem in toto and its solution also in toto. To quote Sanskrit verse: 12 Extension Education Services

Hsrf^r ■»?T 5:7^ *iripT^ ii

(Vedic Benediction)

(M ay All Humanity Be Happy M ay all be without disease M ay all witness auspicious sights M ay none have to undergo suffering)

M an is a discovering specie. Economic man has alw ays had to be concerned w ith his environm ent. Unhl recently, environm ent w as seen as a boundless cornucopia, to be enjoyed, plundered and rearranged for profit. Today, m any thoughtful people see it as a lim ited resource. The relationship between m odern m an and his envirorm ient is a m ajor and a growing problem. The very survival of man as a specie depends upon intelligent and m oral hum an action with respect to these problem s.* Environment and development are closely inter-linked. Development cannot subsist on a deteriorating environmental base. Im plicit in this is that developm ent cannot take place without exploiting the environm ent, but harm ony between the two is a pre-requisite for the safeguard and preservation of all life on Earth. Developm ent in the absence of em phasis on effective environm ent, ironically has resulted into pollution of air, w ater and soil, which in turn has invited the resurgence of a num ber of life threatening diseases like Cancer, Asthm a, Jaundice, M alaria, Dengue, Gastroenteritis, Plague, Tuberculosis, Respiratory illness. M ental disorder, etc. This situation is arising perhaps due to our orientation in deep-seated ideologies of production and consumption.^ According to the UN Report, "Sustainability means meeting the needs of present generation without comprom ising the abilities and opportunities of future generation. It thus, im plies both intergenerational and intra-generational equity. Sustainability is an im portant dim ension of human development. Human development is a process of enlarging peoples' choices. But such enhancement must be for both present and future generations without sacrificing one for the other." Thus, sustainable developm ent is a technique of eating the portion of bread and butter by the present generation in such a w ay that it m ust last long so as to enable the future generations to enjoy over it.® Bahuguna follows the w ay and is showing it to all of us. The w ay is R'ta. Our saints discovered it through communion with nature. The native people can teach us R'ta through their reverence for nature.’ Our earth is an infinitely insignificant part of the cosm os. Life is only a recent and insignificant developm ent on earth. M an is only one am ongst m illions of species— plants as w ell as anim als, past and present, confined to only the outer surface of the earth of a few inches out of 8,000 m iles of earth's interior and a few feet above in the atm osphere. Environment Education 13

W e are exposed to space hazards. Som e 65 m illion years ago a heavenly body crashed down on our planet leading to existinction of m any life species including Dinosaurs. In 1908 a comet or a meteor with a mass between 1,00,000 to 10,00,000 tonnes exploded over central Siberia. The impact was 1500 times more powerful than the bomb dropped in Hiroshim a and destroyed an area of woodland 40 kms. by 50 km s large. Man is also, like-wise, participating in many social circles— concentric circles— fam ily, village, block, district, state, country, continent and the global society at large. Life exists between a sm all tem perature band. A few degree higher tem perature resulting from changes in solar radiation or any other reason will burn up life and few degrees lower w ill freeze all life to death. A few degrees rise in m axim um tem perature w ill m elt all polar ice resulting in sub-m erging of all landm ass and the terrestrial life forms. Any minor change in the composition of the atm osphere— because of cosm ic developm ents— crashing of a space object on the earth or resulting from hum an civilization, burning of hydro­ carbons— resulting in green house effect, rising tem perature, m elting of polar ice and flooding and sub-m ergence of land m asses, exhaustion of m ineral resources, ozone hole, environm ental degradation, disappearance of flora and fauna with unspecified effects on hum an life, appearance of diseases as deadly or deadlier than AIDS, cancer, etc. can extinguish hum an life. In the light of cosm ic level scales and possible variations in cosm ic param eters— within the very narrow lim its of which alone hum an life is possible— there is every reason to believe that hum an life hangs by a slender thread. W e are standing at such a cross, that there is jio scope of looking back, but to act sw iftly with a courage of conviction, to control the rising curves of population graphs. The old fram e of 20th century is already spreading its weak and withered look over the paths on which the man has treaded during the last m illennium . The beseeching old look are now reverently assessing our past unresponsive attitudes which limited the man's actualism only to the sensual and lustful desires which consequently kept on loading this planet with sustained effects of pollution on every bit of life-prone existence. Ever since the dawn of civilization, man has been constantly engaged in the pursuit of unraveling the m ystery of nature with a view to arriving at the fundam ental values of life. Today, the world is in a state of turmoil, the causes of which seem to be beyond man's com prehension and capabilities. Paradoxically enough, m an seem s to be lost in the world of plenitude. His soul is starved in the midst of unbounded materialistic pleasures and comforts that science and technology of today have placed at his disposal. N ow m an everyw here is be deviled by com plex and com plicated m oral, cultural and social issues. The harder he strives to extricate himself out of the web of these problems, the more he is caught and involved in it. Underneath the m orass of conflicting values lies m an's quest for the real m eaning of life 14 Extension Education Services and the destiny to which it leads. W ith all the scientific and technological revolutions that hum anity has achieved so far, w e have not risen above the level of satisfying the bare physical needs of man. Science does not help us to discuss the fundam ental m oral and spiritual values of life or how to live and here we see that the advancem ent of science hassled to m ankind's lopsided growth and developm ent. R. Venkataram an, form er President of India, in his article, "N eed for Ecological Balance" in Bhavan's Journal (April 15, 2002) states that M odern civilisation has brought in its trail m any ill-effects caused by our failure to respect and preserve the balance of ecological factors in the human environment. More often than not, we have in our decision­ making allowed economic and material considerations to outweigh hum an and spiritual ones. M uch of this has happened in the developing nations because we have attempted to develop along western models forgetting that the west is already suffering from the consequences of indiscrim inate use of m odern technology. It is this failure to understand the western experience of developm ent that has all too often faces to adopt policies that are economically disastrous. There has been haphazard growth of our large cities where inhabitants are condem ned to psychological and social effects of overcrowding; slum s have com e up in the periphery, where the poor live without basic civic am enities; crim e has increased; fam ily as a cohesive unit and as apart of sm all com m unity is breaking up and the individual lacks security and a sense of belonging. In the rural areas the very sources of livelihood of the people are being threatened. There is the pollution of lakes, of rivers and the s e a ...... In fact, m an has not understood nature and its secrets and w ill realise it only after destroying its boundaries.

CRISIS IN MANAGING ENVIRONM ENT

Ever since the United Nations Conference on Hum an Environm ent held at Stockholm in 1972 proclaim ed the right of the people to a clean environm ent, the Governm ent of India as well as the state governm ents have initiated a number of measures to control the various types of pollution. However, the disastrous consequences of a technological civilization w hich has disturbed the delicate balance of various ecological factors are yet to be fully realized by the hum ans. Until recently nature w as able to absorb the pollutants added to it and again provide a clean environm ent on the planet. But today an advanced industrial society and greedy hum anity is polluting the environm ent at a rate faster than the nature's capacity to rem edy the same. The United Nations has given a tim ely call to halt the suicidal tendency of the hum anity to destroy the very planet which has been sustaining its existence." Dr. Zbigniew Bankowski, spells out the code of ethics to protect the environm ent. It would be unrealistic, however, to suppose that the Environment Education 15 damage that has been done, and still continues to be done, can be arrested and undone in the short-term . Rather, long-term global policies m ust be envisaged and, if they are to be successful, they will require changes in our perceptions of man in nature. If our global physical environment is not to be further degraded, we must change our conceptual environm ent, our w ays of thinking and behaving. Perhaps the w orst environm ental pollution is pollution of the m ind, and the greatest need is for well thought out principles of environm ental ethics. All spheres of hum an conduct private and public, are subject to ethical principles or rules. W hen governm ents or other corporate bodies despoil the environment in the name of development or political dominance or national security, when government adopt laissez faire policies that perm it the exploitation of nature for narrow, short-term gains, they contravene the basic ethical principle of the greatest good for the greatest num ber of people. It is necessary to approach the problem in a holistic m anner by linking sanitation with religion, culture, health, agriculture, environm ent and produchon of energy. The basic attitude that needs to be form ed is to link it with Bhakti. It has to be stressed that cleanliness is godliness and unless cleanliness becom es a part of our lives, w e cannot be true devotees of God.'^ As early as in 1972, the United Nations Declaration on Human Environm ent warned: W e see around us growing evidence of man-made harm in m any regions of the earth; dangerous levels of pollution in w ater, air, earth and living beings; m ajor and undesirable disturbances to the ecological balance of the biosphere, destruction and depletion of irreplaceable resources; and gross deficiencies harm ful to the physical, mental and social health of men, in the man-made environment, particularly in the living and working environm ent. The Tribune editorial Sept. 6, 2002, "W ho cares for the earth: has rightly hit on the policies of the developed world". To quote: The environmental health of the planet did not improve after the path- breaking earth sum m it at Stockholm in 1972. It did not change in spite of the decibel level being raised at Rio in 1992 to a point that ensured the whispered reservations of the rich could be heard across the globe. The message from Johannesburg that hosted the latest round of the W orld Sum m it on Sustainable Developm ent is not encouraging either. It is the sam e old story of the poor being allowed a forum from which they can share with the rest of the world their concerns about environm ent- related issues. H ow ever, in the end, it is the w ill of the rich that prevails. The fact that President George W. Bush did not deem it necessary to be present on the occasion conveyed in clear terms what the USA— the biggest polluter— thought abovit such summits. At Rio Ms. Maneka Gandhi had stolen the thunder by insisting that for a safe and fair w orld order it w as necessary to adopt the principle that m ade the polluter pay for m essing around with the fragile ecology of the planet. She received applause, but at the end of the day countries like the USA continued to 16 Extension Education Services add to the rising pollution levels without any sense of remorse. The Earth Sum n\it 10 years ago at Rio de Janerio grandly resolved to save all nature, from the hum blest algae to the m ajestic elephant. It agreed that the planets delicate climate urgently needed protection before global w arm ing rises to dangerous levels. W hat has been the contribution of the developed com m unity at Rio? They asked the sm aller nations to com ply with the strict provisions w hile they busied them selves in buying unused greenhouse emission permits from countries that in any case do not produce even a fraction of the perm issible level. In addition, the multinational corporations are responsible for environm ental degradation. The m ultinational corporations and their role in raising the pollution level is not a secret. Union Carbide was responsible for the Bhopal tragedy and the USA did not allow the law to get hold of the guilty for trial in India. In the UK a com pany by the name of British Nuclear Fuels Ltd. dumped approxim ately 182 kg of plutonium into the Irish sea over the past 50 years. Lobsters from the polluted region and near the N orwegian coast have been tested positive of high levels of radioactive contam ination. Should anyone be allow ed to play in these waters? W hat about eating the contaminated seafood? W orld leaders need to do an honest introspection for saving the planet from certain disaster. They m ust realize that every living being shares the same earth. If the lungs develop cancer, the rest of the body cannot survive by rem oving the lungs. Environment is common for all the countries as well as inter­ connected as polluted environm ent can m ove freely through diffusion as already explained in the introduction. A global effort based on the wisdom contained in Sanskrit literature and new knowledge generated through science and technological research should be em ployed to combat the m enace of environm ental degradation. The developed world should not remain isolated as the impact of endangered environm ent w ould recoil on them. All the affluence of the developed w orld w ould be of no use if the total environm ent is not smoothing. Churam ani states that just as waves m erge into sea and become one, so developed and developing countries should think of ocean, i.e. collective approach and not isolated approach. Life is nothing but a w ave in the vast sea. Each wave is having a feeling of individuality and it does not consider itself the part and parcel of the sea or the sea itself but considers itself separate from the vast sea. The feeling of separation has caused its existence in the universe. The dram a of action and reaction of w ave motion always continues in the sea. None can judge how m any water waves are taking birth and how m any are dying. The waves are of different strengths and their strengths and their existence is also of different tim e periods.'^ Therefore, there is a need of redefining the environm ental issues so that a peaceful solution can be found to m ake it fit for all the people of the w orld to live. W e should also associate rural and urban Governm ents Environment Education 17 in protecting the environment as these institutions understand the problem and can provide operational solution. Today, we are thinking and tackling Physical environm ent but the m ajor problem resides in the realm of m ental, social, spiritual and astronom ical objects. So a com plete solution by all the countries is essenhal. W e must consult Sanskrit Literature for solution beyond Physical environm ent, i.e. in the sphere of M etaphysical. Bernard Lovell, and A1 Gore also em phasize Ethical basis w^hich is the core view of Ancient Indian Sanskrit Literature. "The vital question is whether the fram ework of society in which science is perused can develop the ethical basis and m oral purpose necessary to ensure that in our future progress we overcome the forces leading to decay and destruction.''* To us, as shidents of Sanskrit, environm ent includes shidy of all hum an beings in their physical, social, psychological and spiritual needs and relationships as well, their environment in terms of water, air, plants, anim als and heavenly bodies. Ancient Sanskrit literature considers environm ent cosm ic in sweep and it includes transcendental and psychic categories besides physical and natural. It is realized that industrialization is essential if an econom y is to develop. But the transform ation of natural resources for industrialization is accompanied by serious environmental degradation. W hen this transformation of nature by man, instead of showing a symbiotic relationship between man and nature, shows a m an centric effort to conquer nature and ultim ately overpower it, the econom y that is aim ed to be built by m an to protect him self and prosper, is itself stressed. This gives the background of one's understanding on industrial ecology. If m ankind is to live over generations, the eco-system , which feeds them, has to be sustained and there comes the question of controlling m an's exercise of power over nature.’® Most of the envirorunental problems of the present day are essentially m an-m ade. The role of m an is therefore im portant because it is his attitude and values which shape the environm ent. In developed countries mad race after materialism puts too much pressure on environment. The materialistic attitude of man m ultiplies the hum an needs and ultimately leads towards resources exploitation, without considering the future consequential disharm ony with the environm ent. Man has to evolve a balanced way of thinking, acting and feeling towards the envirorunent. So hum an ethics, attitude, values, decision­ m aking analysis of ecological, economic, social and techrucal aspects come under the scope of environm ental education.'*” Education, including form ar education, public awareness and training should be recognized as a process by which hum an beings and societies, can reach their fullest potential. Education is critical for prom oting sustainable developm ent and im proving the capacity of the people to address environment and developm ent issues. W hile basic 18 Extension Education Services education provides the underpinning for any environmental and development education, the latter needs to be incorporated as an essential part of learning. Both formal and non-form al education are indispensable to changing people's attitudes so that they have the capacity to assess and address their sustainable developm ent concerns. It is also critical for achieving environm ental and ethical aw areness, values and attitudes, skills and behaviour consisted v^ith sustainable developm ent and for effective public participation in decision-m aking. To be effective, environm ent and developm ent education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which m ay include spiritual) developm ent, should be integrated in all disciplines, and should em ploy form al and non-form al m ethods and effective m eans of com m unication.’^ Unfortunately, knowledge of environm ent hygiene and awareness of pollution hazards are seriously lacking am ongst even our enlightened citizens. The Stockholm Conference of Human Environment in 1972 heralded the efforts, both national and international to "establish program m es of environm ent education, interdisciplinary in approach, in school and out of school en-compassing all levels of education and directed towards the general public in particular the ordinary citizens living in rural and urban area, youth and adult alike, with a view to educating him as to sim ple steps he might take, within his means to m anage and control his environm ent." Archana Aggrawal in an article, "Education for Environmental Awareness" in University News, Oct. 21, 1996 states that the need of the hour is to prepare suitable strategies of Environm ental Education for saving our environment. Environment education denotes a study of environment and its dynamics: environmental degradation and its various form s, factors degrading envirorunent and its im pact on m an's life. In particular, it includes the follow ing m ajor areas: (i) Detailed study of envirotmient alongwith all the pertinent facts and forces that pollute environm ent; (ii) Study of the impact of environm ental pollution and changes on the life of man; (iii) Use of education as a m otivational force and as a prom otional agency for right understanding of environment and its degradation, for controlling environm ental degradation and for prospering environm ent. W hat is it? H ow is it destroying the earth? W hy is environm ental balance necessary? H ow can we save it? (iv) To evolve pollution control ideas, devices and m easures and to adopt them to deal with environm ental degradation and its consequences and to improve the environment through education and training of every citizen including training of teachers and the persormel needed for promoting environm ental education. Environment Education 19

Article 51A of the Constitution of India states:

"It shall be the duty of every citizen of India to protect and im prove the natural environm ent including forests, lakes, rivers and w ild life and to have com passion for the living creatures."

N ew Education Policy of 1986 has also em phasized this: "There is a param ount need to create a consciousness of the environm ent. It m ust perm eate all the ages and all sections of society." 'Environm ental Sciences' should be introduced at under-graduate and post-graduate level. Several new courses at both the levels should be introduced in science, engineering, commerce and arts such as. Environm ent and Developm ent, Agriculture and Environm ent, Chem ical Aspects of Air Pollution, Waste Water Treatment, Industry and Envirorunent, Production through W aste M aterial, etc. Production of electricity from the waste is now beconung popular. This solves the problem of disposal of waste as well as providing fuel for electricity generation. Project w ork at post-graduate level that usually form s part of these courses can provide good opportunities for useful investigations related to environment. Areas can be identified which need more attention. Projects as a survey of environm ental aw areness am ong people; a study of envirorunental awareness am ong teachers; effect of pollution on health, etc. can be undertaken. M oreover, Searches exploring the condition of environm ent, factors polluting environm ent, effectiveness of various m easures used in different industries for controlling pollution and their after-effects should get full attention. Co-curricular activities like scouting, N CC: N SS are part of school curriculum . Voltinteers can m ake attempts to promote environmental awareness through several activities like plays, songs, talking with peoples, tree plantation, m aintenance of healthy envirorunent, etc. It is of great significance that judiciary is also taking keen interest in protection of environm ent. To create this awareness, to feel by oneself about the critical im portance of envirorm ient, environm ent education is a m ust as it can create positive attitude am ong the m inds of people. Since 1972, the syllabus at the prim ary and secondary and H igher Education levels is becom ing gradually environm ent corxscious. In particular at school level, environm ent is included in geography, physical science and life science, though no uniform ity exists in their coverage or level. H owever, in 1992, the Suprem e Court heard a public interest litigation case on the urgent need to im part environm ental education for all the students from the prim ary to the uiuversity level and gave directions to the governm ent that envirorunent should be m ade a com pulsory subject for all the students— the future citizens of the country— to enable them to protect the public health, prevent pollution and save all form s of life as envisaged under Article 51A (g) of the constitution. This w ill give a boost to fram e a standard syallbus on envirorunent education for the future 20 Extension Education Services generation and we can hope that they will be saved from the confusion and unawareness of the people in the present generation. In Delhi, old vehicles of above 20 years were banned. It is very difficult to discuss all concerns over the lack of awareness am ong people about the protection of environm ent, the Suprem e Court fined 10 states Rs. 15,000 each for failing to respond to its notices seeking inform ation whether they had included environm ental studies in the school and college curricula as direction given by it on 21st Sept., 2003. Taking strong exception to the states of Assam , Arunachal Pradesh, Bihar, Goa, Jammu and Kashmir, Jharkhand, Madhya Pradesh, M aharastra and W est Bengal not responding to the court's notices, a Bench comprising Mr. Justice N. Santosh Hedge and M r. Justice B.P. Singh said the fine should be deposited by them within four weeks. The court w arned that if they failed to deposit the fine within the stipulated period, the Chief Secretary of each state would be held responsible. The court was hearing a public interest litigation (PIL) by Magsaysay Award winner environmentalist-lawyer M.C. Mehta highlighting the issue of non-com pliance of the 1991 court order by the states in which a series of directions were given about m aintaining the ecological balance and launching of a sustained cam paign on protection of environm ent. The court had specifically said every state w as required to m ake the environm ental studies at school and college levels com pulsory and issue directions to the education boards and the universities in this r e g a r d s . The court had made it mandatory for the states to include environm ental studies in the school and college course from the 1992-93 academ ic session. The University Grants Com m ision (UGC) w as also directed by the court to prescribe the course for environm ental studies at the graduation and the post-graduation level. "Eco Clubs in Colleges" have been set-up in order to widen the base of the green brigade in the country, the M inistry of Envirorm ient has directed states and the union territories to set-up National Green Corps (NGC) also in colleges and increase the num ber of the eco-clubs in schools. Dr. Satnam Singh Ladhar of the Punjab State Council for Science and Technology said that the clubs were set-up throughout the country in 2001 under a scheme which was evolved by the Ministry of Environm ent. At that time the m inistry had proposed to set-up 100 clubs in each district. "Every state has been directed by the M inistry to set-up 50 eco-clubs in colleges." UGC in its docum ent six months m odule syllabus for environm ent studies for under-graduate courses stressed the need for environm ental education. To quote the document: The importance of environm ental science and environmental studies can not be disputed. The need for Environment Education 21 sustainable developm ent is a key to the future of m ankind. Continuing problem s of pollution, loss afforest, solid waste disposal, degradation of environm ent, issues like economic productivity and national security, Global warm ing, the depletion of ozone layer and loss of biodiversity have m ade everyone aware of environm ental issues. The United Nations Conference on Environm ent and Developm ent held in Rio de Janerio in 1992 and W orld Sum m it on Sustainable Developm ent at Johannesburg in 2002 have drawn the attention of people around the globe to the deteriorating condition of our environm ent. It is clear that no citizen of the earth can afford to be ignorant of environm ent issues. Accordingly, the matter was considered by UGC and it was decided that a six months' compukory core module course in environm ental studies m ay be prepared and com pulsorily implemented in all the U niversities/Colleges of India.

CONCLUSION

The experts committee appointed by the UGC has looked into all the pertinent questions, issues and other relevant matters. This was followed by framing of the core module syllabus for environmental studies for under-graduate courses of all branches of H igher Education. W e are deeply conscious that there are bound to be gaps between the ideal and real. Genuine endeavourers required to m inim ize the gaps by intellectual and m aterial inputs. The success of this course w ill depend on the initiative and drive of the teachers and the receptive students. (See Appendix 1.1) The ultimate purpose of Environment education should be to ensure the following as mentioned in Sukal Yajarved 36-71 and the C h a r t 1 . 2 —

# ? n f ^ ; I 3Frff?6f I 4 I I I ■?n^: I ^ I ■5BT aiiP^; I ^nf^: I -m ■»iT II 36-71

Let there be balance in the space! Let there be balance in the sky! 22 Extension Education Services

C h ar t 1.2

Let there be peace on the earth! Let there be calm ness in waters! Let there be growth in plants! Let there be growth in the trees! Let there be grace in all Gods! Let there be bliss in the Brahman! Let there be balance in everything! Let there be peace and peace! Let such peace be with everyone of us!

N o tes a n d Refer en c es

1. Hiroshi Nakajima, "A Wounded Planet", in World Health, January-February, 1990, p. 3. 2. Dr. Wilfried Krielsel, "Environment Health in 1990's" in World Health, January- February, 1990, p. 5. 3. K.B. Powar, Environment Issues and Universities, in Environment Challenge and Environment Education 23

the Universities, AIU, New Delhi, 1994, pp. 2-3. 4. S.C. Gupta, Environmental Studies, Need for Planning and Co-ordination, in Ibid., p . 1 2 . 5. A.N. Yellappa, "Role of Sanskrit in Preservation of Wild Life Bio-Diversity and Environment", Sounenir, World Sanskrit Conference, 5-9 April, 2001, Ed., Prof. Vachaspati Upadhyaya, Shri Lai Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, p. 183. 6. S. Murty, Economic Growth and Environment: Some issues in Environmental Challenges of the 21st century ed., S. Radha and Amar Singh Sankkyan, New Delhi, Deep & Deep, 2002, p. 44. 7. O.P. Monga, Ecology, Development and Society: Future Challenges, in Ibid., p. 75. 8. Baidya Nath Prasad Singh, Environment and Sustainable Development: A suitable Strategy Needed for their Striking Balance, in Ibid., p. 72. 9. Raghbir Singh Pirta, The Himalayas, Tehri and Bahuguna, Ibid., p. 277. 10. Gurcham Singh, Pollution to Purity of Environment, New Delhi, Deep & Deep, 2000, p. 113. 11. S.P. Ranga Rao, and M.S. Prakasa Sastry, "Control of Water Pollution in Andhra Pradesh" in IJPA, July-Sept., 199, p. 548. 12. Zbigniew Bankowski, "A Code of Ethics" in World Health, January-Feb. 1990, p. 18. 13. Parmod Churamani, Way to Mental Freedom, Chapter 5. 14. Lean, Geoffrey, Rich World Poor World, p. 332. 15. S.S. Narata Rao and Pratibha Narata, Industrialization and Environment: Agenda for the 21st century in Envirorunental challenges of the 21st century. Editors S. Radha Amar Singh Sankkyan, 2002, p. 124. 16. Maba Kumar Patnaik and P. Sasi Bhushan Rao, Environment Education for 21st century in Environment Management and Audit, Editors, P. Pasi Bhushan Rao and P. Mohana Rao, Deep & Deep, New Delhi; 2000, p. 206. 17. Agenda 21, UNCED, Rio-de Janerio, Brazil, June 3-14, 1992, Chapter 36. 24 Extension Education Services

A p p en d ix 1.1

CORE MODULE SYLLABUS FOR ENVIRONM ENTAL STUDIES FOR UNDER-GRADUATE COURSES OF ALL BRANCHES OF HIGHER EDUCATION

Unit I: The Multidisciplinary Nature of Environmental Studies Definition, scope and importance (2 lectures) Need for public awareness.

Unit 2: Natural Resources Renewable and Non-renewable Resources

• Natural resources and associated problem s. • Forest resources: Use and over-exploitation, deforestation, case studies, timber extraction, m ining, dam s and their effects on forests and tribal people. • W ater resources: Use and over-utilization of surface and ground water, floods, drought, cor\flicts over water, dam s benefits and problem s. • M ineral resources; Use and exploitation, environm ental effects of extracting and using m ineral resources, case studies. • Food resources: W orld food problems, changes caused by agriculture and overgrazing, effects of m odem agriculture, fertilizer-pesticide problems, water logging, salinity, case s t u d i e s . • Energy resources: Growing energy needs, renewable and non­ renewable energy sources, use of alternate energy sources, case studies. • Land resources: Land as a resource, land degradation, man induced landslides, soil erosion and desertification. • Role of an individual in conservation of natural resources. • Equitable use of resources for sustainable lifestyles. (8 lectures)

Unit 3: Ecosystems

• Concept of an ecosystem. • Structure and function of an ecosystem . • Producers, consumers and decomposers. • Energy flow in the ecosystem. • Ecological succession. • Food chains, food webs and ecological pyram ids. • Introduction, types, characteristic features, structure and function of the following ecosystem : Environment Education ‘ ' 25

(a) Forest ecosystem (b) Grassland ecosystem (c) Desert ecosystem • Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries). (6 lectures)

Unit 4: Biodiversity and its Conservation

• Introduction— Definition: genetic, species and ecosystem d i v e r s i t y . • Biogeographical classification of India. • Value of biodiversity: consum ptive use, productive use, social, ethical, aesthetic and option values. • Biodiversity at global. National and local levels. • India as a m ega-diversity nation. • Hot-spots of biodiversity. • Threats to biodiversity; habitat loss, poaching of w ildlife, m an- w ildlife conflicts. • Endangered and endemic species of India. • Conservation of biodiversity: I n - s it u a n d E x - s i t u conservation of biodiversity. (8 lectures)

Unit 5: Environmental Pollution D e f i n i t i o n

• Causes, effects and control m easures of: (a) Air pollution (b) W ater pollution (c) Soil pollution (d) M arine pollution (e) Noise pollution (f) Therm al pollution (g) Nuclear hazards • Solid v^aste m anagem ent: Causes, effects and control m easures of urban and industrial wastes. • Role of an individual in prevention of pollution. • Pollution case studies. • Disaster management; Floods, earthquake, cyclone and landslides. (8 lectures)

Unit 6: Social Issues and the Environment

• From Unsustainable to Sustainable developm ent. • Urban problem s related to energy. • Water conservation, rain water harvesting, watershed management.

■ A- ' 26 Extension Education Services

• Resettlement and rahabilitation of people; its problem s and concerns. Case studies. • Environm ental ethics; Issues and possible solutions. • Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and holocaust. Case studies. • W asteland reclamation. • Consumerism and waste products. • Environm ent Protection Act. • Air (Prevention and Control of Pollution) Act. • W ater (Prevention and Control of Pollution) Act. • W ildlife Protection Act • Forest Conservation Act. • Issues involved in enforcement of environm ental legislation. • Public awareness. (7 lectures)

Unit 7: Human Population and the Environment

• Population growth, variation am ong nations. • Population explosion— Fam ily W elfare Programm e. • Environment and human health. • Human Rights. • Value Education. • HIV; AIDS. • W omen and Child Welfare. • Role of Information Technology in Enviroriment and hum an h e a l t h . • Case Studies (6 lectures)

Unit 8: Field W ork

• Visit to a local area to docum ent environm ental assets— river; forest/grassland; hill; m ountain. • Visit to a local polluted site— Urban! Rural! Industrial! Agricultural. • Study of common plants, insects, birds. • Study of sim ple ecosystems— ^pond, river, hill slopes, etc. (Field w ork equal to 5 lecture hours).

SIX MONTHS' COMPULSORY CORE M ODULE COURSE IN ENVIRONM ENTAL STUDIES; FOR UNDER-GRADUATES

Teaching Methodologies The Core M odule Syllabus for Environm ental Studies includes class room teaching and Field W ork. The syllabus is divided into eight units covering 50 lectures. The first seven units will cover 45 lectures which are class room based to ervhance knowledge skills and attitude to Environment Education 27 environm ent. Unit eight is based on field activities w hich w ill be covered in five lecture hours and would provide students first hand knowledge on various local environm ental aspects. Field experience is one of the m ost effective learning tools for environm ental concerns. This m oves out of the scope of the text book m ode of teaching into the realm of real learning in the field, where the teacher m erely acts as a catalyst to interpret what the student observes or discovers in his/her own environment. Field studies are as essential as class work and form an irreplaceable synergistic tool in the entire learning process. Course material provided by UGC for class room teaching and field activities be utilized. The universities/colleges can also draw upon expertise of outside resource persons for teaching purposes. Envirorunental Core M odule shall be integrated into the teaching program m es of all under-graduate courses.

Annual System The duration of the course w ill be 50 lechores. The exam will be conducted along with the Annual Exam ination.

Semester System The Environm ent course of 50 lectures will be conducted in the second sem ester and the exam inations shall be conducted at the end of the second sem ester.

Credit System The core course w ill be awarded 4 credits.

Exam Pattern In case of awarding the m arks, the question paper should carry 100 m arks. The structure of the question paper being:

Part-A: Short ar\swer patter 25 marks Part-B; Essay type wi^ inbuilt choice 50 marks Part-C: Field Work 25 marks

Source: UGC, Six months' Module Syllabus for Environmental Studies for Under-graduate courses. New Delhi, 2003, pp. 7-8.

C h a p t e r 2

POPULATION AND DEVELOPMENT EDUCATION IN HIGHER EDUCATION SYSTEM

The ultim ate goal of the w ord's population policy m ust be to achieve an equilibrium based on low birth and death rates that can be sustained throughout a distant hiture for the w orld and its several parts. — F.W . Notestein

2 CHAPTER

Population and D evelopm ent Education in

Higher Education System *

"The program m e of fam ily welfare and fam ily planning is in the interest of peace and hum anity in order to im prove the quality of life for families in developing countries particularly in rural areas and in urban disadvantaged poor." — Tokyo Declaration of Parliamentarians issued in M arch, 1978.

IM PLICATION OF POPULATION EXPLOSION (See Chart 2.1)

The growth rate in population absorbs the national income and low ers the standard of living. The w orld population conference indicated in the population plan of action that population growth and population policy must be viewed not in isolation, but in the context of developm ent. It was mentioned by the Secretary-General that Current and potential w orld-w ide population trends evidently cannot continue for as long as even one century without causing serious dislocations and crises in m any areas.' M yrdal in his book Asian Drama gave a stem warning to the world in regard to population explosion when he said, "Dem ographers are of the view that if fertility does not decrease, a time will come when m ortality w ill lose its relative independence of levels of living and begin to rise again."^ Thus, there is a great need of stabilizing population. According to Frarik W . Notestein: "The ultimate goal of the world population policy must be to

* See Appendix 2.1: National Population Policy, 2002, Action Plan (Operational Strategies). 32 Extension Education Services

C h a r t 2 .1

Unemployment

Slum s

Low Quality of Life

achieve an equilibrium based on low birth and death rates that can be sustained throughout a distant future for the w orld and its several parts.^ As long as the birth rate is not restricted in these countries, it would not be possible to bring about improvements in the living standard of the people. In a 'capital poor' and technologically backw ard country, grow th of population dim inishes the rate of capital accum ulation, increases the am ount of disguised unem ploym ent and lowers the standards of living of the people, i.e., resources go to the formation to population, not capital. According to Prof. A.W . Singir, population grow th has a negative effect on the rate of economic developm ent. According to him: D = S P - r where, D = rate of economic developm ent, S =rate of net savings, P = productivity of new investm ent, and r = rate of increase in population. In the above equation, r appears as a negative factor with a m inus s i g n . Let us examine the impact of population growth on the socio­ econom ic developm ent.

(I) Need of More Investments to Sustain Population Growth The population growth requires m ore investm ent w hile at the sam e time reduces the capacity of the people to save. This creates a serious gap between investm ent requirem ents and the availability of investible Population and Development Education in Higher Education System 33 funds resulting in the low rate of growth of an economy. According to Coale and Hoover, "The significant feature of population as such is that a higher rate of population growth im plies a higher level of needed investm ent to achieve a given per capita output, while there is nothing about faster growth that generates a great supply of investible resources.‘‘

(2) Reduction in the Rate of Capital Formation The composition of the people in underdeveloped countries (40- 50% of the population in unproductive age-group) is such that it reduces the capacity of the people to save which affects the rate of capital form ation. According to Prof. M eier, "This high dependency requires the economy to divert a considerable part of its resources, that might otherwise go into capital formation, to the maintenance of high percentage of dependence who m ay never become producers or, if so, only for relatively short w orking life."^ Recoginsing this, the Third Plan States: "In an underdeveloped econom y with very little capital per person, a high rate of population growth m akes it even m ore difficult to step up the rate of saving which, in turn, largely determ ines the possibility of achieving higher productivity and incomes. Moreover, for a given investm ent, a larger proportion w ill need to be devoted to the production of essential consumer goods at the expense of investment goods industries thereby still further slowing down the potential rate of g r o w t h . " ' ’

(3) Food Problem The dem and of food is rising faster than the production of food.^ In a study carried out by Food and Agricultural Organization, it was found that the failure of food production to keep up with population growth was especially pronounced in the case of the developing countries. Out of the total of 106 countries studied, 72 w ere classified as developing; but in 24 of these (or one-third) food production lagged behind the growth of population. In the more recent period, it was m entioned, the situation w as even less favourable.

(4) Unemployment and Underemployment The impact of more population would affect the employment situation as there is already a back-log of unem ploym ent and under­ employment in these countries. The growing unem ployment of these countries is not only an econom ic but it is also a social evil.

(5) Poor Health Standards Fam ily planning and health are intim ately related. Fam ily planning can promote women's health through the prevention of unwanted pregnancies, lim iting num ber of births, and proper spacing, timing of 34 Extension Education Services births and foetal health. Fam ily planning also prom otes the health of the child through the reduction of child m ortality, and prom otion of the child developm ent. M aryellen Fullam stresses the im portance of fam ily plarm ing as instrum ent for the prom otion of health. He says: "Uncontrolled fertility directly threatens the health of m others and infants and m any underm ine the health of other fam ily m embers. Today, no health program m e can be considered com plete unless it offers ready access to the appropriate fam ily planning m easures for all potential p a r e n t s . " *

(6) Social and Psychological Tensions Rapid population growth leads to social and psychological tensions, and breakdow n of a distribution system . Civil am enities such as water and power supply, housing, transport and social utilities like schooling, educational, health and m edical services fall m uch short of dem and in spite of their constant expansion. Besides, it leads to political and social corruption and accentuates econom ic disparities. Thus, we can say that the problem of growing population has reached such m enacing proportions that it has become a real threat to the socio-economic stability of the country. The excessive growth in population does not affect the stability of the national econom y alone, it disturbs the stability of the entire body politic. It poses a colossal threat to our social structure. In our fight against poverty, disease, hunger, malnutrition and unemployment, checking the rapid growth of population is as important as raising production in the farms and kctories and provision of social services. Population control is one of the chief issues which the country has to resolve and accord top priority in its m arch towards social and economic developm ent. The program m e of fam ily planning is of vital im portance for our country. It is a positive and constructive approach to the betterm ent of the quality of life of the com m unity. Thus, it is evident that the key to India's econom ic future based on social justice lies in the im m ediate and effective im plem entation of a nation-wide population program m e. J.P. Singh has rightly analysed the impact of population growth. He states that according to the provisional results of the 2001 census, India's population stood at 1,027 m illion on M arch 1, 2001, com prising 531 m illion m ales and 496 m illion fem ales. From 361 m illion at the time of Independence, the population reached one billion in 2001, registering an increase of nearly three times. All this had happened when the country is not in a position to guarantee adequate nutrition, healthcare and education to the burgeoning population. At the sam e time, it is also true that all this has happened because of m ass poverty in the country. Indifferent governance is also partly responsible for the current dem ographic and health scenario. Every year about 18 m illion people were added to India's population during 1991-2001 as against 16 m illion annually during 1981-91 (see Table 2.1). In other w ords, each vear India's Population and Development Education in Higher Education System 3 5

T a b le 2.1

Decadal Variations in Population Growth in India: 1901-2001 Census Year’ Total Average Progressive population annual grov/th rate (in million) exponential over 1901 growth rate (in per cent)

1901 2 3 8 .4 1 9 11 2 5 2.1 0 .56 5 .8 1921 2 5 1.3 -0 .0 3 5.4 1931 2 79 .0 1.0 4 1 7 .0 19 4 1 3 1 8 .7 1.3 3 3 3 .7 1951 3 6 1 .1 1.2 5 5 1.5 1961 4 3 9 .2 1.9 6 8 4.3 1 9 71 5 48.2 2.20 12 9 .9 1981 683.3 2.22 18 6 .6 1991 8 46.3 2 .1 4 25 5 .0 2001 1 0 2 7 .0 1.9 3 330.8

* Including Assam and Jammu and Kashmir. The 1981 Census was not held in Assam and the 1991 Census was not held In Jammu and Kashmir due to disturbances. The 1981 and 1991 census data include estimated figures for these two states. Sources: Census of India, 1971, General Population Tables, Series 1, India, Part ll-A (I), pp. 33, 50, 536-37; Census of India, 1991, final Population Totals: Brief Analysis of Primary Census Abstract Series 1, India, Part 2 of 1992, p. 86; Census of India, 2001, Provisional Population totals. Series 1, India, Paper 1 of 2001, p. 34. population increases by the equivalents of the num ber of inhabitants of Ghana, Australia, M ozam bique or Saudi Arabia.’ If the country points for a natural course of demographic transihon, then it will have to pay a heavy price in the form of unm anageable unem ploym ent, ram pant poverty, political chaos leading to ethnic violence and even dism em berm ent of the country in the long- run. In fact, the whole South Asia would have to encounter a sim ilar experience and would take the shape of Africa and Europe in terms of number of independent nations fighting am ong themselves. Here the process have already set in, as the population bomb has already exploded. It is altogether a different m atter that som e gf us at the helm of affairs deliberately tend to cam ouflage the reality or do not w ant to recognize it. Some of them even ignore the description of dismal dem ographic scenario scientists seem blissfully unaware of how rising populahon of India threater\s its future, w hile the population issues have already started dom inating India's future. One sim ply wonders whether new advancem ents in science and technology w ill really do any m agic to save India from im pending disaster following population explosion. The Governm ent of India in the year 1976-77 arm ounced a National 36 Extension Education Services

Population Policy. The policy covered a broad range of individual policies including such vital matters as raising the age of m arriage, freezing representation of States in Parliam ent, linking the distribution of federal resources to the performance in fam ily planning, prom oting fem ale literacy, increasing the m onetary com pensahon for sterilization operations. The policy statement em phasized the urgent need for a direct attack on the population problem as a national com m itm ent. It suggested a series of m easures which, it w as hoped, w ould reduce the birth rate to 25 per thousand of population by the end of the Sixth Plan. Som e of the Important M easures of this Policy were:

1. Age of m arriage to be raised to 21 for boys and 18 for girls. Offences under the new law have been made cognizable. 2. Representation in the Lok Sabha and State Legislatures to be frozen hll the year 2001 A.D. at the level determined after 1971 Census. 3. Eight per cent of Central assistance to State Plans to be specifically earmarked against performance in family p l a n n i n g . 4. M onetary com pensation for both m ale and fem ale sterilization to be raised so as to provide a m otivation to couples to have lesser num ber of children. 5. No Central legislation is proposed for the time being on the question of com pulsory sterilization. States were left free to introduce com pulsory sterilization if they were w ell equipped to meet its dem ands. 6. Group incentives to be introduced for panchayats, teachers and the labour. 7. Scheme for aiding voluntary organizations to be expanded to m ake fam ily plarming a mass movement. 8. Special m easures to be undertaken to raise the level of fem ale e d u c a t i o n . 9. H igh priority to be accorded to child nutrition program m e to secure appreciable decline in infant m ortality. 10. Population values to be introduced in the educational system to sensitize younger generations. 11. Change to be made in the Service and Conduct Rules of Central Government employees to ensure that they adopt sm all fam ily norm.

The Fam ily Planning Programme became a major political issue and the opposition coalition or Janata Party used it in the election cam paigns against the ruling party. This gathered momentum and the Congress lost the election at the hands of the Janta Party. The new party changed the name of the Family Plarming Programme to the Family W elfare Programme. The Janta announced the revised policy on the Population and Development Education in Higher Education System 37

Fam ily W elfare Program m e on 29 June 1977. The new approach towards family planning by the Janta Governm ent is known as the 'Cafetaria Approach'. Under this approach, the people can choose any method suitable to them. There is no undue em phasis on sterilization. It is available only to those w ho desire it. The m ail, features of this policy are;

(a) Ruling out com pulsion or coercion of any sort in the field of fam ily welfare for all times to come; while all methods of contraception will be prom oted with equal em phasis, it will be left to each fam ily to m ake its own choice of the method for m aintaining the sm all fam ily norm. (b) Assigning a vital role to m aternal and child health care by providing m aternity services to all thosew ho m ay need them and expanding the im m unization program m e further. (c) Raising the age of m arriage for girls and boys. Although the statem ent envisaged raising the m inim um age of m arriage for girls to 16 years, it was decided subsequently that the minimum age for girls would be raised to 18 for the time being while that for boys would rem ain 21 years. (d) Giving higher priority to the improvement of women's educational level through form al and non-form al charmels. (e) Using the population figures of 1971 as a base till the year 2001 in all cases where population is a factor as the allocation of Central assistance to State plans, devolution of taxes and duties and grants-in-aid. (f) Linking of 80 per cent of Central assistance to the State Plans with their performance and success in the Fam ily W elfare P r o g r a m m e . (g) Giving population education the attention it deserves, specially in the courses for schools and colleges aimed at influencing that segm ent of population which w ould soon be entering reproductive age and m arital life. (h) Em phasizing a m ultim edia m otivational approach in which all m edia units of the various departm ents in the Centre and the State w ould be fully associated. (i) Involving actively all voluntary bodies and the organized sector as agents of change. (j) Allowing full rebates in the income tax assessment for am ounts given as donations for fam ily welfare purposes. (k) Paying special attention to the necessary research inputs in the field of reproductive biology and contraception. (1) Soliciting active cooperation and involvem ent of all m inistries and departments of the governm ent of India as well as the States in the program m e. (m) Monitoring of the programme intensively and carefully. 38 Extension Education Services

Annual review of the situation in depth is to be m ade by the Union Cabinet. (n) All restrictions aim ed at lim iting the size of the fam ily in the case of governm ent em ployees through conduct rules and the disincentives introduced by the M inistry of Finance in respect of those w^ho violated the small fam ily norm have been v^ithdraw^n.

The Fam ily W elfare Program m e w as included in the N ew 20 Point Programme of the Prime Minister announced in January 1982. It envisages prom otion of fam ily plarm ing on a volim tary basis as people's m o v e m e n t . A well-defined long-term strategy has been evolved to ensure that the adoption of the 'sm all fam ily norm s' is done entirely on a voluntary basis. The salient features of this strategy consist of intensified efforts to spread awareness and information through imaginahve use of multimedia and interpersonal communication strategies, providing services and supplies as close to the doorsteps of the acceptors as possible, developing facilities for rapid increase in fem ale literacy, extending population education to youth in schools and colleges as well as those out of schools, assisting and supporting the association of elected representatives of the people at all levels with the program m e, developing linkages with other concerned m inistries and departm ents, ensuring effective observance of the law relating to m inim um age for m arriage of girls and boys and ensuring close m onitoring and follow-up of the program m e at all levels. A critical exam ination of the existing and past population policies indicate that the fam ily plarm ing program m e has becom e m ore political rather than technical. W ell-designed and articulated public policy can keep the structural com ponents and their elem ents integrated. W e should not change the population policy too often. There are no two different opiruons regarding the need for control of population and reducing the growth rate to zero. The views differ regarding the m ethodology and strategy. W e must try to evolve the strategy in cooperation with the p e o p l e . Although m any dedicated and wise people have been working on the Indian population problem for several years, there are few ideas, and less agreem ent, about w hat needs to be done to recruit sigruficantly large num ber of acceptors. The creation of awareness is integral to the process of social developm ent. The possibility for the pow er of com m unication to liberate the m inds and potential of people to critical awareness is real in every field linked to hum an developm ent, and the generation of public will hinges on effective com m unication of inform ation and ideas that relate to people's needs, aspirations and capacihes for progress in thought and action. In this sense, getting the developm ent process started is largely Population and Development Education in Higher Education System 39 the task of inform ation, education and com m unication. The communication aspect of a national 'amily planning programme is generally termed as lEC-Information, Education Com m unication. The Year Book (1986-87) of Fam ily W elfare Program m e in India has rightly mentioned that the success of the Fam ily W elfare Programme depends primarily upon the voluntary and widespread acceptance of the concept of small fam ily and delayed m arriages and well spaced and properly linked births are an effective w ay of achieving this objective. M ass education and M edia activities, accordingly, were given m ulti-dimensional and integrated thrust through Information- Education-Communication activities in the form of a comprehensive package of social transform ation to bring behavioural and attitudinal changes in the people so as to enable them to adopt fam ily planrung as a way of life. In brief, we can sim plify it, and can call it sim ply as communication function. Sometimes, the activities under lEC are also referred to as "M ass Communication", "M ass Education", "M ass Education and M edia." Donald J. Bogue has rightly said that lEC is a term w idely used to identify the activities of fam ily planning program m e to inform the public and stimulate them to adopt contraception.” In every technical component of the Family Planning Programme provided by family planning workers, there exists a corresponding educational aspect, which has to be imparted more or less sim ultaneously, so as to enhance the continuing usefulness of the services provided at the time of need. This would have perm anent value. An added importance of communication in family planning resulted from the experience and studies which indicated that pure clinical approach did not bear fruit. A. Govindachari has m entioned som e of the findings of the studies, which have brought to nohce the lim ited im pact of clinical approach. These are:

(i) The population reached by the clinics was very lim ited; (ii) Education on family planning in the clinics was mostly through individual contacts. There was no organized com m unity education; (iii) The educational efforts were m ostly directed towards wom en, since the clinics normally have female social workers. Husbands, who are important from the point of view of decision-m aking in fam ily planning, especially in an Indian cultural context, were not given due attention; (iv) Couples felt shy to visit clinics for fear of identification by their friends and neighbours; (v) The working hours of the clinics were found to be inconvenient, especially for the low incom e groups; (vi) There w as a lack of social support for the program m e due to inadequate involvem ent of the com m unity; 40 Extension Education Services

(vii) People generally prefer to obtairi contraceptives in an inform al w ay which does not involve form al recording procedures and publicity. This w as not possible in a clinic situation; and (viii) There w as very little involvem ent of other supporting staff, like the village level workers, extension officers, etc., in the fam ily planning program m e.'^

Today, family planning programmes around the world are applying a broad range of service delivery and com m unication strategies. To make family planning services and supplies more accessible, conventional clinic-based programmes have been supplemented by innovative approaches to services delivery. These include com m unity- based outreach, social marketing through commercial outlets at subsidized prices, and employment-based programmes organized or supported by em ployees or Unions. Extensive com m unication cam paigns, com bining a variety of m odern and traditional m ass-m edia are spreading fam ily planning awareness and encouraging more people to seek out fam ily planning services.” The Information, Education, Com m unication (lEC) component of National Fam ily W elfare program me is m ainly to create an effective communication strategy, to inform the masses about the means and m easures of Fam ily W elfare Program m e, educate them about the perils of over-population and m otivate and persuade them to adopt sm all fam ily norm , using all possible channels of m edia.''' In a Fam ily Planning organisation, external com m unication is very im portant in the im plem entation of its program m e, as inform ation about the utility and m eans of planned parenthood through appropriate choice and correct use of contraceptives by the eligible m arried couples is important. M oreover, communication being two-way process brings to the attention of the m anagem ent needs, reactions and com plaints of the people concerned for necessary initiative or remedial achons. The external com m unication process needs to be guided by considerations of relevance of inform a Hon, the choice of com m unication channels and the existing understanding capacity (education, etc.) of the people concerned outside the organisation. M oreover, it should not by any m eans be only one sided, i.e., from the organisation to the people. The reverse flow of inform ation from the people to the organisation w ould m ake the latter to judge the im pact of the program m e as well as provide the basis for any changes in the strategies of the Programme. Here again, barriers and disruptions in the two-way com m unication process have to be dealt with appropriately.'® Broadly speaking, commvmication is the m eans by which intentions of the program m e are classified to ensure fruitful results. It m ay even be looked upon as the m eans by which special inform ation inputs are fed into social system s. It is the m eans by which behaviour of the personnel engaged in the program m e is m odified; change is effected, inform ation is Population and Development Education In Higher Education System 41 m ade productive and goals are achieved. Barnard has aptly view ed it as the m eans by which people can be linked together in an organisation to achieve the objectives of the program m es. Com m unicahon is a universal phenomenon among living beings. Newm an and Summer have viewed com m unication as an exchange of facts, ideas, opinion, or em otions by two or m ore persons.'*’ Family Planning Communication implies' a number of actions starting with identifying the audience, assessing needs and channels for response, identifying specific m essages especially in areas of resistance to change in attitude and behaviour, selecting com plem entary m edia for optim al combination, producing com m unication m aterials and refining m essages and techruques after pre-testing, revision and re-testing, dissem ination of comm unication, continuous support through stages of program m es implementation m ainly to ensure com m unity involvem ent and participatory m onitoring and evaluation. Since, Fam ily Planning is a challenging and arduous task, comm unication technology m ust be well planned. A successful com m unication effort blends the use of traditional com m unication m edia with the m odern, brings together the channels of government communication with those of the community and of voluntary orgarusations and a variety of other groups. Fam ily Plarm ing ideology can be registered in the minds of the people not sim ply by providing the inform ation on Fam ily Planning, but because people can be told that they exist, shown that they work and encouraged (and em powered) to try them and m ake them w ork for them selves. This is the nature of the support which comm unication lends to a fam ily planning p r o g r a m m e .

ESSENTIALS AND ASPECTS OF MASS MOTIVATION CAMPAIGN

E s s e n t i a l s Dr. John Hubley quoted by Gloria Gorden in his Article, "Let's Com m unicate" in World Health (January-Feb. 1989) has rightly described the essentials of Com m unication:

• Promote actions which are realistic and feasible within the constraints faced by the com m unity. • Build on ideas, concepts and practices that people already h a v e . • Repeat and reinforce information overtime, using different m e t h o d s . • Use existing charmels of Com m unication such as songs, dram a and story-telling, and be adaptable. • Entertain and attract the attention of the Com m unity. • Use clear, simple language with local expressions and em phasize short-term benefits of action. • Provide opportunities for dialogue and discussion to allow 42 Extension Education Services

learner participation and feedback on understanding and im plem entation. • Use demonstrations to show the benefits of adopting practices.’^

E.M . Rogers m entions the following essentials;

(i) Family Planning Communication campaigns should be preceded by extensive plarming of the strategies to be f o l l o w e d . (ii) A Consum er Orientation in fam ily planning communication activities w ill be m ore effective in achieving the objectives of the National Fam ily Planning Program m e. (iii) A new fam ily planning communication approach should be launched on a sm all scale pilot project basis. (iv) Social research can perform an important function in more effective fam ily planning communication, (a) by providing feedback for the design of com m unication m essages through pre-testing, and (b) by yielding, evaluative data about the efforts of com m unication activities.'®

MEANING AND GENESIS OF POPULATION EDUCATION

The Nahonal Sem inar on Population Education organized by the NCERT at Bombay in 1969 observed, "The objectives of population should be to enable the students to understand that fam ily size is controllable, that population lim itation can facilitate the developm ent of a higher quality of life in nation and that a sm all size fam ily can contribute to the quality of living for the individual fam ily. It should also enable the students to appreciate the fact that for preserving the health and w elfare of m em bers of the fam ily, to er\sure the econom ic stability of the fam ily and to assure good prospects for the yoim ger generation, that the Indian fam ilies of today and tom orrow should be sm all and com pact." The Seminar giving a comprehei\sive defirution of population education emphasized knowledge about the quantity and quality of population and the need to control them for happy hum an existence. Population education has been regarded as a strategy for hum an resource development. It aims at developing desired awareness, values and attitudes both for quality and quantity of population. It m ust enable students to m ake rational decisions on population m atters for them selves and for others by acquiring knowledge about cause and effect relationship. The Asian Regional Seminar organized by the UNESCO at Bangkok in 1970 defined population education as "an educational program m e which provided for a study of the population situation in the fam ily, comm unity, nation and world for the purpose of developing in Population and Developnfient Education in Higher Education System 43 the students national and responsible attitudes and behaviour towards that situation." According to Stephen Viedeem an, population education is "an educational process which assists persons; (a) to learn the probable causes and consequences of population phenomena for them selves and their com m unity (including the world), (b) to define for them selves and their com m unities, the nature of the problem s associated w ith population processes and characteristics, and (c) to assess the possible effective m eans by which society as a whole and as an individual can respond to and ir\fluence these processes in order to enhance the quality of life now as in future. The NCERT dociunent (1987) has aptiy enunciated, "By doing so they are expected to develop national attitude tow ards the desirable size and structure of our population and the quality of life in their respective family. They are also expected to appreciate and promote the developm ent of sm all fam ily norms in the society. The acceptance of observance of sm all fam ily norm s depends a great deal on inculcation of commitment on the part of students." (p. 68) Proper education is, therefore, felt essential to develop right attitudes am ongst the vast population which is to enter the fertility age-group after a few years. Such education can enable the young people to know the actual facts and position of our country in particular and of the w orld in general which will m otivate them with a desire to adopt sm all fam ily norms.

ROLE OF HIGHER EDUCATION (See Chart 2.2)

As stated in the UGC guidelines for the Development of Population Educaiton Resource Centres in the Indian U niversities (1995). In 1983, the concept of population education was introduced in some universities by setting up population education clubs as a co-curricular activity. The main objective of the programme was to provide opportunities to the University/College youth and through them to the people in the community, on the relationship to the people in the com m unity, on the relationship between population and quality of life. The UGC-UNFPA projects on Population Education in Higher Education was launched in 1986. The commitment of the University Grants Com m ission to population education at the U niversity and college levels go back to 1983 when about 92 universities and 1300 colleges were provided financial support to organize population education activities both for college youth on cam pus and through them in the com m unities through Population Education Clubs. The launching of the population education program m es in 1986 with the financial support of U N FPA and technical assistance of UNESCO, provided further impetus to the program m e to cover the three functional areas of the universities, viz. developm ent of population education contents for introduction into courses of study at the under-graduate and post-graduate levels, research, and extension education. 44 Extension Education Services

C h a r t 2 . 2

Creating awareness, Educating Students Attitudes and perception about the negative about population, effect of population among students growth

Higher Quality of Life

Teaching, Research Setting up Departments of and Consultancy in Population Education in the Population Education and Population Education System of Higher Education Research or including some topics in various papers

Acceptance of Small family form

Teachers and students Lectures, seminars, educate masses about workshops on population through population education extension programmes

Since 1985 the program m e has been im plem ented in 12 universities through the establishment of Population Education Resource Centres (PERCs) in the Department of Adult, continuing Education and E x t e n s i o n .

AIMS AND OBJECTIVES

(1) Change the present attitudes/values in society regarding gender's roles and rights, to one of equal participation in all social, economic and political processes and national and international developm ent; (2) To counter the reactionary forces emanating from certain sections of the media, economic, social and political institutions, that uncovering the dem otion of superstitious from productive to more reproductive roles; (3) To revitalize university education, bringing it closer to population-related issued to w ork towards their solution, and to produce sensitive persons able to play m ore com m itted and m eaningful roles in developm ent activities for the country; (4) To fulfil a special responsibility to produce for all levels of the educational system , teachers who are aware of the need for a non-formal education, and who would actively pick-up the challenge to promote, values, of social equality, including gender equality, secularism s, socialism and dem ocracy; (5) To update university curricula by incorporating the results of Population and Developnnent Education in Higher Education System 45

new research and the issues related to population as they challenge som e of the established theories, analytical concepts and m ethodologies of various disciplines; (6) To promote increased collaboration between different disciplines in teaching, curriculum designing, research and extension activities since population-studies are interdisciplinary by nature; (7) To generate new and organic knowledge through intensive field work. This would help generation of data essential for evaluation and correction of development policies and program m es and in extending the areas to academ ic analysis into hertherto neglected sectors. For better understanding and investigation of problem s being experienced at the grass-roots, a closer contact between institution of higher education and groups directly involved in action, to assist m en and wom en to enjoy their rights within the fam ily, the com m unity and at work would be very valuable. Such contact would also help universities and colleges to design their extension activities in a more m eaningful manner; and (8) To contribute to be global debate on the population problem s throughout development of material, training, teaching, research and extension activiHes.

ACTIVITIES

T e a c h i n g The Population Education Resource Centres w ould be responsible for the integration of population education in the curriculum at U G /PG / B.Ed., M .Ed. levels. Efforts w ill also be m ade to incorporate Population Education through distance education m ode— (a) A Foundation course for all under-graduate students in all universities, professional and teaching institutions. (b) Curriculum Development; to incorporate population dim ension into courses in different disciplines. (c) Review of existing text books and to integrate the population issues in the curriculum . (d) W orkshops to plan restructuring of courses and syllabus f o r m a t i o n .

Development of Learning Materials (Print and Audio-Visual) The PERCs w ould be responsible for the procurem ent, preparation of learning materials depending upon the local needs of the area. Learning materials would be in printed form as well as audio-visual cassettes. The PERC w ill duplicate the audio-visual cassettes to be used in their university and also in the service area. 46 Extension Education Services

Training (Functionaries/College Principals, Public Leaders/Medical Officers/Students/Others)

(a) W orkshop for the functionaries of the (Vice-Chancellors, Principals, M edical O fficers, Project O fficers, etc.) U niversities and colleges to generate better understanding and interest in Population-related issues. (b) Sum m er/W inter institutes for orientation training of teachers/ researchers, etc. to handle population-related topics. (c) W orkshops for research m ethodology and syllabus/curriculum restructuring at the U G /PG levels in different disciplines. (d) Orientation of Vice-Chancellors and Public leaders related to the Population Education issues.

Extension Activities Greatest im portance needs to be attached to extension work, as a learning and developm ental instrum ent, for the benefit of the com m unity through students and teachers. A few such extension activities are exhibitions, posters, film s, songs, plays, etc. on issues pertaining to the population; (i) To organize debates, essays com petitions, group discussions, sym posia, draw ing painting com petitions, quises. (ii) To arrange lectures by experts on Population-related issues. (iii) To organize and monitor the programme of population Education Clubs in the Service area. (iv) To enact demands/rallies on the themes on Population problem s on important occasions such as W orld Population Day, W orld's Aids Day, University Day, etc. (v) W orking closely with NGOs, NSS, etc. collaboration with other departments of Adult and continuing education and extension w ill enrich such activities.

Universities and colleges through their departm ents of Adult and continuing education and population research centers can help the students to understand the dynam ics of population control. It can as w ell support the governm ent. Universities and colleges in India are living in Ivory towers as they do not take m uch interest in social and economic issues found in the com m unity. It is the duty of higher education system in the country to take interest in such issues by incorporating these into under-graduate and post-graduate syllabus or setting up individual departm ents to support com m unity and governm ent so that these issues can be solved. This is also know n as extension function of the U niversity. Faculty in the University possess im m ense potentially and they can take keen interest in these extension activities provided they are supported by the system of higher education with financial and m aterial support. They can take up following activities for population education: Population and Development Education in Higher Education System 47

(a) Educating the youth about population growth so that they understand the implicatior\s of sm all fam ily norm s in their l i f e . (b) Creating understanding and a spirit in the youth about population education so that they spread the m essage to p e o p l e . (c) Students after getting education can work in the com m unity to rem ove doubts am ong the people about population control. (d) Students can convince fam ilies about quality of life, which can be possible only with sm all fam ily. (e) Prepare charts, video films, etc. for educating students and people about population education. (f) Arrange debates and discussions on various issues of population education. (g) Dissem ination of inform ation about population educahon. (h) Prepare groups of students to visit villages on holidays to prom ote population education. (i) Promote the teaching of population education as an independent subject at all educational levels or as part of the regular curricula to meet the needs of each age group. (j) Create a better understanding of population education by organizing population education workshops for family plarm ing adm inistrators at various levels. (k) Support research studies and evaluation so that the findings can be applied to further the development of population e d u c a t i o n . (1) Encourage educational instituhons and relevant agencies to carry out studies and research in order to develop appropriate techniques for implementing information, education and com m unication services on population activities.

Educational approach is a healthy method and will motivate people to accept fam ily welfare voluntarily. Any other schem e without educational base w ill m iserably fail as it w ill generate reaction. W e m ust encourage population education through form al and inform al education to im bibe the confidence of the people in the fam ily w elfare program m e. Population education is an educational program m e to develop in young m en rational and responsible attitude and behaviour towards population problem. N CERT suggested the following curriculum :

(1) The population growth. (2) Econom ic developm ent and population. (3) Social developm ent and population. (4) Health, nutrition and population. (5) Family and population. 48 Extension Education Services

W ayland suggests six basic topics for study:

(1) Basic instructions in population dynam ics. (2) Developm ent of basic understanding of the process of hum an reproduction. (3) Understanding of health problem concerned with bringing up of children. (4) Appreciation of relationship between quality of life and fam ily s i z e . (5) Government policies regarding population growth and econom ic developm ent. (6) Fam iliarity with the fam ily plarm ing program m e of one's own c o u n t r y .

J.P. Singh feels, "W hat has happened elsewhere can happen in India too provided there is a m assive campaign to educate eligible couples, particularly in villages, about the benefits of lim iting the size of the fam ily. This point has of course been em phasized innum erable times and at different places but it has never been sincerely implemented. Rural people, steeped in ignorance and obsolete religious belief, still do not know the harm that big fam ily size brings to them and consider every child as a gift of God. This notion must be altered if fam ily planning is to succeed. However, the education cam paign m ust always be backed by easy availability of m odern contraceptive m easures that can enable people to plan their families. One of the reasons why fam ily plarm ing m easures have not yielded the desired results is that it has not been honestly implemented. The unmet need for fam ily planning has been reported to be quite high. According to the National Fam ily Health Survey the current unmet need for fam ily planning is 16 percent and it is higher in rural areas than in urban areas.*’

National Population Policy, 2000 Governm ent of India has enunciated the new Population Policy in February, 2000. Commenting on the New Population Policy, B u s in e s s S t a n d a r d Editorial, "Sense on Population" dated February 17, 2000 rem arked that the new national population policy, 2000, however, m ay have a greater chance of acceptance as it incorporates som e of the lessons learnt from recent successes in curbing population growth. W hile the earlier attem pts m erely em phasized physical targets and ignored the vital aspects of health and education, especially that of the girl child, which are vitally linked to birth rates, the latest policy seeks to squarely address these issues. Besides, it also m akes the right kind of noises about investment in social infrastructure as an essential prerequisite for prom oting sm all fam ily norms. Success of the new policy will depend largely on the way it is implemented by the laggard states and the pace of socio-economic Population and Development Education in Higher Education System 49 development (including in the field of health and education) that accom panies. Its m easures like freezing the num ber of seats in the Lok Sabha at the current level are essentially facilitators, dispelling states fears that population control w ill reduce their quota of M Ps. There has to be an adequate political w ill to achieve the twin, veritably inseparable, objectives of reducing fam ily size and im proving the quality of life. H o w e v e r , The Tribune Editorial "Gaps in Population Polic^'dated February 17, 2000, suggested the gaps in new policy and stressed the need to make up these gaps. Increasing population packs a greater destructive pow er than what Pakistan can cause by hurling a few nuclear bom b blasts. That is because it is concentrated at the bottom of the social and economic pyram id covering three-fourth of the population. The failure to control the exploding num bers is the m ost dam aging of all failures. W hat the country needed was a radical review of the old policies, alertness to deploy all available instruments and establish enduring contacts w ith the target segm ent in rural India. Sadly these are m issing in the new National Population Policy vmveiled. The docum ent still pins its hopes on a few tried incentives and shapeless prom ises to run in population growth. Such sops will be available only after the event— that is, after individuals or couples take them selves out of the reproduction cycle. Actually, the concentration should have been on goading people to enter the charm ed circle.

CONCLUSION

W ithout evaluating the im pact of FP education program m es on the bulk of the people, one cannot possible identify positive as well as negahve aspects of the program me. An objective evaluation of the FP education program m e alone can help one im prove guidelines for future action. Cost benefit analysis should be an integral part of this evaluation, so that one m ay assess how available resources have been utilized. Through objective evaluation, one m ay also be able to curtail mass production of ritualistic FP education m aterial as produced by various FP education bureaus. The am ount thus saved can be effectively utilized for a m ore purposeful and m earungful health education program m e. FP education is the most difficult task as habits, usages and custom s are deeply entrenched. But, FP adm inistration w ould fail in its purpose, if it could not produce social change, as it is easier to destroy our villages than to change our custom s. Professional training helps the FP experts to deal with the health changes effectively. Their pharm acopoeia in both fields m ust be strong in order to translate the findings of'biological investigations into social application. So over and above each techiucal act, there is a corresponding education function which doubles the value of the act, increases its efficiency and endow s it with real hum an and social value.^ N oel D avid Burleson has rightly said, "The history of the twentieth 50 Extension Education Services century becom es m ore and m ore a race between num bers and the quality of life. If we are to utilize our intelligence in our present population dilem m a, we m ust m ake our educational system s relevant. Participants and those who are about to become participants in the vital revolution w ill require an education that includes population education. It is felt that through education students, the future participants of population explosion will be able to vmderstand the relationship between the increasing num bers and socio-econom ic developm ent of our country. The coming generations can be m ade aware of the impact of population on our environm ent, on our resources, and on all aspects of our life and society. It is hoped that the future citizens should be involved right from their student life in understanding this m ajor concern form ation. The NCERT document (1987) has aptly enunciated, "By doing so they are expected to develop national attitude tow ards the desirable size and structure of our population and the quality of life in their respective family. They are also expected to appreciate and promote the developm ent of small fam ily norms in the society. The acceptance of observance of sm all fam ily norm s depends a great deal on inculcation of commitment on the part of students." (p. 68) Proper education is, therefore, felt essential to develop right attitudes am ongst the vast population, which is to enter the fertility age-group after a few years. Such education can enable the young propel to know the actual facts and position of our coim try in particular and of the w orld in general which w ill m otivate them with a desire to adopt sm all fam ily norms.

N o t e s a n d R e f e r e n c e s

1. UN: E.F.S. 75, XIII, 4, p. 76. 2. Gunnar, Myrdal, "Asian Drama: An Inquiry into the Poverty of Nations", Vol. Ill, London, 1968, p. 154. 3. Frank, Notestein, W., "Population Policy and Development, a Summary View", Population Debate, Vol. I, Part Four, Para 5. 4. Coale and Hoover, Population Growth and Economic Development in Low Income Countries, 1958, p. 19. 5. Geral Meier, Leading Issues in Economic Development, 1975, p. 591. 6. GOI Planning Commission, Third Five Year Plan, p. 22. 7. FAO: Population, Food Supply and Agricultural Development, Population Debate, Vol. I, Part Four, Para 8. 8. Maryellen FuUan in People— a Journal of the International Planned Parenthood Federation, Vol. 5, Number 4, 1978, p. 27, 9. J.P. Singh, Problems of Population and Sustainable Development in India, in IJPA, January-March, 2003, pp. 85-86, 94. 10. World Bank, "Management Problems in National Family Planning Programme", in UN: E/F/S, 75, XIII, 5 p. 511. 11. Donald J. Bogue, "A Five Year Information— Education Communication Perspective to meet the Population, Health Food Crisis, 1975-1980" in Family Planning Resumed, p. 117, 1977, No. 1. 12. A. Govindachari, "The Role of Extension Education in Family Planning", in Aspects of Population Policy in India, New Delhi, 1969, pp. 124-25 Population and Development Education in Higher Education System 51

13. Population Reports, Series, Number 35, November 1987, p. 2. 14. Annual Report of the Ministry of Health and Family Welfare, 1998-99, p. 73. 15. H. Koontz and C. O'Doimell, "Principles of Management: An AiJysis of Managerial Functions", London: McGraw Hill, Kogakusha Ltd., 1972, pp. 538-40. 16. W.H. Newman and C.E. Summer, "The Process of Marugement Concepts Behaviour and Practice", Anglewood, Cliffs, N.J. Prentice Hall, 1961, p. 59. 17. World Health, Jan.-Feb. 1989. 18. E.M. Rogers in Joung Whang, ed., pp. 130-31. 19. J.P. Singh, op. cit., p. 93. 20. WHO, Technical Report Series, 1954, No. 89, p. 4.

MSU LIBRARY 52 Extension Education Services

A p p e n d i x 2 .1

NATIONAL POPULATION POLICY, 2000 ACTION PLAN

OPERATIONAL STRATEGIES

(i) and (ii) Converge Service Delivery at Village Levels 1. Utilise village self-help groups to organise and provide basic services for reproductive and child health care, combined with the ongoing Integrated Child Developm ent Schem e (ICDS). Village self-help groups are in existence through centrally sponsored schemes of: (a) Department of W omen and Child Development, M inistry of HRD, (b) M inistry of Rural Developm ent, and (c) M inistry of Environm ent and Forests. Organise neighbourhood acceptor groups, and provide them w^ith a revolving fund that m ay be accessed for income generation activities. The groups m ay establish rules of eligibility, interest rates, and accovm tability for which capital m ay be advanced, usually to be repaid in instalments within two years. The repayments m ay be used to fund another acceptor group in a nearby community, who would exert pressure to ensure tim ely repaym ents. Two trained birth attendants and the anganwadi worker (AW W ) should be members of this group. 2. Implement at village levels a one-stop integrated and coordinated service delivery package for basic health care, fam ily planning and m aternal and child health-related services, provided by the com m unity and for the comm unity. Train and m otivate the village self- help acceptor groups to becom e the prim ary contact at household levels. Once every fortnight, these acceptor groups will meet, and provide at one place 6 different services for: (i) registration of births, deaths, m arriage and pregnancy; (ii) weighing of children under 5 years, and recording the weight on a standard growth chart; (iii) counseling and advocacy for contraception, plus free supply of contraceptives; (iv) preventive care, with availability of basic m edicines for common ailm ents; antipyretics for fevers, antibiotic ointments for infections, ORTIORSI for childhood diarrhoeas, together with standardised indigenous m edication and hom eopathic cures; (v) nutrition supplem ents; and (vi) advocacy and encouragement for the continued enrolment of children in school up to age 14. One health staff, appointed by the panchayat, will be suitably trained to provide guidance. Clustering services for wom en and children at one place and time at village levels w ill prom ote positive interactions in health benefits and reduce service dehvery costs. 3. W herever these village self-help groups have not developed for any reason, com m unity m idwives, practitioners of ISM H, retired school teachers and ex-defence personnel m ay be organised into neighbourhood groups to perform sim ilar functions. 4. At village levels, the anganwadi centre m ay becom e the pivot of Population and Development Education In Higher Education System 53 basic health care activities, contraceptive counseling and supply, nutrition education and supplementation, as well as pre-school activities. The anganwadi centres can also function as depots for O RS/basic m edicines and contraceptives. 5. A m aternity hut should be established in each village to be used as the village delivery room, with storage space for supplies and medicines. It should be adequately equipped with kits for m idwifery, ante-natal care, and delivery; basic m edication for obstetric em ergency aid; contraceptives, drugs and medicines for common ailments; and indigenous m edicines/supplies for maternal and new-born care. The panchayat m ay appoint a competent and m ature m id-wife, to look after this village m aternity hut. She m ay be assisted by volunteers. 6. Trained birth attendants as well as the vast pool of traditional dais should be m ade fam iliar with em ergency and referral procedures. This will greatly assist the Auxiliary Nurse M idwife (ANM ) at the sub­ centres to monitor and respond to m aternal m orbidity/em ergencies at village levels. 7. Each village may maintain a list of community m id-wives, village health guides, panchayat sew a sahayaks, trained birth attendants, practitioners of indigenous system s of m edicine, prim ary school teachers and other relevant persons, as w ell as the nearest institutional health care facilities that m ay be accessed for integrated service delivery. These persons m ay also be helpful in involving civil society in monitoring availability, quality and accessibility of reproductive and child health services; in dissem inating education and com m unication on the benefits of sm aller and healthier fam ilies, with em phasis on education of the girl child; and fem ale participation in the w ork force. 8. Provide a wider basket of choices in contraception, through innovative social m arketing schem es to reach household levels. C o m m e n t : M eaningful decentralisation will result only if the convergence of the national fam ily welfare program m e with the ICDS programme is strengthened. The focus of the ICDS programme on nutrition im provem ent at village levels and on pre-school activities m ust be widened to include maternal and child health care services. Convergence of several related activities at service delivery levels with, in particular, the ICDS program m e, is critical for extending outreach and increasing access to services. Intersectoral coordination w ith appropriate training and sensihsation among field functionaries will facilitate dissem ination of integrated reproductive and child health services to village and household levels. People will willingly cooperate in the registration of births, deaths, m arriages and pregnancies if they perceive some benefit. At the village level, this community meeting every fortnight, m ay becom e their m ost convenient access to basic health care, both fbr maternal and child health, as well as for common ailments. Households may participate to receive integrated service delivery, alongwith inform ation about ongoing micro-ci;edit and thrift schemes. 54 Extension Education Services

Government and non-govemment functionaries w^ill be expected to function in harm ony to ensure integrated service delivery. The panchayat w ill prom ote this coordination and exercise effective supervision.

(iii) Empowering W omen for Improved Health and Nutrition 1. Create an enabling envirorunent for wom en and children to benefit from products and services dissem inated under the reproductive and child health program m e. Cluster services for wom en and children at the sam e place and time. This prom otes positive interactions in health benefits and reduces service delivery costs. 2. As a m easure to em power wom en, open m ore child care centres in rural areas and in urban slum s, where a wom an worker m ay leave her children in responsible hands. This w ill encourage fem ale participation in paid em ploym ent, reduce school drop-out rates, particularly for the girl child, and prom ote school enrolm ent as well. The anganw adis provide a partial solution. 3. To em power wom en, pursue program m es of social afforestation to facilitate access to fuel wood and fodder. Sim ilarly, pursue drinking water schem es for increasing access to portable water. This w ill reduce long absences from hom e, and the need for large num ber of children to perform such tasks. 4. In any reward scheme intended for household levels, priority may be given to energy saving devices such as solar cookers, or provision of sanitation facilities, or extension of telephone lines. This w ill em power households, in particular wom en. 5. Improve district, sub-district and panchayat-level health m anagem ent with coordination and collaboration between district health officer, sub-district health officer and the panchayat for plarm ing and im plem entation activities. There is need to:

• Strengthen the referral network between the district health office, district hospital and the com m unity health centres, the prim ary health centres and the sub-centres in m anagem ent of obstetric and neo-natal com plicatioi\s. • Strengthen community health centres to provide com prehensive em ergency obstetric and neo-natal care. These m ay function as clinical training centres as well. Strengthen prim ary health centres to provide essential obstetric and neo­ natal care. Strengthen sub-centres to provide a com prehensive range of services, with delivery rooms, coimseling for contraception, supplies of free contraceptives, O RS and basic m edicines, together with facilities for im m im isation. • Establish rigorous problem identification m echanism s through m aternal and peri-natal audit, from village level upwards.

6. Ensure adequate transportation at village level, sub-centre levels. Population and Development Education in Higher Education System 55 zila parishads, prim ary health centres and at com m unity health centres. Identifying women at risk is meaningful only if women with com plications can reach em ergency care in time. 7. Im prove the accessibility and quality of maternal and child health services through:

• Deployment of community m id-wives and additional health providers at village levels; cluster services for wom en and children at the same place and time, from village level upwards, e.g. ante-natal and post-partum care, m onitoring infant grow th, availability of contraceptives and m edicine kits; and routinised im m unisations at sub-centre levels. • Strengthen the capacity of prim ary health centres to provide basic em ergency obstetric and neo-natal health care. • Involve professional agencies in developing and dissem inating training m odules for standard procedures in the m anagem ent of obstetric and neo-natal cases. The aim should be to routinise these procedures at all appropriate levels. • Im prove supervision by developing guidance and supervision checklists.

8. M onitor perform ance of m aternal and child health services at each level by using the m aternal and child health local area m onitoring system , which includes m onitoring the incidence and coverage of ante­ natal visits, deliveries assisted by trained health care personnel and post­ natal visits, am ong other indicators. The AN M at the sub-centre should be responsible and accountable for registering every pregnancy and child birth in her jurisdiction, and for providing universal ante-natal and post­ natal services. 9. Improve technical skills of maternal and child health care providers by:

• Strengthening skills of health personnel and health providers through classroom and on-the-job training in the m anagem ent of obstetric and neo-natal em ergencies. This should include training of birth attendants and m idwives at district-level hospitals in life-saving skills, such as m anagem ent of asphyxia and hypotherm ia. • Training on integrated m anagem ent of childhood illnesses for infants (1 week-2 months).

10. Support community activities such as dissem ination of lEC m aterial, including leaflets and posters, and prom otion of folk jatras, songs and dances to prom ote healthy m other and healthy baby m essages, along with good management practices to ensure safe motherhood, including early recognition of danger signs. 56 Extension Education Services

11. Programm e development comprising:

• Partnership in fam ily health and nutrition. The anganwadi worker will identify wom en and children in the villages who suffer from m alnutrition and/or m icro-nutritional deficiencies, including iron, vitamin A, and iodine deficiency; provide nutritional supplem ents and m onitor nutritional status. • Convergence, strengthening and universalisation of the nutritional program m es of the Departm ent of Fam ily W elfare and the ICDS run by the Department of W omen and Child Development, ensuring training and timely supply of food supplem ents and medicines. • Include STD/RTI and H IV/AIDS prevention, screening and m anagem ent, in m aternal and child health services. • Provide quality care in family planning, including inform ation, increased contraceptive choices for both spacing and terminal methods, increase access to good quality and affordable contraceptive supplies and services at diverse delivery points, counseling about the safety, efficacy and possible side effects of each m ethod, and appropriate follow- up. Develop a health package for adolescents.

13. Expand the availability of safe abortion care. Abortion is legal, but there are barriers lim iting wom en's access to safe abortion services. Som e operational strategies are:

• Com m unity-level education cam paigns should target women, household decision-makers and adolescents about the availability of safe abortion services and the dangers of unsafe a b o r t i o n . • M ake safe and legal abortion services more attractive to women and household decision-makers by: (i) increasing geographic spread; (ii) enhancing affordability; (iii) ensuring confidentiality; and (iv) providing com passionate abortion care, including post-abortion counseling. • Adopt updated and simple technologies that are safe and easy, e.g. manual vacuum extraction not necessarily dependant upon anaesthesia, or non-surgical techniques which are non-invasive. • Prom ote collaborative arrangem ents with private sector health professionals, NGOs and the public sector, to increase the availability and coverage of safe abortion services, including training of m id-level providers. • Elim inate the current cum bersom e procedures for registration of abortion clinics. Sim plify and facilitate the establishm ent of additional training centres for safe abortions in the public. Population and Development Education in Higher Education System 57

private, and N G O sectors. Trair\ these health care providers ir\ provisiori of clinical services for safe abortions. • Formulate and notify standards for abortion services. Strengthen enforcement mechanisms at district and sub­ district levels to ensure that these norm s are followed. • Follow norm s-based registration of service provision centres, and thereby switch the onus of meticulous observance of standards onto the provider. • Provide competent post-abortion care, including m anagem ent of com plications and identification of other health needs of post-abortion patients, and linking w ith appropriate services. As part of post-abortion care, physicians m ay be trained to provide family planning counseling and services such as sterilisation and reversible m odern m ethods such as lUD s, as well as oral contraceptives and condones. • M odify syllabus and curricula for m edical graduates, as well as for continuing education and in-house learning, to provide for practical training in the newer procedures. • Ensure services for termination of pregnancy at primary health centers and at com m unity health centres.

14. Developmaterruty hospitals at sub-district levels and at com m unity health centres to function as FRUs for com plicated and life- threatening deliveries. 15. Form ulate and enforce standards for clinical services in the public, private, and NGO sectors. 16. Focus on distribution of non-clinical m ethods of contraception (condoms and oral contraceptive pills) through free supply, social m arketing as well as com m ercial sales. 17. Create a national network consisting of public, private and N GO centres, identified by a com m on logo, for delivering reproductive and child health services free to any client. The provider will be compensated for the service provided, on the basis of a coupon, duly coimter-signed by the beneficiary, and paid for by a system to be devised. The compensation will be identical to providers across all sectors. The end-user w ill choose the provider of the service. A group of m anagem ent experts w ill devise checks and balances to prevent m isuse.

(iv) Child Health and Survival 1. Support comm unity activities, from village level upwards to m onitor early and adequate ante-natal, natal and post-natal care. Focus attention on neo-natal health care and nutrition. 2. Set-up a National Technical Committee on neo-natal care, to align programme and project interventions with newly emerging technologies in neo-natal and peri-natal care. 3. Pursue com pulsory registrahon of births in coordination w ith the 58 Extension Education Services

ICDS Programme. 4. After the birth of a child, provide counsehng and advocacy about contraception, to encourage adoption of a reversible or a term inal method. This will also contribute to the health and well-being of both m other and child. 5. Im prove capacities at health centres in basic m idw ifery services, essential neo-natal care, including the m anagem ent of sick neo-nates outside the hospital. 6. Sensitise and train health personnel in the integrated management of childhood illnesses. Standard case management of diarrhoea and acute respiratory infections must be provided at sub- centres and prim ary health centres, with appropriate training, and adequate equipm ent. Besides, training in this sector m ay be im parted to health care providers at village levels, especially in indigenous system s. 7. Strengthen critical interventions aimed at bringing about reductions in maternal malnutrition, morbidity and mortality, by ensuring availability of supplies and equipm ent at village levels, and at sub-centres. 8. Pursue rigorously the pulse polio cam paign to eradicate polio. 9. Ensure 100 per cent routine immunisation for all vaccine preventable diseases, in particular tetanus and m easles. 10. As a child survival initiative, explore promotional and mohvational measures for couples below the poverty line who m arry after the legal age of m arriage, to have the first child after the m other reaches the age of 21, and adopt a term inal m ethod of contraception after the birth of the second child. 11. Children form a vulnerable group and certain sub-groups m erit focused attention and intervention, such as street children and child labourers. Encourage volim tary groups as w ell as N GO s to form ulate and im plem ent special schem es for these groups of children. 12. Explore the feasibility of a national health ir\surance covering hospitalisation costs for children below 5 years, whose parents have adopted the small norm, and opted for a terminal method of contraception after the birth of the second child. 13. Expand the ICDS to include children between 6-9 years of age, specifically to promote and ensure 100 per cent school enrolment, particularly for girls. Promote primary education with the help of anganwadi workers, and encourage retention in school till age 14. Education promotes awareness, late m arriages, small fam ily size and higher child survival rates. 14. Provide vocational training for girls. This will enhance perception of the im m ediate utility of educating girls, and gradually raise the average age of m arriage. It w ill also increase enrolm ent and retention of girls at prim ary school, and likely also at secondary school levels. Involve N GO s, the voluntary sector and the private sector, as necessary, to target em ploym ent opportunities. Population and Development Education in Higher Education System 59

(v) Meeting the Unm et Needs for Family Welfare Services 1. Strengthen, energise and m ake publicly accountable the cutting edge of health infrastructure at the village, sub-centre and prim ary health centre levels. 2. Address on priority the different unmet needs detailed in Appendix IV, in particular, an increase in rural infrastructure, deploym ent of sanctioned and appropriately trained health personnel, ar\d provisioning of essential equipm ent and drugs. 3. Form ulate and im plem ent innovative social m arketing schem es to provide subsidised products and services in areas where the existing coverage of the public, private and NGO sectors is insufficient in order to increase outreach and coverage. 4. Im prove facilities for referral transportation at panchayat, zilla parishad and prim ary health centre levels. At sub-centres, provide AN M s with soft loans for purchase of m opeds, to enhance their m obility. This w ill increase coverage of ante-natal and post-natal check-ups, which, in turn, and w ill bring about reductions in m aternal and infant m ortality. 5. Encourage local entrepreneurs at village and block levels to start am bulance services through special schem es, with appropriate vehicles to facilitate transportation of persons requiring emergency as well as essential m edical attention. 6. Provide special loan schem es and m ake site allotm ents at village levels to facilitate the starting of chem ist shops for basic m edicines and provision for m edical first aid.

(vi) Under-Served Population Groups

(a) Urban Slums 1. Finalise a com prehensive urban health care strategy. 2. Facilitate service delivery centres in urban slum s to provide com prehensive basic health, reproductive and child health services by NGO s and private sector organisations, including Corporate houses. 3. Promote networks of retired goverrunent doctors and para­ m edical and non-medical personnel who m ay function as health care providers for clinical and non-clinical services on rem unerative terms. 4. Strengthen social m arketing program m es for non-clinical fam ily planning products and services in urban slum s. 5. Initiate specially targeted inform ation, education and com m uni­ cation cam paigns for urban slum s on fam ily planning, imm unization, ante-natal, natal and post-natal check-ups and other reproductive health care services. Integrate aggressive health education program m es with health and m edical care program m es, with em phasis on environm ental health, personal hygiene and healthy habits, nutrihon education and population education. 6. Promote inter-sectoral coordination between departm ents/ municipal bodies dealing with water and sanitation, industry and 60 Extension Education Services pollution, housing, transport, education and nutrition, and wom en and child development, to deal with unplanned and un-coordinated settlem ents. 7. Streamline the referral systems and linkages between the prim ary, secondary and tertiary levels of health care in the urban areas. 8. Link the provision of continued facilities to urban slum -dw ellers with their observance of the small fam ily norm.

(b) Tribal Communities, Hill Area Populations and Displaced and Migrant Populations 1. M any tribal communities are dwindling in numbers, and m ay not need fertility regulation. Instead, they m ay need inform ahon and counseling in respect of infertility. 2. The NGO sector m ay be encouraged to form ulate and im plem ent a system of preventive and curative health care that responds to seasonal variations in the availability of work, incom e and food for tribal and hill area com m unities and m igrant and displaced populations. To begin with, mobile clinics may provide some degree of regular coverage and o u t r e a c h . 3. M any tribal communities are dependent upon indigenous system s of m edicine which necessitates a regular supply of local flora, fauna and m inerals, or of standardised m edication derived from these. H usbandry of such local resources and of preparation and distribution of standardised form ulations should be encouraged. 4. Health care providers in the public, private and NGO sectors should be sensitised to adopt a "burden of disease" approach to m eet the special needs of tribal and hill area com m unities.

(c) Adolescents 1. Ensure for adolescents access to information, counseling and services, including reproductive health services, that are affordable and accessible. Strengthen prim ary health centres and sub-centres, to provide counseling, both to adolescents and also to newly weds (who m ay also be adolescents). Em phasise proper spacing of children. 2. Provide for adolescents the package of nutritional services available under the ICDS program me. C o m m e n t : Im provem ent in health status of adolescent girls has an inter-generational impact. It reduces the risk of low birth weight and m inim izes neo-natal m ortality. M alnutrition is a problem that seriously im pairs the health of adolescent and adult wom en and has its roots in early childhood. The causal linkages between anaemia and low birth weight, prem aturity, pre-natal m ortality, and m aternal m ortality has been extensively studied and established. 3. Enforce the Child M arriage Restraint Act, 1976, to reduce the incidence of teenage pregnancies. Preventing the m arriage of girls below the legally perm issible age of 18 should become a national concern. Population and Development Education in Higher Education System 61

C o m m e n t : It w ill prom ote higher retention of girls at schools, and is also likely to encourage their parhcipation in the paid work force. 4. Provide integrated intervention in pockets with unmet needs in the urban slum s, remote rural areas, border districts and am ong tribal populations.

(d) Increased Participation of M e n in Planned Parenthood 1. Focus attention on men in the information and education cam paigns to prom ote the sm all fam ily norm, and to raise awareness by em phasising the significant benefits of fewer children, better spacing, better heath and nutrition, and better education. 2. Currently, over 97 per cent of the sterilisations are tubectom ies. Repopularise vasectom ies, in particular the no-scalpel vasectom y, as a safe, sim ple, painless procedure, m ore convenient and acceptable to men. 3. In the continuing education and training at all levels, there is need to ensure that the no-scalpel vasectom y, and all such em erging techniques and skills are included in the syllabi, together with abundant practical training. M edical graduates, and all those participating in "in- service" continuing education and training, w ill be equipped to handle this intervention.

(vii) Diverse Health Care Providers 1. A t district and sub-district levels, m aintain block-w ise data base of private m edical practitioners w hose credentials m ay be certified by the Indian M edical Association (IM A). Explore the possibility of accrediting these private practitioners for a year at a time, and assign to each a satellite population, not exceeding 5,000 (depending upon distances and spread), for whom they may provide reproductive and child health services. The private practitioners w ould be com pensated for the services rendered through designated agencies. Renewal of contracts after one year m ay be guided by client sahsfaction. This w ill serve as an incentive to expand the coverage and outreach of high quality health care. Appropriate checks and balances will safeguard misuse. 2. Revive the earlier system of the licensed m edical practitioners who, after appropriate certification from the IM A, m ay participate in the provision of clinical services. 3. Involve the non-m edical fraternity in counseling and advocacy so as to dem ystify the national fam ily welfare effort, such as retired defence personnel, retired school teachers and other persons who are active and w illing to get involved. 4. Modify the under/post-graduate medical, nursing, and param edical professional course syllabi and curricula, in consultation w ith the M edical Council of India, the Councils of ISM H , and the Indian Nursing Council, in order to reflect the concepts and implementation strategies of the reproductive and child health program me and the national population policy. This will also be applied to all in-service 62 Extension Education Services

training and educational curricula. 5. Ensure the efficient functioning of the First Referral Units, i.e. 30 bed hospitals at block levels which provide em ergency obstetric and child health care, to bring about reductions in M aternal M ortality Rate (M M R) and Infant M ortality Rate (IMR). In m any states, these FRUs are not operational on account of an acute shortage of specialists, i.e. gynaecologist obstetrician, anaesthetist and pediatrician. Augm ent the availability of specialists in these three disciplines, by increasing seats in medical institutions, and simultaneously enable and facilitate the acquisition of in-service post-graduate qualifications through the N ational Board of M edical Examination and open universities like IGNOU in larger numbers. As an incentive, seats will be reserved for those in- service m edical graduates who are willing to abide by a bond to serve for 5 years at First Referral Units after com pletion of the course. States w ould need to sanction posts of Specialists at the FRUs. Further, these specialists should be provided with clear prom otion channels.

( v i i i ) (a) Collaboration with and Commitments from the Non-Covernment Sector 1. There rem ain irmumerable hurdles that inhibit genuine long­ term collaboration between the goverrm ient and non-governm ent sectors. A forum of representatives from government, the non-govenmient organisations and the private sector m ay identify these hurdles and prepare guidelines that will facilitate and promote collaborative arrangem ents. 2. Collaboration with and commitments from NGOs to augment advocacy, counseling and clinical services, w hile accessing village levels. This w ill require increased clinic outlets as w ell as m obile clinics. 3. Collaboration between the voluntary sector and the NGO s will facilitate dissem ination of efficient service delivery to village levels. The guidelines could articulate the role and responsibility of each sector. 4. Encourage the voluntary sector to m otivate village-level self- help groups to participate in com m unity activities. 5. Specific collaboration with the non-govem m ent sector in the social marketing of contraceptives to reach village levels will be encouraged.

(b) Collaboration with the Commitments from Industry 1. The corporate sector and industry could, for instance, take on the challenge of strengthening the m anagem ent inform ation system s in the seven m ost deficient states, at prim ary health centre and sub-centre levels. Introduce electronic data entry m achines to lighten the tedious work load of ANM s and the m ulti-purpose workers at sub-centres and the doctors at the prim ary health centres, w hile enabling w ider coverage and outreach. 2. Collaborate with non-government sectors in running professionally sound advertisement and marketing campaigns for Population and Development Education in Higher Education System 63 products and services, targeting all segments of the population, from village level upwards, in other words, strengthen advocacy and lEC, including social m arketing of contraceptives. 3. Provide m arkets to sustain the incom e-generating activities from village levels upwards. In turn, this will ensure consistent m otivation among the community for pursuing health and education-related com m onality activities. 4. H elp prom ote transportation to rem ote and inaccessible areas up to village levels. This will greatly assist the coverage and outreach of social m arketing of products and services. 5. The social responsibility of the corporate sector in industry m ust, at the very m inim um , extend to providing preventive reproductive and child health care for its own em ployees 100 workers are engaged. 6. Create a national netw ork consisting of voluntary, public, private and non-governm ent health centres, identified by a comm on logo, for delivering reproductive and child health services, free to any client. The provider w ill be com pensated for the service provided, on the basis of a coupon system , duly counter-signed by the beneficiary and paid for by a system that w ill be fully articulated. The com pensation w ill be identical to providers, across all sectors. The end user exercises choices in the source of service delivery. A committee of m anagem ent experts will be set-up to devise w ays of ensuring that this system is not abused. 7. Form a consortium of the voluntary sector, the non-govem m ent sector and the private corporate sector to aid government in the provision and outreach of basic reproductive and child health care and basic education. 8. In the area of basic education, set-up privately run/m anaged prim ary schools for children up to age 14-15. Alternately, if the schools are set-up/m anaged by the panchayat, the private corporate sector could provide the m id-day m eals, the text-books and/or the uniform s.

(ix) Mainstreaming Indian Systems of Medicine and Hom eopathy 1. Provide appropriate training and orientation in respect of the RCH programme for the institutionally qualified ISMH medical practitioners (already educated in m idw ifery, obstetrics and gynaecology over 5-1/2 years), and utilise their services to fill in gaps in m anpower at appropriate levels in the health infrastructure, and at sub-centres and prim ary health centres, as necessary. 2. Utilise the ISM H institutions, dispensaries and hospitals for health and population-related program m es. 3. Dissem inate the tried and tested concepts and practices of the indigenous systems of medicine, together with ISM H medication at village m aternity huts and at household levels for ante-natal and post­ natal care, besides nurture of the newborn. 4. Utilise the services of ISM H 'barefoot doctors' after appropriate training and orientation towards providing advocacy and counseling for 64 Extension Education Services dissem inating supplies and equipment, and as depot-holders at village l e v e l s .

(x) Contraceptive Technology and Research on RCH 1. Governm ent w ill encourage, support and advance the pursuit of m edical and social science research on reproductive and child health, in consultation with ICM R and the network of academic and research institutions. 2. The International Institute of Population Sciences and the Population Research Centres will continue to review program m e and m onitoring indicators to ensure their continued relevance to strategic g o a l s . 3. Governm ent w ill restructure the Population Research Centres, if n e c e s s a r y . 4. Standards for clinical and non-clinical interventions w ill be issued and regularly reviewed. 5. A constant review and evaluation of the community needs assessment approach will be pursued to align programme delivery with good m anagem ent practices and with new ly em erging technologies. 6. A comm ittee of international and Indian experts, voluntary and non-government organisations and government may be set-up to regularly review and recom m end specific incorporation of the advances in contraceptive technology and, in particular, the newly em erging techniques, into program m e developm ent.

(xi) Providing for the Older Population 1. Sensitize, train and equip rural and urbanhealth centres and hospitals towards providing geriatric health care. 2. Encourage NGO s and voluntary organizations to form ulate and strengthen a series of form al and inform al avenues that m ake the elderly econom ically self-reliant. 3. Tax benefits could be explored as an encouragem ent for children to look after their aged parents.

(xii) Information Education and Communication 1. Converge lEC efforts across the social sectors. The two sectors of Fam ily W elfare and Education have coordinated a m utually supportive lEC strategy. The Zila Saksharta Samitis design and deliver joint lEC cam paigns in the local idiom , prom oting the cause of literacy as w ell as fam ily welfare. Optimal use of folk media has served to successfully m obilize local populations. The state of Tam il N adu m ade exem plary use of the lEC strategy by spreading the m essage through every possible m edia, including public transport, on m ile stones on national highw ays as well as through advertisement and hoardings on roadsides, along city/rural roads, on billboards, and through processions, film s, school dram as, public m eetings, local theatre and folk songs. Population and Development Education in Higher Education System 65

2. Involve departments of rural development, social welfare, transport, cooperatives, education with special reference to schools, to im prove clarity and focus of the lEC effort, and to extend coverage and outreach. Health and population education m ust be inculcated from the school levels. 3. Fund the nagarpalikas, panchayats, NGOs and commimity organizations for interactive and participatory lEC activities. 4. Dem onstration of support by elected leaders, opinion-m akers, and religious leaders with close involvem ent in the reproductive and child health program m e greatly influences the behaviour and response patterns of individuals and communities. This serves to enthuse communities to be attentive towards the quality and coverage of m aternal and child health services, including referral care. Public leaders and film stars could spread widely the m essages of the sm all fam ily norm, female literacy, delayed m arriages for women, fewer babies, healthier babies, child im m unization and so on. The involvem ent and enthusiastic participation of elected leaders will ensure dedicated involvement of administrators at district and sub-district levels. Demonstration of strong support to the small fam ily norm, as well as personal exam ple, by political, com m unity, business, professional, and religious leaders, m edia and film stars, sports personalihes and opinion- m akers, w ill enhance its acceptance throughout society. 5. Utilise radio and television as the most powerful media for dissem inating relevant socio-dem ographic m essages. Governm ent could explore the feasibility of appropriate regulations, and even legislation, if necessary, to mandate the broadcast of social m essages during prime h m e . 6. Utilise dairy cooperatives, the public distribution system s, other established networks like the LIC at district and sub-district levels for lEC and for distribution of contraceptives and basic m edicines to target infant/childhood diarrhoeas, anaem ia and m alnutrition am ong adolescent girls and pregnant mothers. This w ill widen outreach and coverage. 7. ^nsihse the field level functionaries across diverse sectors (education, rural developm ent, forest and environm ent, wom en and child developm ent, drinking water m ission, cooperatives) to the strategies, goals and objectives of the population stabilisation program m es. 8. Involve civil society for dissem inating inform ation, counseling and spreading education about the sm all fam ily norm , the need for fewer but healthier babies, higher female literacy a«d later m arriages for women. Civil society could also be of assistance in monitoring the availability of contraceptives, vaccines and drugs in rural areas and in urban slum s. 66 Extension Education Services

A p p e n d i x 2 . 2

MILESTONES IN THE EVOLUTION OF THE POPULATION POLICY O F I N D I A

1 9 4 6 Bhore Com m ittee Report.

1 9 5 2 Launching of Fam ily Planning Program m e.

1 9 7 6 Statem ent of National Population Policy.

1 9 7 7 Policy Statement on Fam ily W elfare Program m e. Both statem ents w ere laid on the Table of the H ouse in Parliam ent, but never discussed or adopted.

1 9 8 3 The National Health Policy of 1983 emphasized the need for "securing the sm all fam ily norm, through voluntary efforts and m oving towards the goal of population stabilisation." W hile adopting the H ealth Policy, Parliament emphasized the need for a separate National Population Policy.

1 9 9 1 The National Development Council appointed a Committee on Population with Shri Karunakaran as Chairm an. The Karunakaran Report (Report of the National Development Council (NDC) Committee on Population) endorsed by NDC in 1993 proposed the formulation of a National Population Policy to take "a long-term holistic view of developm ent, population growth and environm ental protection" and to "suggest policies and guidelines (for) form ulation of program m es" and "a monitoring mechanism with short, maritime and long-term perspectives and goals" (Planning Com m ission, 1992). It w as argued that the earlier policy statements of 1976 and 1977 were placed on the table, how ever. Parliam ent never really discussed or adopted them . Specifically, it was recommended that "a National Policy of Population should be form ulated by the Governm ent and adopted by Parliam ent."

1 9 9 3 An Expert Group headed by Dr. M.S. Swam inathan was asked to prepare a draft of a national population policy that w ould be discussed by the Cabinet and then by Parliament. Population and Development Education in Higher Education System 67

1 9 9 4 Report on a National Population Policy by the Expert Group headed by Dr. Swam inathan. This report w as circulated am ong M em bers of Parliam ent, and com m ents requested from central and state agencies. It was anticipated that a national population pohcy approved by the National Developm ent Council and the Parliam ent w ould help produce a broad political corisensus.

1 9 9 7 On the 50th anniversary of India's Independence, Prim e M inister Gujral prom ised to announce a Nahonal Population Policy in the near future. During 11/9 7 Cabinet approved the draft National Population Policy w ith the direction that this be placed before Parliam ent. H ow ever, this docum ent could not be placed in either H ouse of Parliam ent as the respective Houses stood adjourned followed by dissolution of the Lok S a b h a .

1 9 9 9 Another round of consultations w as held during 1998, and another draft National Population Policy was finalised and placed before the Cabinet in M arch, 1999. Cabinet appointed a Group of M irusters (headed by Dy. Chairm an, Planning Com m ission) to exam ine the draft Policy. The GOM met several times and delivered over the nuances of the Population Policy. In order to finalise a view about the inclusion/ exclusion of incentives and disincentives, the Group of M inisters invited a cross-section of experts from among academia, public health professionals, dem ographs, social scientists, and w om en's representatives. The GO M finalised a draft population policy, and placed the sam e before Cabinet. This w as discussed in Cabinet on 19 Novem ber, 1999. Several suggestions were m ade during the deliberations. On that basis, a fresh draft w as subm itted to cabinet.

2000 New Population Policy was passed in February 2000. (See Appendix 2.1)

C h a p t e r 3

HEALTH EDUCATION

"The aim of health education is to help people achieve health by their own actions and efforts. Health education begins therefore with the interest of people in improving their condition of living, and aims at developing a sei\se of responsibihty for their own health betterment as individuals and as members of families, communities or governments."

—World Health Organization

3

CHAPTER

H ealth Education

"Health education aims at promoting the greater possible fulfilment of inherited powers of the body and the m ind and the happy adjustment of individuals to society. It is the educational approach to health problems and as such is concerned with practical measures for the promotion of health and the control and treatment of disease." —WHO

It has been rightly said that healthy mind is in healthy body. Therefore, students in higher education must be made aware of the significance and mearung of health and how to achieve good health. For this health education must be imparted to students otherwise the imhealthy practices like smoking, drinking, taking of drugs, etc. would make the life of youth miserable. Therefore, there is a need to include in the syllabus of colleges and vmiversities a chapter on health education through which they can improve their lives for better health as well as help the society in the prom otion of good health. This can also check the spread of violence caused by the influence of unhealthy practices like dririking etc. Let us now understand the significance and meaning of health as well the need and scope of health education for students in higher education.

SIGNIFICANCE OF HEALTH

Good Health is a prerequisite to human productivity and the "development" process. It is essential to economic and technological development. A healthy community is the infrastructure upon which to build an economically viable society. The progress of society greatly depends on the quality of its people. Unhealthy people can hardly be 72 • Extension Education Services expected to make any valid contribution towards developmental programmes. Health is man's greatest possession, for it lays a solid foundation for his happiness. Charaka, the renowned Ayurvedic physician is known to have said; "Health was vital for ethical, artistic, material and spiritual development of m an." Buddha has said that of all the gains, the gains of health are the highest and the best. Health is not only basic to leading a happy life for an individual but it is also necessary for all productive activities in the society. W ho would deny that a soldier who is not keeping good health cannot be expected to defend the frontiers of his country even when he is provided with the latest sophisticated weapons? Sim ilarly, who would deny that an unhealthy farmer with the best possible technological know ­ how would not succeed in producing the best that can be expected of him? Obviously what is true of an unhealthy soldier or an unhealthy farmer is also true of other categories of workers. Thus, no industry can expect the optimum output if it does not employ healthy workers or does not make and provide adequate facilities for proper maintenance of their health. Undoubtedly, professional efficiency, good health and productivity are inter-related. Yet, health carmot be bestowed upon people if they themselves do not make any effort to maintain a proper balance between their external and internal environments. W hatever one m ay say, a disease stricken society can hardly hope to extricate itself from the clutches of poverty and ignorance that keep it backward and underdeveloped in many areas of life. A nation can become truly healthy only when it succeeds in overcoming also these deficiencies ■ stem m ing from cultural, social, economic and other causes. A nation that is ill-fed can hardly afford to exhibit efficiency in any field. In fact, an epidemic or endemic disease in any part of the world can pose a potential danger to all mankind and even a challenge to modern science. The Planning Commission has stressed the vital importance of public health in the enrichment of community life. It has been stated; "Health is fundamental to the national progress in any sphere. In terms of resources for economic development, nothing can be considered of higher importance than the health of the people which is a measure of their energy and capacity as well as of the potential man-hours for productive w ork in relation to the total number of persons maintained by the nation. For the efficiency of industry and of agriculture, the health of the worker is an essential consideration." In his address to 31st Session of W H O Regional Committee for South-East Asia held at Ulan Botor, Mongolia (22-28 Aug., 1978), Dr. Nyam -Osor, Minister of Public Health, Mongolia read a passage from a poem by Dashdorjiin Natragdorj, which glorifies "Health." It is being reproduced below;'

"Happiness, happiness, happiness It m ay be of different origin on this earth Health Education 73

But the happiness of being healthy Is the real happiness."

Thus, there can be no two opinions that health is basic to national progress and in terms of resources for economic development nothing could be of greater significance than the health of the people. To quote Herophilas, C ., 300 B.C.

"W hen health is absent W isdom cannot reveal itself Art cannot manifest Strength cannot fight. W ealth becomes useless And Intelligence cannot be applied."

As such good health must be a primary objective of national development programmes. It is a precursor to im proving the quality of life for a major portion of mankind.

MEANING OF HEALTH (See Chart 3.1)

Health is viewed differently by different people all over the world. The W orld Health Organisation defined health as "a state of complete physical, mental, and social well-being and not merely an absence of disease or infirm ity."^ Thus, good health is a synthesis of physical, mental and social well-being. As stated in the First Five Year Plan— "Health is a positive state of well-being in which harmonious development of mental and physical capacities of the individuals lead to the enjoyment of a rich and full life . . . It implies adjustment of the individuals to his total environment— physical and social." Some people even define it as a condition under which an individual is able to mobilise all his resources—intellectual, emotional and physical—for optimum living. Thus, health is not static; on the contrary, it fluctuates on a scale which ranges between optim um health as defined by W H O to complete lack of health. Dr. E. Berthet, Secretary-General of the Interrvational Union for Health Education, Paris, defines health as follows: "W e no longer ought to define health only in terms of sickness, but rather in relation to the harmonious development of every individual's personality. After all, it represents a balanced measure of a person's total potentials whether biological, psychological and social; and to the notion of individual health we should add the concepts of family and community health."^ The Health Charter should serve as a spring board to renewed activities, for the health and happiness of humanity.^ It is beautifully expressed in the Vedic benediction: 74 Extension Education Services

To help the individuals to restore health through medical care

XjiAipe [Euoipunj JO |3A3[ 3[qissod jsaqSii] aq) 04 lenpiAipui am SuiuiBjj-aj puB S u i u i e j j j o j sajnseaui iBuoHBjnpa ']ei30S 'leaipaui }0 asn pa)6uipj0-0D puB pamquioa aqx Health Education 75

May all humanity be happy M ay all be without disease M ay all witness auspicious sights M ay none have to undergo suffering

For achieving this, we have to understand the role of health e d u c a t i o n . Health Education is the sum of experiences which favourably influence habits, attitudes and knowledge relating to individual, com m unity and racial health. Health Education has been an integral part of the functions of health personnel since time imm em orial to educate the people pertaining to factors which influence their health. W e have been engaged in the 20th century in finding out new technology and medicines to tackle the problems of health. That is w hy super specialty hospitals have come up in a big way. How ever, we have ignored the role of health education in preventing killer diseases resulting from faulty life style, use of alcohol, smoking, drugs, etc. Let us analyse these health hazards which are causing great misery to individual, families and s o c ie t y .

(I) (\) Dietary Life Styles Muhammad Al-Khrateeb^ in his Article, "New Life Styles' New Diseases" rightly remarks that Recent Social Development—such as bigger incomes and greater availability of a wide variety of commodities—have led to changes in lifestyles that threaten health. Coronary diseases are on the increase because of changes in diets; people are eating more fats, carbohydrates and animal proteins; fast-food restaurants offer ham-burgers, hot dogs and fried chickens; the intake of salt from canned food is rapidly increasing; access to transport facilities reduce physical exercise; and stress is common in their daily life.

(ii) Non-availability of Balanced Diet On the other hand, there is a large population in the developing countries especially India which is suffering from a number of diseases caused by malnutrition and under-nutrition. Some of the diseases are protein-energy malnutrition-related diseases e.g., low birth weights. Iodine deficiency disorders. Vitamin A deficiency disorder, iron deficiency, anaemia, etc. These diseases do not require super specialists' interventions but timely Primary health care and education of mother and simple medicinal interventions. The International Conference on Nutrition (ICN) in 1992 enunciated the following goals: (1) reduce severe and moderate m alnutrition among children under five years of age by half of the 1990 levels, (2) increase the percentage of newborns having an adequate birth weight (2500 grams or more) to 90%, (3) reduce to less than 10% and possibly eliminate iodine deficiency disorders, (4) eliminate Vitam in A deficiency and its 76 Extension Education Services consequences including blindness, and (5) reduce iron deficiency a n a e m ia . Drawing up an integrated national strategy for the prevention of non-com m unicable diseases is both advisable and economically justifiable. But prevention of such diseases cannot be achieved through the efforts of health officials alone. Health education has to be made accessible to the entire population and non-health institutions and various mass media should be mobilized to this end. Research data yielded by national as well as international studies show that early intervention can make the prevention of diseases possible.*’

(2) Use of Excessive Alcohol, Smoking and Drugs World Health, July-August, 1995 has published figures about prevalence of alcohol, tobacco and drugs which are quite alarming/ In developed countries, typically 70-90% of adults consume alcohol. Studies in a number of industrialized countries suggest that 5-10% of drinkers are dependent on alcohol. For several diseases, including cancers of the m outh, oesophagus and pharynx, as well as for many forms of injury including motor vehicle accidents, industrial accidents, drowning, falls, suicide and homicide, the contribution of alcohol is well known, the risk increasing steadily with the amount consumed. W orld-wide, there are about 1100 million smokers with 800 million in developing countries and 300 million in developed countries. About 6000 million cigarettes are smoked every year. In developed countries, about 41% of men and 21% of women regularly smoke cigarettes. In developing countries, about 50% of men but only about 8% of women s m o k e . Tobacco causes about 3 m illion deaths a year now , w ith about one- third of them in developing countries. If current smoking trends persist, tobacco is likely to kill approximately 10 million people a year in 30-40 years time, with about 70% of them in developing countries. If current smoking trends persist, about 500 million people currently alive (about 9% of the world's population) will eventually be killed by tobacco, and half of them will be in middle age when they die, losing about 20-25 years of life. In m any developing countries heroin and cocaine use is becoming more common and increasingly problematic. In several countries heroin use is increasingly replacing traditional patterns of substance use including opium smoking. In many developing countries drug injecting is becoming increasingly com m on, and in these countries injecting often means the sharing of injecting equipm ent, with the risk of H IV , hepatitis and other infections. One crude estimate suggests that, w orld-wide, between 160,000 and 210,000 deaths every year are associated with drug injecting. Norm an Sartorius in his Article, "Putting a Higher Value on Health" in World Health, June 1986 has cautioned about the negative effects of the use of Health Education 77 these horrible drinks in excess. To quote:* "The abuse of psychoactive substances including alcohol, tobacco and narcotic and psychotropic drugs cause enormous damage to the health and productivity of nations. It undermines the quality of life of individuals and their families, and threatens the v^elfare of communities. The health consequences of abuse are also grave, and range from violence and delinquency to liver cirrhosis, brain damage and lung c a n c e r ." Dr. H. Mahler, Former Director General of World Health Orgarusation in his Article, "Smoking or Health: The Choice is Yours" rightly stated: "Sm oking increases the risk of Ivmg cancer, heart disease and respiratory infechons of all kinds. In fact, many of the diseases associated with smoking have become current only in the last few generations, when the habit of smoking factory made cigarettes became widespread." The latest report of South-East Asia Region on Health situation in 1994-97 has clearly brought out the consequences of the use of these substances. A major problem with the use of alcohol is its impact on the health and well-being of the fam ily. A study carried out in India in 1996 reported that drinking families from lower income groups spend from 15% to 45% of their income on alcohol. A high proportion of hospital beds are occupied by the physically and mentally damaged victims of alcohol dependence. M any beds occupied by accidents affected patients are because of alcohol. The causal relationship between tobacco use and diseases such as cancers, cardiovascular diseases, and chronic respiratory disorders is increasingly being studied in most countries of the Region. In India, the num ber of avoidable cases of chronic heart and obstructive lung diseases has been estimated at 12 million per year. Cancer incidence data reveal that almost 50% and 25% of cancers in men and wom en respectively are related to tobacco use. The incidence of oral cancer caused by chewing tobacco is estimated to be one of the world's highest, at about one-third of all cancer cases. Arm ually, tobacco-related conditions are reported to cause 635,000 deaths in India.'' The basic question is how to tackle these non-communicable diseases? H ow to motivate the people using these substances not to do so? What can be done by health experts? The only answer to these questions is the need of strengthening Health Education intensively. Muham m ad Al-Khateeb'“ suggests that drawing upon integrated national strategy for the prevention of non-communicable diseases is both advisable and economically justifiable. But prevention of such diseases cannot be achieved through the efforts of health officials alone. Health education has to be made accessible to the entire population, and non­ health iristitutions and various mass media should be mobilised to this end. Research data yielded by national as well as international studies show that early intervention can make the prevention of disease possible. 78 Extension Education Services

Achieving 'Health for All' requires much more than just setting up a health centre in every district and providing a high standard of medical care within easy reach of everyone. A key element in the prim ary health care approach to Health for All is health education, which seeks to bring about a change in behaviour patterns by m aking essential health inform ation available to all people in a sim ple, direct and effective marmer. It is hoped that people will thus be motivated to evaluate their habits and practices, and will m odify them according to the requirements of health protection and promotion. Behavioural change, however, is too complex a process to be inihated simply by providing a set of facts. The motivation to break a habit must be much stronger than the force of habits or the pleasure derived from a certain practice. The spiritual dimension can be highly influential in this process of behavioural change." In spite of overwhelming evidence linking tobacco consumption and various diseases, including cancer, the consumption of cigarettes in nearly all countries of the world is increasing. The rise in tobacco consumption is especially seen among women and the youth. Non­ smoking campaigns over the past years have been less than successful. This is mainly because of the aggressive advertisements and counter­ attacks by the tobacco industry and the fact that nicotine is addictive. Moreover, most governments are reluctant to take a strong stand on this issue considering that tobacco is a source of revenue and of foreign e x c h a n g e . The need for heightened global advocacy for tobacco control has been stressed by Dr. Gro Harlem Brundtland, W H O Director-General, in her statement to the Fifty-first W orld Health Assembly in M ay 1998. To q u o t e h e r :

"I am a doctor, I believe in science and evidence. . . . Tobacco is a killer. Tobacco should not be advertised, subsidized or glam orized."

O f late there is a m ove to ban Tobacco companies from spor\soring Sports events in India leading to a major debate as to whether it would be at the cost of the Sports activity and so on.

MEANING, NATURE AND SCOPE OF HEALTH EDUCATION

The most important aim of Health Education is to alter behaviour which m ay have directly or indirectly influenced occurrence of spread of diseases in a given cultural setting. A culturally relevant health education program me can be plarmed only after understanding the behaviour in all its manifestations. One of the best definitions of Health Education was offered by W ood in 1926: "Health Education is the sum of experiences which favourably influences habits, attitudes and knowledge relating to Health Education 79

individual, com m unity; and racial health."'^ Different authorities have differently viewed the aims of health education.'^ According to one source;

"The aim of health education is to help people achieve health by their own actions and efforts. Health education begins therefore with the interest of people in im proving their condition of living, and aims at developing a sense of responsibility for their own health betterment as individuals and as members of families, communities or goverrunent."

Another source highlights that, "Health education aims at prom oting the greater possible fulfilm ent of inherited powers of the body and the m ind and the happy adjustment of individual to society. It is the educational approach to health problem and as such is concerned with practical measures for the promotion of health and the control and treatment of disease."'^ Unfortunately, the experts and development plarmers have failed to improve the lives of the people as they do not understand properly the science to communicate effectively with each other or with the people they are trying to help. Most of the people in authority today, who are guiding the people in this field, have not realised the urgency of such education and the benefit it can generate; consequently governments have not taken any substantial steps in this direction. Health education does not mean merely removal of ignorance. On the contrary, it involves four important things:

(i) It provides a person with appropriate knowledge to enjoy decent health and also the knowledge about the occurrence and spread of disease thus enabling him to adopt relevant preventive measures; (ii) It creates in him an interest in his own health and well­ b e i n g ; (iii) It even creates in him an interest for the health of other members of his family as well as of those living in his surrounding; and (iv) It creates in him a desire to support health education programmes in his area.

Besides, Health Education should make the people understand the benefits that they can derive from modem medicine. K.S. Sanjive, Professor of Medicine has said:

"It will not be an exaggeration to say that the paramount step in the effort to take m odem medicine to every comer of the coimtry and every citizen is health education. Health education in its 80 Extension Education Services

widest sense of getting every one to understand what modern medicine can do to diminish disease and death and to be properly m otivated to utilise this knowledge in their daily lives, requires the simple quality of sincerity more than highly specialised techniques."’^

Neglect of health education is one of the main reasons why scientific medicine is not taking root in the country and people are steeped in ignorance and superstition.

ESSENTIALS OF HEALTH EDUCATION

Health education w ould be possible only if the health educator and the receiver are in constant dialogue with each other. It is not wholly correct that the purpose of health education is to m anipulate the receiver. What might be more appropriate is a circular diagram in which the parties to the "Communication Contract" as it is sometimes called, function dually as senders and receivers. This model would avoid the possibilities of misinterpretation. We know that even well-planned campaigns can end in failures if there is no proper monitoring or feed­ back to make sure that the wrong effect is not being created by the communicator, however irmocently. (See Chart 3.2) In a democratic society, the dynamic power which impels governments to action is the voice and enlightenment of the people. People can only pressurise their executive or legislative machinery to undertake suitable health measures when they themselves are aware of the means of warding-off disease and promotion of positive health. This knowledge (Health Education) is therefore a pre-condition and prerequisite to creating the demand for health and setting the pace of implementation of environmental sanitation and the total health policy.

FUNCTIONS OF HEALTH EDUCATION PROGRAMME (See Chart 3.2)

N o health education programme can function in isolation. A health education programme has to be an integral part of various other development programmes. Functionally, a health education programme should aim at bringing about the following change as shovm in Chart 3.3.

(I) A Change in Knowledge The most important need which health education programme can serve is to provide appropriate knowledge about health and diseases to the people. This knowledge should be provided in such a way that the recipients do not find it hard to accept it. How to provide this knowledge in an acceptable way? This is the first challenge faced by a health educator. Meaningful responses are relatively easier to learn than the meaningless ones. The health educator can do a lot better by m aking Health Education 81

C h a r t 3.2

Sender

C h a r t 3.3 82 Extension Education Services

his demands on the response of receivers which are meaningful. For instance, the health educator who gives a big lecture to the mother on the value of practising fam ily plarming without indicating its benefits to her as an individual would be showing inadequate understanding of this principle, for she has to look into her own benefits first. Vigorous efforts would be required to proliferate suggestions that are realistic and meaningful.

(2) A Change In Attitude A change in attitude is possible only when the new knowledge that is offered is acceptable to the recipients. Its utility should also be well known to them. Norm ally, provision of appropriate knowledge should lead to formahon of positive attitudes not only towards a person's own health but also towards the health of other members of the c o m m u n i t y .

(3) A Change in Behaviour Once positive attitudes are formed, these must reflect in the behaviour of the recipients. They should not only become m indful of their past behaviour but should also avoid doing things which can in any w ay influence occurrence or spread of diseases.

(4) A Change in Habit The change in the behaviour of the recipients must lead to habit formation. A habit can be formed only when the behaviour becomes repetitive. If proper habits are formed, not only the individuals concerned but the whole community will be benefited. Habit formation, however, is a slow process and it has been well said, that 'habits die h a r d '. The persuasive communicator or health educator should be interested both in the long range effects of his messages and in their inihal effects. As a matter of fact, he should be interested in turning the learned responses into habitual ones. W hat are the other principles that guide the establishment of a response? First, the probability of respor\se will increase w ith the increase in the num ber of rewarded repetitions. As long as the stimulus with reinforcement following each correct response is not adequately repeated, it will not become a habitual response. M any messages are short-lived because of lack of reinforcement and are likely to become extinct. Second, in order to establish habit patterns, it w ould be necessary to have a shorter interval between response and reward. Third, habit formation is easier when shmuli are presented in isolation. A nutrition message when unaccompanied by another message such as sarutation message facilitates habit form ation. Fourthly, tim ely increase in reinforcement will further strengthen habit formation. Fifth, receiver's original level of motivation will also influence her habit form ation. The mother having a better level of motivation from the beginning will find Health Education 83 habit formation much easier. Sixth, providing timely information about receiver performance, would lead to further improvement in performance. Providing selective inform ation to a mother on the positive aspects of her performance will also improve her performance. Thus, communication of health ideas can yield the desired result if the abovii principles are followed religiously.

(5) A Change in Customs AcquisiHon of positive attitudes leading to appropriate habit formation must sooner or later, evolve into customs. Only when a substantial num ber of people in a given cultural setting start behaving in a customary manner, one can say that behaviour has become a part of their customs. Don Palmer in his article "Social Health: A True Story, Culture and Tradition as Medicine" in the Daily Tribune dated 26th January 2000, rightly stresses the need of health education. Modern urban life, devoid of the goodness of social health, can be particularly tough for yoimg indigenous inhabitants of developed countries. Some kill themselves, while many more drift into drugs, alcohol and crime. Now a prison programme is helping in rehabilitation of aboriginal offenders by reintroducing them to their cultural traditions. It needs to be re-emphasised that health education is a slow process and that it proceeds gradually—a part of the process may get established without any problem but additional efforts m ay be required to complete the whole process. This process m ay be directed towards the following important programmes: (See Chart 3.4)

(a) Personal hygiene. (b) Knowledge of m odem medicine, i.e., use of health services. (c) Nutrition. (d) Mental health. (e) Prevention of communicable diseases. (f) Care of children. (g) Environm ental sanitation. (h) Hum an physiology. (i) Life style diseases. (j) Education about Alcohol and drugs.

Health education must be imparted keeping in mind latest developments in the field of health. Life is changing fast and the individuals must be educated in the new technology—its role and limitations. M r. V. Tatochenko, a member of the W H O Expert Panel on Maternal and Child Health in his Article on "Education for Health" said, "Rapid changes in life styles and the evolution of views on health and disease call for new departures in health education. A quick glance of health education material of even one generation ago will show how fast 84 Extension Education Services

C h a r t 3 .4

it tends to get out of date. Medical facts, it has been estimated, get outdated within a decade or so. Effective health education, therefore, requires a continuous stream of knowledge, development of the people's ability to absorb it, and decisions taken on the basis of a constantly changing body of inform ation.’*’

METHODS OF HEALTH EDUCATION

Health organisations are set-up to promote positive health. A good Health Education 85 health organisation must establish environmental linkages, i.e. points of interactions with the environment. These can be classified into four categories: enabling, functional, normative and diffused. The enabling linkage ensures and protects the organisational authority to operate, its access to resources and its power to achieve results. Functional linkage is to link the programme with the task environment. Norm ative linkages try to m odify the behaviour of the people into the existing value system of the society. Diffused linkages im ply reaching the clients through public relation (health education). Sociologists have categorised diffusion process which leads to a widespread acceptance of the programme into five critical stages: awareness (the individuals first introduction to a new idea or practice), interest (the stage at which he actively seeks further information and background data), evaluation (the stage of assessment on critical grounds), trial (a limited phase of experiment), and finally acceptance or adoption. These processes have been occurring for centuries. The need of the present day health administration is to accelerate adoption of the health programmes and to control diffusion process in a short span of time to achieve effective implementation of health programmes. Changes in knowledge, attitudes, behaviour, habits and customs can be brought about by 'personal' as well as 'impersonal' methods of health education. These methods have certain advantages and disadvantages. W hile personal methods involve face-to-face interaction, the impersonal methods do not require such a close personal contact. Personal methods are indeed more convincing and generally more successful. How ever, the success of personal methods greatly depends on the establishment of a good rapport between the health educator and his recipients. The impersonal methods are relatively simpler and even less time-consuming. The radio, the newspapers, the posters, and the pamphlets, etc. can all play an important role in imparting health education. Experience with personal and impersonal methods of health education have revealed that if both the methods are used simultaneously one can obtain better results than sim ply using one or the other method. The most important aspect in the adoption of the programme is the use of inter-personal relationships. Alastair Metheson, Deputy Director of UNICEF's division remarks on the basis of his research that;

"To get people to act in way that conform to new values almost always requires that mass communications to be reinforced by personal influence."*'

Thus, we see that communication, i.e. dissemination of inform ation is only an important element in health education. The adoption or acceptance may not take place simply by communicating health information. A study conducted by United States Public Health Services 86 Extension Education Services has revealed that, "Unfortunately knowledge alone does not motivate a person to act in accordance with it. He may well know the correct answers to questions without really believing and accepting such information as the basis for his own action." Dr. Gisela Gastrin, a Finnish physician mentions in his article, "How Education Helps"; "People can be motivated to adjust their outlook towards health and disease, but before this can happen their negative attitudes have to be countered with factual information. . . Education needs to be a part of a comprehensive programme in which responsibilities involving the health authorities and others are clearly delineated and resources allocated."'** For effective health education, people's involvem ent is essential. Eric R. Ram"* in his article, "Information is Power" in World Health, rightly says that m aking people aware of their rights and responsibilities helps them to determine their own health priorities and take part in solving their own health problems, a step so essential in the process of empowerment of the people. We have to employ all credible channels of communication, including the traditional methods of story-telling and dram a, in order to reach all people. Film s, radio and television whenever available can be useful, but we have to recognize their limitations; they are useful in creating awareness among people in their communities, but to bring about a real change in health practices, people have to decide for themselves and take responsibility for their own health. It was mentioned by Dr. E. Berthat in his article, "A New Role for Teachers" that besides information and motivation, action is indispensable. He said that "Inform ation and m otivation are not enough; it remains for governments to ensure that a good health infrastructure is available to all the people. Health education has to convince the men and women who are responsible for taking decisions that health is a basic raw-material for their country's eventual social and economic developm ent."™ A health educator, as a persuasive communicator can make the best possible use of the personal methods of health education. But he has to see that the messages which he is delivering get mentally registered with his recipients. Actually, he can present his message and then wait until he gets the requisite respoiise from his recipients. D .F. Skinner has distinguished between two types of approaches to the learning situation, as 'operant behaviour' and 'respondent behaviour'. The two situations have also been described as involving instrumental learning and conditional learning. In 'instrumental learning situations', which involves 'operant behaviour', the health educator will present his message and then wait for the receiver to m ake^ correct response. W hen the receiver makes this response, the health educator will attempt to fix the response by the appropriate award or reinforcement. On the other hand, in 'conditioned learrung situation' which involves 'respondent behaviour', the health educator presents his message in such a w ay that he elicits the Health Education 87 response that he wants from his recipients and thus the stimulus that originally served to elicit the response becomes the reinforcing or rewarding element in conditioning. Undoubtedly, conditioning is much more efficient than instrumental learning. It is, however, necessary for the health educator to be aware of both kinds of situations since the condition for using 'respondent behaviour' may not be present in the persuasive situation. The health educator has to be aware that the recipients of his messages differ in the ways in which they leam a given response. They may give different resporises essentially in the same situation because of certain specific reasons.

TRAINING OF PERSONNEL FOR HEALTH EDUCATION

We can divide the personnel for health education in two categories, i.e.. Health W orkers like teachers, social workers, physicians, nurses, etc., and Specialists, i.e., the persons specially trained for this f u n c t i o n . Objectives of training for Health Workers are;

(1) To create an awareness and understanding of the health education aspects of health work and of the principles and procedures to be considered in achieving these purposes; (2) To foster an interest in health education in all health p e r s o n n e l ; (3) To teach the right way to communicate with individuals' families, com m um ty groups, and the general public; (4) To stress the importance of team work for the realisation of effective health education; and (5) To strengthen the aspects of health educaHon in the curriculum of medical education.

The m ain objechves of training health education Specialists are:

(a) To establish professional standards to secure public confidence. It is essential that such specialists possegs an ethical code and technical competence which govern their behaviour and standards of performance. (b) To prepare specialists to encompass health 'education planning, organisation, coordination, dissemination, training, studies and research.'

The health education Specialist should acquire through liis basic education and post-graduate training the following qualities:

(a) A high degree of competence involving a thorough understanding of the importance and implication of cultural. 88 Extension Education Services

economic and social influences in relation to health. (b) Special competence in planning, organisation, administration, evaluation, etc., of health education aspects of health programmes. (c) The ability to give technical leadership in planning and conduct of health education, training for health workers and w'orkers in closely related fields (content, methods, planning, e tc .) . (d) Skill in giving technical guidance and consultation on planning, preparation, pre-testing, producHon, and use of visual materials. (e) The ability to assume technical leadership in cooperation with others in planning and execution of studies, and research on major health education problems. (f) Thorough knowledge of educational principles and methods involved in planning and arranging of seminars, conferences, meetings, courses, teaching units, etc. (g) They should acquire latest information from research in teaching and learning relevant to health education.

CONCLUSION

W ithout evaluating the impact of health education programmes on the bulk of the people, one cannot possibly identify positive as well as negative aspects of the programme. An objective evaluation of the health education programme alone can help one improve the guidelines for future action. 'Cost-benefit' analysis should be an integral part of this evaluation, so that one may assess how available resources have been utilized. Through objective evaluation; one may also be able to curtail mass production of ritualistic health education material as produced by various health education bureaus. The amount thus saved can be effectively utilised for a more purposeful and meaningful health education programme. Health education is the most difficult task as habits, usages and customs are deeply entrenched. But health administration would fail in its purpose if it could not produce social change through health education. That is why it has been said that "it is easier to destroy mountains than to change our customs."^' Professional training helps the health experts to deal with the health changes effectively. Their pharmacopoeia in both fields must be strong in order to translate the findings of biological investigations into social application. So over and above each technical act; there is a corresponding education function which doubles the value of the act, increases its efficiency and endows it with real human and social value. G. Borkar in his book, "Health in Independent India" writes that all progress in public health depends ulHmately on the willing assent and cooperation of the people and their Health Education 89 active participation in measures intended for individual and comnnunity health protection, considering how much of illness is the result of ignorance of simple hygienic laws or indifference to their application. In practice, no single measure is productive of greater returns to outlay than health education.Thus, health education can influence the lives of people for many generations. W HO conducted an interview of a Mongolian Feldsher. He stated that, "conducting continuous health education is m y first duty, prevention is our basic principle. Every effort is made to raise the health knowledge of the people. Child care, correct feeding and vaccinations are among the most im portant topics for health education.'"^

N o t e s a n d R e f e r e n c e s

1. WHO, SEARO, S.E.A./RC/31, p. 59. 2. Government of India, First Five Year Plan, p. 88 3. W H O , World Health, M ay 1979, p. 23. 4. Government of India, First Five Year Plan, p. 511. 5. Muhan\mad Al-Khateeb, "New Lifestyles, New Disease" in World Health, July 1989, p. 23. 6. Ibid. 7. W H O : World Health, July-A ugust 1995, p. 16. 8. World Health, Feb.-March, 1980. 9. WHO: SEARO: Health Situation in the South-East Asia Region, 1994-97, New D elh i, 1999, pp. 149-51. 10. World Health, July 1989, p. 23. 11. Abduimoneirn Aly: Health Education Through Religion, in World Health, July 1989, p. 27. 12. John J. Hanlon, Principles of Public Health Administration, St. Louis, 1960, p. 402. 13. WHO, Technical Report Series, No. 89, p. 4. 14. W H O , Ibid., No. 156, p. 3. 15. K.S. Sanjive, Planning India's Health, Orient Longman, New Delhi, 1971, p. 64. 16. W H O , World Health, Feb.-M arch 1979, p. 24. 17. U N IC E F , UNICEF Netvs, "Communication: A Tool for Development", issue 84/ 1975/12, p. 18. 18. W H O , World Health, N ov. 1975, p. 14. 19. World Health, Jan.-Feb. 1989, p. 9. 20. World Health, M ay 1979, p. 25 21, Bosnian proverb. 22, Borkar, Health in Independent India, p. 217. 23. W H O Technical Report Series, 1954.

Chapter 4

CAREER ORIENTATED PROGRAMMES AT FIRST DEGREE LEVEL IN UNIVERSITIES AND COLLEGES

The U G C has been implementing the programme of Career Orientation to Education (Vocationalisation of Education) since 1994-95, devised in conform ity with the National Policy of Education, 1986 (revised in 1992). The purpose of this programme is to ensure that the graduates have knowledge, skills and attitudes for gainful employment in the wage sector in general, and self-employment in particular, so that undue, pressure on post-graduate courses is reduced.

—National Education Policy, 1986, Revised in 1992

4

CHAPTER

Career O rientated Programm es at First

D egree Level in Universities and

C o l l e g e s *

"Developed countries lay great emphasis on career orientation. India should learn a lesson and introduce quality career orientation to strengthen the Infrastructure of our c o u n t r y ." —UNESCO

U N ESC O defined vocational education as a "compiehpr^ive term embracing those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understandings and know^ledge relating to occupations in various sectors of economic and social life. Such an education would be an integral part of general education and a means of preparing for an occupational field and an aspect of continuing education." (See Chart 4.1) As per the Revised P O A , 1992, certain aspects of the scheme have been revised in connection with financial outlays for equipment, construction of w ork sheds, vocational surveys, raw materials and field visits. The essentials for success of vocationalisation are as follows:

(i) The credibility of the programme should be established. (ii) This w ould depend on its quality, relevance and acceptability. (iii) Education-em ploym ent linkages should be established.

* See Appendix 4.1 for some abstracts on Launching of Employment-oriented Courses, Dr. Abid Husselr\ Committee Report, University of Delhi. 94 Extension Education Services

C h a r t 4 .1

Career Orientation (Vocational Education)

— » Imparting Theory and Skill Enriching the Society through the in Selected Careers needed provision of trained workforce by the Society I I Resulting into skilled n^anpower Higher Quality of needed by Industry, scientific and goods and services ^ ^ ^ M h n o l^ c a l institutions

...... Tackles the problems of unemployment through the Technology and Economic provision of highly skilled Development manpower

Nation develops and provides high quality of life

Industry, commerce and technology can compete with the process of alobalisation, privatisation and liberalisatioti

(iv) Adequate infrastructure— physical and academic— should be p r o v i d e d . (v) Supply of funds over an extended period of 5-10 years has to be assured. (vi) Curriculum development should be effected in consultation with employers. (vii) Enlisting community involvement and participation. (viii) Active cooperation of Government Deptts. with Deptt. of Education at the Central and State level.

Developed countries lay great emphasis on career orientations. India should leam a lesson and introduce quality career orientation to strengthen the infrastructure of our country. Career Orientated Programmes at First Degree Level 95

Earlier this scheme was known as Vocationalisation of Education, Rameshwari Pandya in an article, "Vocationalization of Education" states that Vocational Education is "Instructions intended to equip persons for industrial or commercial occupation. It m ay be obtained either form ally in trade, schools, technical secondary schools or in the job training programmes or more inform ally by picking up the necessary skills on the job without actual supervision." The term 'vocationalization include in their curriculum those subjects, likely to generate among the students some basic knowledge, skills and dispositions that might prepare them as skilled workers or take up other technical occupations. Archna Mohapatra, Debendra Kum ar Biswal, Bhabagrahi Biswal in their article, "Research on Vocational Education: the Indian Scene" state that the National Policy on Education (1986) gave a new impetus to vocational education. This policy states, "The introduction of systematic, well-plarmed and rigorously implemented programmes of vocational education is crucial in the proposed educational reorganisation. These elements are meant to enhance individual employability, to reduce the mismatch between the demand and supply of skilled manpower and to provide an alternative for those pursuing higher education without particular interest and purpose." In 1985, the National Working Group on Vocationalization of Education, chaired by Dr. V.C. Kulandaiswamy undertook extensive review df-ybcational education in the country and prepared guidelines for the development of the programme. It defined the concept of vocationalization at different levels and recommended the linkages required among different agencies running vocational programmes, setting up of a well knit management system, and action plan for prom otion of vocationalization in the country and liberal central financial assistance for achievement of the targets fixed. The purpose was to introduce vocational education in a big way. In 1987, the programme of action (POA) prepared by the Ministry of Education for implementation of NPE (1986) in the field of vocationalization accepted the model suggested by the Kulandaiswam y working group. A detailed framework of the programme of vocationalization of education to be launched in the country was formulated in consultation w ith experts and discussed in the conference of State Education Ministers held in 1987 and a board consensus was arrived at on various components of the programme. This set the ball rolling and took some time by the ministry of H R D and U GC. As stated in the Xth Plan guidelines of U G C on career- oriented programmes. The UGC initiated a major progranune of vocationalisation at under-graduate level during Vlllth Plan (1994-95). The scheme was designed to erasure that graduates who pass out after cojngleting these courses would have knowledge, skills and aptitude for gainful employment in the wage sector in general and self-employment 96 Extension Education Services in particular.' Since the inception of the scheme and until the end of the IXth Plan, 2,124 colleges and 38 Universities have been provided assistance for the introduction of Vocational Subjects involving a total grant of more than Rs. 200 crore during this period (1994-2003). The U G C has decided to recast the vocationalisation programme at under-graduate level under a modified scheme of CAREER ORIENTATION PROGRAM M E. The UGC would like to introduce a flexible system of certificate/diploma/advanced diploma programme, which will run parallel to the conventional B.A., B.Com. and B.Sc. degrees. The Universities/Colleges may formulate their own, 'Need- Based', career-oriented courses based on the guidelines suggested by the U G C . The course content of the identified subjects has to be framed by the Universities on the pattern suggested by the U G C . The UGC has constituted a Standing Committee on Vocational Education (SCOVE) to advise on matters concerning identification of institutions to be supported for introducing vocational subject(s), training of teachers, preparation of reading material, revision of syllabi, exploration of new areas for preparing additional need-based vocational subjects, monitoring of implementation of new areas for preparing additional need-based vocational subjects, m onitoring of implementation of the scheme, etc. (See Chart 4.2) To begin with, the UGC Core Committee on vocationalisation of Education at the first-degree level identified 35 vocational subjects w ith detailed syllabi. Subsequently, seven subjects, which were not on demand, were dropped from the list, and ten other new subjects were included in the list with a view to cater to the needs of students from rural, hilly, tribal areas and the wom en with specific reference to North- Eastern Region of the country. Till now, 38 vocational subjects are in operation. (See Appendix 4.1.) The U G C provides financial assistance to the selected institutions for introduction of the identified vocational subjects as per the guidelines prepared by the SCOVE. Assistance from the UGC will be limited to Rs. 3 lakhs (Rs. 2 lakhs non-recurring and Rs. 1 lakh recurring) for each subject belonging to Hum anities, Social Sciences and Commerce groups and Rs. 9 lakhs (Rs. 7 lakhs non-recurring and Rs. 2 lakhs recurring) for a subject from Science and Engineering groups. The recurring assistance will be available for a period of five years.^

Preamble Globalisation of education and economy has led the University Grants Commission (UGC) to reorient and reshape its policies and programmes to make the current Indian Higher Education System more relevant and career-oriented with focvis on quality and excellence. It is envisaged that professionally qualified graduates with a sound knowledge of their core disciplines and expertise in a concerned skill w ill Career Orientated Programmes at First Degree Level 97

C h a r t 4 .2

UGC and Career Employment in General Orientation ^ ----- ► Initiated in 1994-95 and Self-Employment Programme

, Support to Colleges

(^^nltoring by UGC^

have more openings in service, industry and self-employment sectors. Dem and and scope for such professionally trained graduates are visible in the applied fields of almost all basic/core disciplines and faculties in the current changing global scenario and is likely to increase in the future. To meet this challenge, during the Xth Plan, U G C would like to encourage incorporation of skill-oriented and value-added courses in colleges/universities to be opted by students as a parallel sub-discipline while pursuing their degree level education.

OBJECTIVES

The objective of this scheme is to introduce career and market- oriented, skill enhancing added courses that have utility for job, self- employment and empowerment of the students. At the end of three years, the students will be equipped with a Certificate/Diploma/ Advanced Diploma in an add-on orientation course along with a conventional degree in Science/Arts/Commerce. The institutions should offer a wide range of career-oriented subjects in various related areas.^ Some of the indicative courses for Science^ stream could be Information and Computer Technology, Refrigeration, Biotechnology; Hospital Waste Disposal Management and Sericulture, etc. For the Social Sciences and Humanities streams, the courses could be of inter­ disciplinary nature, vi^. Applied Sociology, Applied Psychology, Tourism, Fashion Designing, Translation Proficiency, Television and 98 Extension Education Services

Video Production. For the commerce stream, courses could be in Insurance, Banking, e-Commerce W orld Trade, Foreign Exchange Trade, Retailing, etc. the courses offered should be of inter-disciplinary nature. There should be no waster tight compartments and students should have the freedom to diversify into various fields not necessarily related with their core discipline. For instance, a student pursuing a bachelor's degree in a science subject could side by side pursue a course in Event Management. Similarly, a student with Arts background may have the option to pursue a course in Science Journalism. All Colleges and Universities recognized by the U G C under Section 2(f) and 12(B) of U G C Act, 1956 are eligible for implementing the scheme of Career-Oriented Programme. Essentials: Vocational Education to be successful must take care of the follow ing essentials:

(i) ways and means of introducing vocational, career-oriented subjects at a number of institutions, within the limited availability of resources, so as to provide competency-based e d u c a t i o n ; (ii) to provide m ultiple choice for the students to select vocational career-oriented subjects in the humanities, social sciences, sciences and commerce, etc.; (iii) to provide a career orientation within the present theoretical subjects to make under-graduate education a terminal stage by developing competencies for the world of work; (iv) to consider providing field in placements for students of different disciplines; (v) to provide mobility in changing institutions, from one college to another, conventional to open universities; and from one state to another. Such an exercise w ould help a greater degree of mobility for both the students as well as the teaching c o m m u n i t y ; (vi) to introduce modern techniques of teaching vocational/career- oriented subjects; (vii) to provide in-built mechanism in a university to review and revise syllabi and courses at regular intervals; and (viii) to permit institutions for starting vocational/career-oriented subjects at the under-graduate level by generating their own funds and utilising the existing infrastructure available with t h e m .

In addition, there should be linkages between industry and vocational courses being taught. Both for identification as well as training of skills, close collaboration between the universities and the industries is urgent. So far, at least in West Bengal, the response from the industries has been Career' Orientated Programmes at First Degree Level 99 lukewarm. Hum an resource developmer\t scheme, as these vocational courses are, have to be a joint venture of the two sectors— education and industry. W hile the academic sector has come forward to advance this system, the industrial sector is lagging behind."' The following were recommended to ensure vocational education to get its due place;

1. Maintain continuous link with the colleges to look into their problems in developing the courses; 2. Maintain link with the industries that would extend support to the vocational streams; 3. Arrange for the signing of Memoranda of Understanding (M oUs) between em ploying institutions and the colleges; 4. Initiate projects to assess the needs of the market; 5. Arrange workshops and seminars to create awareness for the vocational programmes; 6. Hold negotiations with the West Bengal Industrial Development Corporation (WBIDC) and the financial institutions for promoting self-employment and entrepreneurship schemes; 7. Make a panel of the guest faculty for each vocational stream; 8. Monitor the expansion of vocational stream according to m anpower requirements; 9. Assist the colleges to arrange for practical and on-the-job t r a i n i n g ; 10. Initiate the question of financial support with the state government; and 11. Collect and maintain data to provide feedback information to t h e U G C . 5

Pardeep Kum ar Misra based up on his analysis of all Five Year Plaris suggested the following essentials to make career orientation a s u c c e s s .'’ After analyzing all the Five Year Plans and their recommendations for vocational education, some specific suggestions are made to benefit from this important venture of our education system which is more theoretical than practical and job-oriented. These are:

1. A system should be developed where only possessing a certain degree must not be the sole criterion for recruitment for anyone on any post. Preference in lower or middle order jobs m ay be given to those candidates who have successfully completed any vocational training; 2. Sufficient opportunities should be provided to those students who have completed vocational education to find gainful employment; 100 Extension Education Services

3. The provision for diversion of students to vocational education at +2 stage should be strictly based on their aptitudes and capabilities; 4. Special teacher training programmes should be started for those teachers who have to teach vocational courses at 10+2 and 12+3 stage; 5. Present education system bears an academic (theoretical) nature and it is far away from practical or real life. Reorientation of different educaHonal stages, mainly secondary and tertiary, should be taken up to make it more practical and related with employment/self-employment opportim ities; 6. Special attention should be given to improve the quality of vocational education because most of our economic development is based on it; 7. Vocational/career courses in educational institutions should be introduced in a flexible manner linked with emerging work opportim ities; 8. Experienced craftsmen and practitioners from different vocational fields should be used for imparhng operational skills to trainees without undue insistence of pedagogy; and 9. State Bureaus of Educational and vocational guidance should be established in the field of vocational education and to provide career information to the students opting for vocational education.

In all the Five Year Plans, vocational education was seen as an instrument which could fight unemployment and maintain the economic progress of country. But the main problem in achieving this objective is that most of the suggestions/recommendations have never been implemented in real situations. This needs to be corrected in the Xth P l a n .

PROBLEMS

(1) Shortage of Equipm ent resulting into the emphasis on theory. Until and unless students learn on machines, how can they would be able to work on-the-job. (2) Shortage of funds— Vocational education requires large funds while availability is very less. (3) Lack of competent teachers—W e need teachers from industry. Our traditional teachers in colleges can not teach students in vocational courses. (4) Vocational courses does not match local needs causing unemployment. (5) No linkage with industry. Career Orientated Programmes at First Degree Level 101

(6) No market research for placemer\ts. (7) Vocational course treated like another course. (8) Lack of perfection in the vocation course among students and t e a c h e r s . (9) Students join vocational courses simply to get while collard job and work not as workmanship. (10) Salary structure of technical personnel is very low in India as compared in the developed world.

FACTS AND SUGGESTIONS

(I) Need of giving top Priority to Career Orientation to Face the Challenges of Globalisation Thus, on the whole, it may be said that the education system in Japan reflects the national character, helps to strengthen it and also helps the country secure a prominent place on the world map in several spheres for its miraculous progress in the advancement of industries and commerce in particular. The rise of per-capita income in Japan alongwith increased foreign trade, etc. is a reflection of its continuous growth and prosperity. India has tremendous scope of advancement in almost all areas provided we also follow Japan's foot-prints in the area of educational reconstruction coupled with social and economic development. W e are far more fortunate to have a large land area, hum an resources and also the natural resources. W e can, therefore, make tremendous progress in the area of industrial development because we are quite rich in raw materials. Our country needs the realization that education is a very vital mearis of economic and social development and, therefore, it should be given the top most priority for our developmental process. Vocational education should be given the priority in the educational curriculum at all levels.^ Some of the im portant principles of 1985-86 educational reforms in Japan are as follows:

(i) Principle of putting emphasis on individuality, (ii) Putting emphasis on fundamentals, (iii) Cultivation of creativity, thinking abihty and power expression, (iv) Expansion of opportunities for choices, (v) Hum anization of educational environment, (vi) Transition to a life-long learning system, (vii) Coping with internationalization, and (viii) Coping with information age.® 102 Extension Education Services

(2) Need of Career Orientation to be of Contemporary Relevance to bring about Social Transformation The thrust of the vocational courses is to bring about social transformation through different areas of Arts, Humaruties, Social Sciences, Commerce, Science and Technology in such a manner as to make the students offering these courses self-reliant enough as to become employable. The purpose is of as contemporary relevance as ever besides being noble. But this should not remain merely an adventure of ideas as it is likely to be even in its transplant culture, without disturbing the pattern of combination of subjects on the offer in a three year degree c o u r s e . It can thus be seen that the scheme has numerous challenges to overcome but nonetheless it is a great opportunity for the UGC to establish its credentials vis-a-vis its role and responsibility towards the collegiate sector. Colleges constitute the core sector and here the concern of the U G C is both timely and laudable. The interest so far shown in this area promises extension of social opportunities to youth while making the entire scheme a definite new dimension to the conventional courses and combination which the colleges keep on repeating throughout. It is a bold effort to involve the colleges in the national venture of generating employment opportunities for the youth despite limitations in budget allocations in the higher education sector.'^

(3) Need of Defining National Vocational Qualifications It means that in career orientation, we should value output and not input as the success depends on output. U K has the most developed system for the delivery of high quality competence-based vocational qualification in the w orld, as they are the pioneers in it. W ithin Europe and around the w orld, others are following their lead. The UK's body of expertise in these areas is unparalleled and ought to be of close interest to everybody with training issues. Indian government is also keen to develop and achieve the highest quality m anpower to face the future technological challenges. The global certification through NVQ s will open new avenues in the all round development of the employee. The success of N V Q s, lies with the employer in meeting the skill needs of the world class standards. The technical institutions like ITIS and Polytechrucs have a great scope to play an important role in the N VQ s system.'"

(4) Need of Removing Obstacles Quickly to have Impact of Career Orientation It is evident that the progress of vocational education programmes has been very slow. Several problems are creating hurdles in successful implementation of vocational education programmes. These problems are mainly related with the curriculum, training, methods, faculty, funds facilities and availability of resources, etc. Firstly, we should rem ove the Career Orientated Programmes at First Degree Level 103 hindrances for implementation of vocational education programmes and then achieve the objectives of vocational education."

FUTURE OF VOCATIONAL EDUCATION

The Path Ahead (Tenth Five Year Plan) The growing problem of unemployment among the youth requires a recasting of the entire vocational education scheme. Future policies on vocational courses must revolve around the following issues:

• There is a need to sensitize state goverrunents and Union Territory Adm inistrations on the importance of skill training/ vocational education in the context of the problem of unemployment. • There is an urgent need to cater to the Class VIII pass-outs whose numbers w ill swell with success of the Universalisahon of Elementary Education and the Sarva Shiksha Abhiyan initiatives. • There is need for careful assessment of the stage at which the trades of Fitter, Turner, Blacksmithy, as also courses like Accountancy, Typing, Book-keeping and Secretarial practices are to be introduced. • The duration of various vocational courses also needs to be carefully assessed. • There is also a need for vertical mobility in the vocational stream. Students who complete +2 in a particular stream should be able to specialize and obtain diplomas and degree certificates so as to get value-added jobs and better em ploym ent opportunities. • The vocational courses should be demand and need-based, keeping in mind the constantly changing requirements of technologies/industries. Vocational courses must have an in­ built flexibility to allow students to switch courses with changes in demand patterns. • The existing scheme should be strengthened by involving industries through M oUs in the designing and certificatton of courses and training of students and faculty. • At present, most of the vocational courses are in the manufacturing sector. Given the slow growth in this sector and the exploding opportunities in the services sector, vocational courses should concentrate more on the latter. • There should be focus on convergence of schemes like the Sarva Shiksha Abhiyan, Adult Education, and Vocational Education Programme at schools, polytechnics, community colleges, etc. • There is a need to have a relook at the vocational education 104 Extension Education Services

scheme given the fact that a number of districts in Uttar Pradesh, Bihar, Haryana, Rajasthan and Madhya Pradesh have a poor industrial base. • The syllabi of vocational subjects should be updated on a regular basis to keep pace with changes in technology. This is specially relevant in trades like food processing, dairy technology, leather and tanning technology, etc. • Vocational institutes should also be networked with professional institutes like the Central Food and Technology Research Institute (CFTRI), Mysore, Central Leather Research Institute (CLRI), Chennai, etc. to keep abreast with technological developments. • The vocational education scheme should focus on the capacity of the local industry to absorb students of a particular trade. Excess supply of students of a particular trade needs to be avoided. In this context, there is need for diversification even within a trade. • Urgent attention needs to be given to training vocational education teachers. • There should be regular exchange of ideas/skills among vocational educahon teachers, master craftsmen and trainees. • The apex industry associations like the Federation of Indian Chambers of Commerce and Industry (FICCI), Associated Chambers of Commerce and Industry (ASSOCHAM ) and Confederation of Indian Industry (CII) need to be involved to a greater extent in the implementation of vocational education programmes and imparting of skills.

Issues of Concern in Vocational Education (Xth Plan) The vocationalisation of education at the secondary stage of schooling has achieved only partial success. The students prefer general courses—like science, arts or commerce at the +2 level and later in tertiary sector of education. They constitute the bulk of the 60 million educated unemployed youth in the country. On the other hand, the country requires technical and skilled m anpower particularly in view of the liberalization of the economy in recent years. There are immense opportunities for trained manpower in a developing economy like India's, especially in the agriculture, manufacturing and social services sector. A properly planned and effectively implemented vocational educating system will enable the unemployed youth to take up some useful employment. The scheme was evaluated by Operation Research Group (ORG) in 1996 and also by the N C ER T in 1998. Some of the important findings of the O R G evaluation are:

(a) States are according low priority to vocational educahon; Career Orientated Programmes at First Degree Level 105

(b) The Directorate of School Education, by and large, are found to be working in isolation with little interaction with other relevant departments; and (c) State governments are reluctant to appoint full time teachers because they are worried about taking on a long-term committed liability, in case the scheme is discontinued.

Some of the important recommendations of the N C ER T Evaluation of 1998 are:

(a) The vocational courses should be provided in general schools in active partnership with industry and in close collaboration w ith the block level vocational institutions (BLVI) that m ay be established in rural areas. (b) The vocational stream should be treated like the arts, science and commerce streams and students passing out from this stream at the +2 stage should have direct access to the tertiary stage in a related discipline. (c) The National Curriculum Framework of the N C ER T should be restructured to give due emphasis to work experience, pre- vocational and generic vocational competencies at various levels of school education. (d) Full time teachers must be appointed on a regular and permanent basis as in the case of the academic stream. (e) All vocaHonal courses at the +2 level must be covered under the Apprenticeship Act, 1961. (f) The large infrastructure in polytechnics and the +2 vocational wings in the higher secondary schools, besides those of various departments and NGOs should be reviewed for optimal utilization of facilities in the existing vocational education programme.

Keeping in view the growing problem of unemployment, the Plarming Commission constituted a separate working group on vocational education for the Tenth Plan in 2000. In line with the recommendations of the working group, tht centrally sponsored scheme is proposed to be recast in the Tenth Plan with the following features:

• The vocational courses in schools should be competency-based and in modular form with a credit transfer system and provisions for m ulti-point entry/exit. • There is a need to establish linkage between vocational courses at the +2 level and courses at the university level. The present admission criteria for entry into vocational courses at the graduation level also needs to be changed. Tlie existing schtnne should be strengthened by involving 106 Extension Education Services

industries through memorandums of understanding, in designing of the course, development of the curriculum, training of faculty/students and certification of the courses. • In order to sustain the scheme, schools m ay consider charging fees and the courses may be designed on a self-financing b a s is . • The apprenticeship training facility needs to be utilized fully and made compulsory. To achieve this, the placement of those w ho have completed vocational studies for apprenticeship and training should be decided by the Board of Apprenticeship Training immediately after the results of the +2 examinations are declared. • Before vocational courses are started in schools, local business and industry should be closely involved in studying the need and for conducting district vocational surveys. • Facilities for running vocational courses should become mandatory for the Kendriya Vidyalaya and Navodaya Vidyalaya school systems. • Persons vk^ith disabilities should be given special treatment wrhile designing vocational courses and their needs and integration intercourse should receive appropriate attention. • Financial assistance may be provided under the scheme for creating testing and certification systems in states in co­ operation w ith user bodies and professional associations. • The All India Council for Technical Education's (AICTE) vocational education board needs to be reactivated for providing technical support to the school system and for establishing linkages w ith other technical institutions.

The Steering Committee on Secondary, Higher and Technical Education set-up for the Tenth Five Year Plan recommended that the vocational education at the secondary school level, polytechnic education and Industrial Training Institutes should come under one department of the state government for better networking, linkages, focused targeting and optimal utilization of resources.

CONCLUSION

The feedback at the review meetings held in Bombay has shown that the U G C scheme of vocational courses is indeed a step in the right direction and must be introduced with right type of dynamism. It promises efficient social gains and better prospects provided there is proper governance of iristitutions, proper availability of infrastructural facilities, trained and qualified faculty, financial support, flexibility in institutional operation, academia-industry interaction and management s u p p o r t .'^ Career Orientated Programmes at First Degree Level 107

It is quite apparent that the U G C , the universities and the colleges all over India are determined to make a success of these vocational courses by making the scheme socially relevant and by providing additional job opportunities to the fresh graduates. In addition, there is a provision in the scheme of regular monitoring but as has been said in the P O A , "It is important to generate acceptability and respectability for vocationalisation of education. For this purpose, efforts have to be made by employment sectors of the economy to create a demand for vocational institutions to develop adequate knov^ledge, skills attitude and commitment in the students on the other hand. Am ple opportunities have, therefore, to be provided for sufficient linkages, bridge courses, rationalization and m odernization of courses, etc. and for higher education, continuing education and training through various m edia, methods and materials. Vocationalisation of education has to be need-based, vk^ell-accepted, v^^ell-planned and highly relevant. During our visits to Japan, Hungary, U K , Switzerland, France, Italy, it was great astonishment to us that the people work thoroughly upon their job. There is no need of supervision. O n the first day of our visit to Hungary, a lady entered the premises of our apartments. She was looking to be the Director of the apartments. How ever, we were stunned to see her change dress and continue her work in sweeping, cleaning, making beds in the room. She did the work meticulously. She was provided all the tools. She made the room excellent and she was working with a pleasure. So, we must learn the vocation thoroughly and practice it.

PROBLEMS OF TECHNICAL AND MANAGEMENT EDUCATION

(1) Mushroom growth of Institutions of Technical and Managem ent education causing dilution of standards essential for such institutions. (2) Faculty in most of the institutes is not competent and capable to handle the courses especially those in emerging areas. (3) Very little control over these institutions as these cultivate liasion w ith authorities for recognition. (4) The prim ary aim of these institutions run in private sector is to make money as such institutions exist with very little facilities. (5) Political pressure as well running of these institutions by politicians result in more and more sanctions. (6) Equipment in these instituhons is outdated and not in working conditions. (7) Excellent Institutions like IITS, IIMS are very few and are maintaining high standards. We need to increase their n u m b e r . (8) There is very little linkages between industry and these 108 Extension Education Services

institutions except the selected few. (9) Research Developm ent in these institutions exist only in name. As there is neither the atmosphere, nor facilities to conduct R & D. Even faculty is not fit to guide R & D. (10) There is very little control of AICTE, U G C , etc. on the institutions after getting sanction. At the time of sanction, these institutions hire the required equipment that can serve the purpose of first sanction. (11) Sub-standard institutions are working inspite of the introduction of Assessment and Accredition.

N o t e s a n d R e f e r e n c e s

1. UGC, Guidelines for Introduction of Career-oriented Programmes: At First Degree Level in Universities and Colleges, New Delhi, 2003, p. 1. 2. UGC Annual Report, 2001-02, New Delhi, pp. 91-92. 3. P.H. Sethumadhava Rao, Vocationalisation of Education at the First Degree Level, inUniversity News, January 15, 1996, p. 10. 4. Anil Bhattacharya, Vocational Education in West Bengal Prospects and Problems, University News, A ug. 18, 1997. 5. Ibid. 6. Pardeep Kumar Misra, Five Year Plans and Vocational Education, University News, Dec. 22, 1997, p. 9. 7. O.N. Awasthi, "Strongly Vocationalized and Quality Education in Japan and its Impact on Economy", University News, Sept. 1, 1997, p. 15. 8. Ibid., p. 13. 9. K.K. Bajaj, Vocationalization: The Challenge Ahead, University Nexus, Dec. 25, 1995, pp. 2-4. 10. M.N. Qureshi, National Vocational Qualifications (NVQs), An Approach Towards Meeting the Global Skill Need, University Neivs, Feb. 19, 2001. 11. Santosh Arora, Re-engineering Vocational Education, University News, N ov. 8, 1999, p. 18. 12. Indu Shahani, Vocationalisation: The Bombay Experience, University News, Sept. 16, 1996, p. 7. Career Orientated Programmes at First Degree Level 109

Appendix 4.1

DISCIPLINE AREA SUBJECTS

(i) Arts, Humanities and Social Sciences

1. Functional Hindi 2. Functional Sanskrit 3. Functional English 4. Archaeology and Museology 5. Rural Handicrafts 6. Early Childhood Care and Education

(ii) Commerce, Economics and Management

7. Principles and Practices of Insurance 8. Office Management and Secretarial Practices 9. Tax Procedures and Practices 10. Foreign Trade Practices and Procedures 11. Tourism and Travel Management 12. Advertising, Sales Promotion and Sales Management 13. Computer Application

(iii) Science

14. Industrial Chemistry (Seven Streams) 15. Food Science and Quality Control 16. Clinical Nutrition and Dietetics 17. Industrial Microbiology 18. Bio-technology 19. Biological Techniques and Specimen Preparation 20. Seed Technology 21. Sericulture

(iv) Engineering and Technology

22. Industrial Fish and Fishery 23. Instrumentation 24. Geo-explorarton and Drilling Technology 25. Mass Communication and Video Production 26. Still Photography and Audio Production 27. Electronic Equipm ent Maintenance 28. Computer Maintenance 29. Electrical Equipm ent Maintenance 30. Environment and Water Management 110 Extension Education Services

(v) Subjects Relevant to Rural, Hilly, Tribal Areas

31. Agro-services 32. Domestic Anim al Farming 33. Forestry and W ildlife Management 34. Soil Cor«ervation and Water Management 35. Hill Agriculture 36. Non-conventional Energy Sources 37. Dry-land Agricvilture 38. Silvipasture

Source: UGC Annual Rejjort, 2001-02, pp. 91-92. Career Orientated Programmes at First Degree Level 111

A p p e n d i x 4 .2

A DRAFT REPORT ON LAUNCHING OF EMPLOYMENT-ORIENTED COURSES: SOME ABSTRACTS

I. Introduction

1.1 Education and Huntan Resource Development As we approach fast the twenty-first century the global economy is experiencing unprecedented change. New developments in science and technology, competition, media revolution and internationalisation are revoluhonising the education sector. They make new demands and pose fresh challenges to our established educational systems and practices.

1.2 Paradigm Shifts and their implications W e are steadily shifting to a fast tract of economic and industrial development which leads to mounting demands on education and calls for a highly diversified human resource. Already we are witnessing several paradigm shifts in the social, business and industrial environment. The shift from low tech to high tech, national to global, production to service economy, state to private sector and the changing occupational patterns create demand for a new w ork force w ith different skills profile than was demanded in the yester years. The onus of making available this resource lies on our systems of higher education. This supply of competent human resource is vital for our economic restructuring and achieving global competitiveness.

1.3 Reorientation of Educational Programmes: An Urgent Need The need of the hour is to re-orient education in new emergent fields or areas so as charmelise the m anpower into the right direction. In the reports of the various commissions and committees, the need and the importance of the re-orientation of education has been emphasised, more so, to make it job-oriented, vocational and for self-employment. Re­ orientation or restructuring of the educational programmes in higher education system is essential for providing manpower for economic g r o w t h . Educational process is to be linked with production and employment. Re-orientation of the educational programmes should be undertaken in such a manner that it helps to produce self-reliant and self-dependent citizens.

1.4 Educated Unemployed—A Serious Drag to Development A large number of our graduates are un-employed. Further, every year we are adding to the numbers of the un-employed and under­ employed graduates. The educated un-employed is a serious drag to our 112 Extension Education Services development process. We have, therefore, to institute appropriate programmes to make them employable and thus add to the process of national development. At the end of 1987, almost 20% of 17 million educated un-employed were graduates and post-graduates and the situation was even worse in 1995. It is high-time that we review our courses of studies so as to re­ orient them in such a manner that the products of such courses at the graduate and post-graduate levels are able to seek better job opportunities or self-employment. The thrust of the exercise should be to produce a hum an resource which is global and all the same time satisfy the fast changing needs and requirements of our society.

2. Higher Education in India: Role and Dimensions

2.1 University and its Changing Role Higher education is the main instrument for development and change. It has the im portant task of preparing leaders for different walks of life— social, intellectual, political, cultural, scienHfic and technological. Universities function as the focus centres of higher education. W ith the accent on liberalization, modernization and internationalization, what about research the role and functions of the university are undergoing rapid transformation. In addition to advancing knowledge through scholarship and resea. jh they have to produce trained manpower required for industry, agriculture, administrahon, services and all other s e c to r s . The intellectual dynamism, resourcefulness and economic prosperity of a country are reflected in the quality of university education. The ideological climate required for a better quality of life and pace of development is created by the universities. TTie role of universities in social transformation, nation-building and scientific development is all pervasive.

2.2 Contributions of Higher Education in India W hen we became independent in 1947, we had only 19 universities and 636 colleges with student enrolment of about 1,06,000. Currently, we have over 220 universities and university level institutions and more than 8000 colleges accounting for about 3,00,000 teachers and around 5 m illion students. These institutions offer a wide variety of courses and programmes in all relevant branches, of humanities, science and technology. The best that the country has produced, in science, technology, industry, trade, education, and even in politics and administration, owes its sprouting and blossoming to these inshtutions. No other developing country has attained as much self-reliance in the field of education and training as India has done. It is a common knowledge that several foreign countries; both developing and developed, are in search of highly qualified personnel from India. Thanks Career Orientated Programmes at First Degree Level 113 to the contributions made by our higher education system. We have made significant advances in agriculture, atomic energy, space technology and such other fields.

2.3 Role of University to be Reappraised Now the time has come when the role of the university in the context of economic and social development has to be reappraised. It has to go beyond its traditional role and seek active collaboration with productive sector and offer programmes to meet the changing needs and aspiratior\s of its clientele. It has to offer program mes and courses which are flexible, m odular, productive and result-oriented to suit the needs of different client groups.

2.4 The Need for more Effective Linkage between Suppliers and Users of Higher Edu cation There has been a phenomenal increase in the field of higher education resulting in a situation of unplarmed proliferation and inadequate infrastructural facilities at many places. The student eruolment is over 4.5 m illion nearly 88% offering graduate courses. 10% post-graduate courses and 2% research. The growing mismatch between supply and demand for graduates, increasing complexities of the imiversities coupled with pressure to expand, and limited resources pose a serious challenge to educational planners in India. On the demand side, the productive sector faces challenges of rapid technological change, intensified competition, global integration, infrastructural bottlenecks, and several resource constraints. There is an urgent need for both sides, universittes and productive sector, to look carefully at the whole system to ensure the supply and demand match. The interaction between the two has to be continuous. The closer and continuous interaction between the two will not only help to bridge the gap between demand and supply for qualified human resource but it will also enable universities to advance knowledge through trairung and research relevant to the changing needs and requirements of the society.

3. Appointment of High Powered Comnnittee by the University of Delhi It is in the context of the above developments that the University of Delhi decided that, as a premier institution in the country, it should take a lead in mounting useful job-oriented programmes in a planned marmer which m ay also be helpful to many other institutions of higher learning in the country. W ith this end in view, a programme of job- oriented courses is to be developed. Accordingly, the Uruversity appointed a Comimttee under the chairmanship of Dr. Abid Hussain, to review the on-going programmes of vocational education and job-oriented programmes at the xuuversity of Delhi and suggest newer approaches, programmes and supportive/ 114 Extension Education Services promotive measurers for an effective programme of job-oriented courses including self-employment to be implemented by Delhi University. (Enclosure 1) The Committee met on 29th August, 1995 and held discussions with members individually and collectively. Later, on the advice of the chairman of the committee a small working group was constituted. The working group visited a few colleges of Delhi University where the scheme is in vogue and, held discussions with students, teachers and others. It has several rounds of discussions with the principals and senior faculty members of the University of Delhi. The group had the benefit of guidance from Prof. (Ms) A. Desm, Chairman, University Grants Commission, Professor Yash Pal, former Chairman, University Grants Commission, Prof. S.K. Khanna, Chairman, All hidia Council for Technical Education and Prof. R. Takwale, Vice- Chancellor, hidira Gandhi Nahonal Open University.

4. Employment-oriented Education at the University of Delhi: An Overview The employment-oriented education in the form of vocational education was introduced at the University of Delhi at the under­ graduate level way back in 1972 when the College of Vocational Studies was established. The College of Vocational Studies successfully introduced several degree courses in the area of book publishing, tourism, insurance, store management, secretarial practice and sales management. Subsequently, the University Grants Commission drafted a proposal to introduce vocational subjects as part of existing first degree B.A./B.Sc./B.Com. courses. These courses were recommended by an expert group appointed by the Commission after deliberation on the issues exhaustively. These courses were in four broad streams: (1) Science; (2) Engineering and Technology, (3) Arts, Humanities, and Social Sciences; (4) Commerce, Economics and Management and a detailed syllabus for each of the identified courses was provided. The aims of such courses were to provide knowledge and skills required for creative and productive functioning, generate more employment potential and avenues for self-entrepreneurship. According to the scheme vocational subjects were introduced as electives in the first degree courses (re-structured courses) in colleges of the University. Later, in the light of the UGC proposal the University of Delhi also introduced a variety of vocational courses in the areas of Business and Commerce Entreprenevirship, Home Science and Applied Sciences in various colleges. In 1988-89, the University established its College of Business Studies which has been successful in offering job-oriented programmes. While introducing the vocational courses, the following were kept in view: Career Orientated Programmes at First Degree Level 115

(i) The contents of such courses should in no way be inferior to those of traditional subjects, nor it should dilute the value of traditional progranr\mes. (ii) The employment potential was given top priority so that the students could get both theoretical knowledge of the subject and also its practical applications to real life situations.

Enclosure 2 gives details of vocational courses which are being offered by the Delhi University Colleges.

4.1 Views of Principals and the Faculty Almost all the principals who were contacted to give their reaction to the job-oriented courses mentioned that these courses have become very popular in their colleges. They also informed that there has been a heavy rush for admission to these courses. The cut-off percentage for these courses has been fairly high. It was felt that these courses have several distinchve advantages over conventional Degree programmes.

• These courses were found to be of more practical value in day-to-day application and the very knowledge of them made the students to become self-confident. • They are useful courses which can help the students for self- employment. The financial assistance needed to start such small scale business is provided by the State/Central Government through various schemes for this purpose. • A Degree with a restructured course has also been fo\md more acceptable in the job market to a comparable degree, like B.A (Pass), B.Sc. (Gen.), etc. without restructured courses. • Further with the popularity of several professional courses around the country the students who take up job-oriented courses at the Degree level may find it easy to get admission into such professional course at a higher level.

4.2 Suggestions by the Principals and Senior Faculty Among the suggestions made by the principals regarding improvement of existing courses were;

(a) The weightage given to vocational subjects in the First Degree programme should be increased. (b) All restructured subjects should emphasise more on practical applications which would enable the student to get jobs easily. (c) Latest and modem equipments are essential for real exposure of students to practical life. (d) Summer placement partnership activities have to be strengthened. 116 Extension Education Services

(e) Enough reading materials should be made available. (f) Laboratories should be well equipped and lab staff should be given referesher courses. (g) Honoraria to the guest faculty has to be improved. (h) Refresher courses are needed for the faculty to im prove their competence to teach vocational subjects more efficiently. (i) More colleges should be allowed to introduce job-oriented c o u r s e s . (j) Good monitoring, evaluation and flexibility in introducing courses should be ensured.

Another strong view expressed was;

It is unreasonable to expect to equip all our students w ith specific, comprehensive and tailor made vocational skills for a job market with fast changing requirements. On the other hand, it will be reasonable and desirable that our students develop general skills and attitude which make them not only employable and trainable but also able to discharge professional responsibilities with a degree of commitment and competence. For this purpose it was suggested that in addition to certain core disciplines students should be given enough flexibility in choosing vocational subjects of their choice, this would enable them to discover their own potential and the choice of vocation rather than lock them into a single subject.

Views of Experts Later when the working group met Professor Yash Pal, the following useful suggestions emerged at the meeting:

"The first degree course needs to be remodeled and strengthened further in favour of vocation job-oriented education so as to make the students more employable, especially keeping in view the job opportunities in the market an account of economic liberalization and fast changes in the industrial and technological environm ent in the country." "Though major efforts should be directed towards remodeling of the 1st degree course in favour of vocational education, in some cases after the 1st degree, short duration diploma courses of 9 months or even one year including 3 months of practical training/ internship with real life exposure to. the environment in the Trade/Industry could be started."

In a similar vein, Prof. S.K. Khanna, former Chairman, AICTE advised the members. He said: Jareei Orientated Programmes at First Degree Level 117

"In order to make any reasonable impact an the problem of uaemployment, the present 1st degree courses of three years requires to be remodeled/restructured in favour of job-oriented/ vocational education which m ay enable the vouth to gain sufficient skills so as to become more employable to n n J suitable jobs or go in for self-employment. ITie 1st degree course could be remodeled such that there are say about half a dozen inain channels at the 1st degree level offering a combination of disciplines/subjects including adequate vocation/ job-oriented ones."

The working group had also the opportunity to meet both the Zhairman and Vice-Chairman of the University Grants Commission and iiscuss on the launching of employment-oriented courses at the Jniversity of Delhi. From the discussions with them the following newpoints emerged; Summ ary of Points Emerged after Discussions with Prof. (Miss) A . Desai, Chairperson U .G .C . and other Senior U .G .C . Officials:

I. In our country nearly 45 lacs first degree holders are presently coming out every year from the higher education system of Universities/Colleges out of which about 10% go to the second degree (Masters degree or equivalent). The remaining 40 lacs first degree graduates add to the population of unemployed educated youth aspiring for some job. II. The present first degree course of 3 years requires to be restructured in favour of job-oriented/vocational education to enable the youth to gain sufficient skills to become more employable or to go in for employment. III. Vocational education need not necessarily imply a lower standard when compared to the traditional academic degree. IV. The University of Delhi should seriously review the courses at the under-graduate level, particularly the B .A. (Pass) and B.Sc. (Gen.) for a suitable restructuring. V. The course at the first degree level should oe restructured and designed in such a way that a sizable portion (say about 50%) of the first degree course should prepare the students to make them more employable keeping in view the opportunities available on account of the liberalisation and growth of the economy and changes taking place in the industrial and technological environment in the country. VI. In the restructuring of the courses at the under-graduate level, Modular/Cafeteria approach should be followed to allow for a greater flexibility in choice of courses and combinations. VII. A regular tie-up with a Trade and Industry and Technical Institutions is im portant for the success of scheme. 118 Extension Education Services

VIII. Experts from the Trade/Industry and Technical Institutions should be invited and involved both in the design of courses and curricula and conduct of the courses. IX. If the U.G-C- has to implement the above restructuring, it has to be done for all Universities/Colleges and hence the effort would im port and is dilute. But Universities like Delhi could do a better job. Several irmovative experiments could be attempted. They could introduce several non-degree programmes in the field or total vocational degree programmes. But the objective should be to prepare students for effective adult living in today's technological society. X. The U .G .C . during the 9th Plan is also envisaging to accord a higher priority to new emerging areas, new courses and combinations having social and economic linkages with the s o c ie t y .

5. Observations On the basis of discussions held with the principals and also interviews with policy-makers the Committee makes the following observations:

Gen eral

1. The traditional role of the University education puts a major emphasis on the acquisition of knowledge. This emphasis on pure knowledge in the various academic disciplines has tended to create a gap between the educational system and the society at large. The changing social environm ent makes it necessary that our educational programmes should also take into account the need for the development of self-awareness and acquisition of skills that would enable the students to participate in the overall national development. 2. A large number of graduates remain unemployed and their number is increasing year after year. The educated unemployed is a serious drag to our development process and the solution lies in evolving appropriate strategies to make our education more meaningful and purposeful. The system therefore needs to be modified in a fundamental w ay in order to satisfy these needs. 3. The New Economic Policy seeks to make structural changes in the patterns and procedures of socio-economic development. The fundamental changes in the social and economic paradigms are exerting their influences on education, particularly higher education and there has been a significant change in the prioritisation and resource allocation for educational programmes. The need for a drastic restructuring lareer Orientated Programmes at First Degree Level 119

of courses of study and vocationalisation of higher education has also been felt. 4. The Programme of Action (1992), taking its due from the National Policy on Education, has suggested that Higher Education Programmes have to be redesigned to meet the growing demands of specialisation, provide flexibility in the combination of courses, facilitate mobility among courses, programmes and institutions; update and modernise curricula; and integrate work/practical experience and participahon in creative activities with the learning process. 5. The scheme of Restructuring of courses was initiated by the University Grants Commission (UGC) during the Fifth Plan period. The crucial concept behind the Restructuring of courses is to replace the existing conventional courses by courses-oriented towards field/practical work. The scheme aims at an educational system which is flexible and which helps the students to cultivate self-help skills, subject skills, group and social skills as well as ethical values. 6 . The University Grants Commission's Committee on the Vocationalisation of the First Degree Education chaired by Dr. Dhar has drawn up a scheme for introducing 35 vocational subjects initially in Universities and Colleges offering first degree courses in arts, science and commerce. The Committee has identified subjects and prepared detailed syllabi for each of them. The emphasis in these courses is on providing knowledge and skills required for entry into gainful em ploym ent, particularly self-employment. 7. Restructuring of courses in higher education and successful implementation of the programmes of vocationalisation of education would be greatly facilitated if proper manpower planning exercises are undertaken by the implementing agencies at the Centre and States. 8 . Since industry is the user of the products of university institutions, it is imperative that it should share the cost of imparting education to create a reservoir of highly trained professional and technical m anpower. So far, industrial and commercial houses have contributed little to this process. It has now become necessary to persuade the industry to contribute towards higher education. This would become possible provided we take steps to establish closer and continuous interaction between the universities and the productive sector who are the users of the products of the university. 9. While mobilisation of resources from private sources is an urgent necessity, it should not be forgotten that higher education is integrally related to socio-economic developm ent 120 Extension Education Services

and no government can afford to allow it to languish for want of funds. In this context, the suggestion made by Punnayya Committee of the UGC (1994) is worth emphasizing: "State or Government funding must continue to be an essential and mandatory requirement for support of higher education. The Government/State must continue to accept the major responsibility for funding the essential maintenance and development requirements of the Universities." 10. The Need of the hour is to re-orient education in new emergent fields or areas so as to channelise the manpower into the right direction. 11. Re-orientation or re-structuring of the educational programmes in higher education system is essential for providing manpower for economic growth. Re-orientation of the educational programmes should be undertaken in such a manner so as to produce self-reliant and self-dependent citizens. 12. The country has now introduced a free market economic policy gearing the Indian industry to enter into the Global market and International Trade. Consequently, a major challenge is now thrown open to the higher and teclinical education system of the country. 13. Lack of momentum in implementation of restructured courses could be attributed to non-availability of specialised teachers, limited opportunities for practical training, course contents and absence of clear linkages between these courses and improving the job prospects.

6. Restructured Courses at the University of Delhi

1. The restructured courses in the Arts, Commerce and Science and Home Science stream are attracting good students. There , has been a heavy rush for admissions to these courses. The cut-off percentage for these courses has been fairly high. 2. The courses have distinct advantage as compared to the other existing courses in the parallel degree. The courses have helped many students to go in for self-employment. A degree with a restructured course is found to be more acceptable in the job market than a comparable degree like B.A.(P), B.Sc. (Gen.), etc. without restructured course. 3. Keeping in view the opening of the economy, changes in the investment climate, entry of multinationals and greater emphasis on exports there are opportunities for launching several job-oriented courses to cater to the growing demand for skilled personnel in the newly emerging areas. Career Orientated .Programmes at First Degree Level 121

4. In some courses the package is not as complete as was thought since the requirement of industry is much more. Tlie syllabi have to be modified and updated every year keeping in view changes in advanced technologies Academic Chairs and industrialists should together to frame the courses and there should be a Memorandum of Understanding (MoU) between the industries and the institution running these courses so that the students after doing internship industries could be gainfully employed in the industries. 5. Students who get jobs in industries should be provided opporhm ities for conHnuing education so that they are able to come back to the university to upgrade their knowledge and keep themselves abreast of the latest developments in the fie ld . 6 . The teachers teaching in such institutions should be trained for some length of time in industries or other organisations so that they are able to appreciate the working of the industries better and thus train students properly. 7. The difficulties faced for introducing job-oriented courses inter-alia include; (1) non-availability of proper teaching staff, (2) very little payment for Guest Lecturers, (3) non­ availability of the facility of training or for further exposure in practical Helds, (4) non-availability of proper text books and lesser resources available for the purpose. University should have interaction with Trade and Industry and other job offering Agencies. The University should also have a placement cell for this purpose and evolve a system of monitoring the programmes offered to the students in each c o lle g e . 8 . A proper combination of three/four subjects in B.Sc. or B.A.(P) or B.Com . degree programme is most desirable if the students are to be benefited in the real sense. The purpose of this scheme has been largely defeated because this aspect was not kept in m ind while introducing these courses in different colleges. It calls for an immediate examination.

7. Recommendations

A. Gen eral The re-oriented courses should offer facilities and opportunities for t h e total development of the students and should establish a link between an institution and the surrounding com m unity/industry, etc. With a view to mounting useful job-oriented programmes in a planned manner so as to make the educational programmes more productive and useful, the major emphasis for reorientation of courses should be as under: 122 Extension Education Services

(a) Courses and programmes should be need-based, employment- oriented and should help in self-employment generation. (b) Programmes should ensure higher academic standards with more professional content to attract bright students. (c) Students to be admitted should have the necessary aptitude and ability to pursue the courses and programmes. (d) Courses be offered in institutior\s having competent faculty and necessary infrastructural and other facilities. (e) Suitable teaching and learning materials including audio­ visual teaching aids shall promote soundness of the programmes. (f) For each course there should be properly trained core faculty supplemented by competent and qualified visiting faculty to ensure proper blending of theory and practice (g) Existing facilities such as buildings, classrooms available w ith the Institutions/University be optim ally utilised and shared. (h) In the long-run the programmes m ay be self-supporting some help from the U G C may be required in the initial stages for creating specialised facilities for these program mes. (i) Association of Business and Industry with the University and their participation as teaching faculty and their involvem ent in curriculum designing and development shall be necessary for er\suring a two-way communication between the University and the Practising Business W orld or Research Laboratories so as to make the programmes up-to-date and more useful from the practical point of view. (j) Programmes should be monitored on a continuous basis particularly for identifying need-based courses, orientation of teachers and mechanism for evaluation of the various programmes. (k) Each instituhon should monitor the programmes as per guidelines of the University. Besides a Central Machinery should continuously monitor the implementation of the programme and suggest corrective measures. After every three years there may be an external evaluation of the programme for identifying weaknesses and for corrective measures to be taken to fulfil the objectives of the scheme. (1) Some guidelines for giving academic freedom to institutions for developing employment-oriented and self-employment programmes under the scheme be formulated for implementation. (m) University should play a leadership role in developing new programmes. Course curriculum , material, training of teachers and for morutoring the programmes, etc. (n) W hile fullest use be made of the exishng facilities, the scheme may not suffer for want of funds. Career Orientated Programmes at First Degree Level 123

8. Strengthening of Popular Courses, Phasing out Unpopular Courses and New Courses and Combinations

(a) Present restructured courses, which are found to be popular need to strengthened unpopular courses not in demand need to be phased out. (b) For example, Data processing could be changed into Computer Applications to provide the students with knowledge and work experience of several software packages. (c) Similarly, Nutrition and Health and Food Technology when offered as an integral course would be found to be more useful and acceptable in the job market. (d) W herever possible, Colleges could adopt the Menu o r Cafeteria approach where there is greater flexibility for the student to opt for a group of subjects of his/her choice from among different subjects offered by the college or department. This will help the students to choose the subjects for which they have aptitude and interest instead of being compelled to study subjects in which they do not have much interest. Under this approach students may also be given freedom to offer one more extra subject in addition to the normal three subjects at B .A. (P) and B.Sc. (Gen.), if it is going to be of help to them to get better employment opportunities. (e) Proper grouping of subjects.

While grouping the subjects-traditional and vocatior\al for the degree programme it has to be done in a meaningful and integrated manner keeping in view the job market opportunities and at the same time not diluting the value of the traditional subjects.

Implementation Strategies

Setting up of CCOP In order to launch successfully the new job-oriented courses, monitor them, give supporting facilities in terms of resource personnel and other teaching aids, arranging refresher courses, etc. It is recommended that CENTRE FOR CAREER ORIENTED PROGAM MES should be created and it should be headed by a full time Director assisted by two coordinators. The center will have the overall responsibility of implementation, m onitoring and developm ent of career- oriented programmes. The center will help in designing job-oriented courses, updating, curriculum, approving course of studies, advising the colleges and departments regarding placement of students, and lending such other support which may be required on a regular and continuous basis to make the programmes a success. The center will also be responsible for 124 Extension Education Services supervising, monitoring and implementing the programme. In addition, the center should itself undertake research and organize training programme for the faculty from time to time. More specifically the following should be kept in view for successful organizahon and implmentation of job-oriented programmes.

Advisory Committee of the Centre An Advisory Committee under the chairmanship of the Vice- Chancellor and including a few Deans, Heads of the Departments, Principals and representatives of U G C , AIC TE, Business and Industry shall be responsible for the overall implementation and m onitoring of the career-oriented programmes through C C O P in the university. Career Orientated Programmes at First Degree Level 125

Major Units of the Centre

Centre for Career-oriented Programme (CCOP)

Curriculum and Materials Research and Faculty Placement, Training Development Development and Monitoring

The center will have a curriculum development unit, placement and training advisory unit, and a Faculty Development unit. Curriculum Development Unit will be responsible for constantly updating teaching and training materials in regard to various courses and programmes in addition to taking preparatory steps for launching new and innovative career-oriented programmes. Placement and Training Advisory unit will have to keep liaison with business and industry, keep an inventory of potential employers, and coordinate the placement activities of different departments and colleges. It will also be responsible for career counseling and other related activities. Faculty Development unit will have to organize training programmes periodically in close collaboration w ith other departments, centers such as C P D H E, N IEP A and such other training institutions.

Funding The financial implications in 9th Five Year Plan will require a sum of Rs. 50 lakhs for creating an appropriate infrastructure, library/audio/ visual aids, etc. for the CCOP and implementation of reoriented programmes in the university besides a sum of Rs. 10 lakhs a year for a period of five years for prom oting and strengtherung and implementing career-oriented programmes in various colleges and departments spread over all the four campuses of the university of Delhi. The detailed budget breakdown is given in the enclosure:

Action Plan

All preparation as under be completed during 1996-97 so that the new programmes could be laimched effective from 1997 academic year. (a) New package of course, implementation norms/ guidelines. (b) Relevant course materials. (c) Identification of resource personnel both from within and outside the uruversity. (d) Induction programme for the faculty. (e) Audio-visual and other teaching aids. (f) Establishment of CCOP and appropriate management structure and monitoring mechanisms. 126 Extension Education Services

(g) Infrastructural facilities and developm ent. (h) Exam ination reforms and semester system. • New packages to be introduced from the session 1997-98. A curriculum development committee should be set-up to design new packages of programmes including teaching materials, audio-visual programmes and other teaching aids. • In-built monitoring to be done each year by the university departments/colleges and corrective measures be taken. • External evaluation be done after 3 years for an overall review of the scheme. • The emphasis should be on practical teaching and continued links with the practicing business, industry and other orgaruzations and commitment to excellence. • The scheme recommended by the committee be implemented without any delay. The programme should not suffer for want o f f i m d s .

Source: A draft report on launching of Employment-oriented Courses by Dr. Abid Hussain Committee, Delhi University, published in UCC Journal of Higher Education, V ol. 20, No. 1, Sp ring , 1997, pp. 107-31 C h a p t e r 5

VALUES AND HIGHER EDUCATION

"The first and foremost requirement of Hum an Resource Developm ent is to make staff fit physically, m entally, socially and spiritually. If there is any problem in these areas, there is bound to be problem in the realm of Hum an Resources. "Devoid of Satya, Dharma, Shanthi, Prema and Ahim sa." All Education is a zero. Bereft of Satya, Dharma, Shanthi, Prema and Ahimsa. The value of all meritorious deeds is a zero."

—Ministry of HRD

5

CHAPTER

Values and Higher Education*

"O ur power of life lies in thoughts. Thought is the secret key of our mental software. Human Resource Development should take us from negative thoughts (darkness) to positive thought (light), from Untruth to Truth, from Immortality to M ortality." —Ministry of HRD

Higher education institutes today are engulfed by materialistic values. Teachers have become salesman while the students indulge in indiscipline, take drugs, alcohol, and sm oking. This scene has emerged as teachers in higher education do not take interest in the development of the personality of the youth. (See Chart 5.1) N .N . Prahallada in his Article, "Contemporary Significance of Higher Education" beautifully explains the role of Moral values in Education. To quote him, "Indian Culture is rooted deeply in her spiritual values and unless these values find their way into the life of students, education will lose its significance and will not fulfil its function of endowing the students with a vision to life and by and with ideals to work for, therefore, indifference to the cherished goals of democracy, socialism, hum anism and secularism, it is very essential that our education system should evolve a new positive morality which could effectively be built into the school, under-graduate/Post-graduate curriculum ." Moral education involves social education but extends beyond it in so far as it covers the way the individual deals with his own powers and potentialities as well how he behaves in his relationship with other

* See Appendix 5.1 about Role of U GC in Human Values in Higher Education. 130 Extension Education Services

C h a r t 5.1

Values in Higher Education

Essential For

people and the community at large. It is as m u c h concerned with stiiving ■for personal wholeness as with generating a responsible attitude towards othei-s a n d a n u n d e r s t a n d i n g of right a n d w r o n g behaviour. (See C h a r t 5.1) Background papers, N e w Delhi conference on dialogue among civilizations "Quest for N e w Perspectives" held on July 9-10, 2003, Vigyan Bhavan, N e w Delhi spells out the need for vakies in higher education. To quote: Humankind is passing today through an acute crisis, and the reasoi\ behind this crisis is a disequilibrium between the progress that has been registered in recent times in the externalities of life and the progress or lack of progress in the inner realms of life. The h u m a n mind has achieved an enormous development in the building of a structure of hugeness and complexity. O n the other hand, the contemporary human being has not developed enough spiritual and moral capacity to manage the hugeness of structure and its complexity. Inwardly, man has remained too small to utilize and manage the complex political, social, administrative, economic and cultural machinery. The world has become global, but m a n has not developed yet the required global consciousness. It is this disequalibrium, which is reflected in the great challenges that the contemporary civilizations of the world are confronting. The necessity to develop quality education is paramount. The Values and Higher Education 131 notion of quality education does not merely encompass aspects of educational attainment, but especially the aspects of curricula and their content focusing on peace, shared values, h u m a n rights, democracy, tolerance and mutual understanding. Educational institutions and educational materials should serve as a vehicle for peace, dialogue and intercultural understanding, but not be instrumentalized for and used as vehicles to spread misunderstanding, intolerance and hate. For its part, U N E S C O has deliberately placed programmes related to education for peace and human rights within the area of quality of education, emphasizing the importance of addressing these issues in any long-term education strategy. Quality education for peace and security should focus in particular on:

• I m p r o v i n g k n o w l e d g e of cultures, civilizatioris, religions a n d traditions; • Developing an understanding of universally shared values; a n d • Encouraging the development of key competencies for peace and the prevention and resolution of conflict.

There is a widespread feeling a m o n g a cross-section of the people in India today that, all is not well with our body politic and that education must contribute actively and positively to find a part of the solution. The growing malaise in m o d e m education is that it is seen and practised merely or mainly as a means of acquiring techno-informative knowledge and skills, with little or no anchoring in cultural roots of the country and its perspectives. Unless education helps the students to develop not only a personal identity (which essentially means a set of value perspectives and world views, linked to ones cultural traditions) education cannot be said to have fulfilled its essential role. Leaders, not only in the field of education but also in other fields have tried to enhance the quality of life. Various kinds of remedies have been applied or tried but, of late, it has become, the united voice of all that Moral, Social and H u m a n Values are the ultimate and the much- needed remedy.' G. Chandrarlekka Rao in an Article; "Value Education for College Students" rightly feels that realizing this need our curriculum needs to insist on educating the young students in the art of living with values. If learning remains detached from value judgements, scholarship runs the risk of degerating into indifference. Value judgements actually enhance the accuracy of learning, teachers, therefore, should be aware of the important role they are called u p o n to play as professionals and citizens, as agents of development and change. They must m a k e an effort to light a candle instead of cursing the darkness and sow the seeds of value education with a fond hope that they would diffuse their o w n fragrance 132 Extension Education Services

towards the eation of a just and new society as they sprout and blossom. Can w e be good role models if w e are not ethical ourselves. University education which is worthwhile should lead to the development of integrated personality and inculcate values like patriotism, spirit of nahonal unity and a healthy appreciation of the rich variety of cultural expressions and promote a humanistic outlook. It is only in the highest education stage that the students can be enabled to acquire intellectual, democratic and aesthetic values and a deeply felt concern for the environment. The content of value-oriented post-graduate education should include; (a) a yearning for knowledge and capacity to utilize it for the good of the society, (b) democratic education, (c) aesthetic education, (d) a course in ethics, (e) spiritual education, and (f) provision for activities involving values.^ R. Satya Raju in his Article, "Human Values in University Management" suggests the following:

(a) Value education means a positive effort for bringing about a synthesis of physical, intellectual, emotional, aesthetic, moral and spiritual values in a h u m a n being; (b) Due to total neglect in the last five decades after independence, the present focus is on revival of moral and spiritual values in education; and (c) The government should have no reservation in introducing and fvmding universal religion of h u m a n values in the form, in the contents and in the methodology of education at all levels.

Let us understand three areas of education and our values, viz.

(a) 'Truth" seeking through scientific and objective processes w h i c h are f o l l o w e d b y the scientists; (b) " B e a u t y " creates a p p r e c i a h o n t h r o u g h the pr o c e s s e s of artistic a n d u r u q u e e x p r e s s i o n f o l l o w e d b y artists; a n d (c) "Goodness" constructed through the processes of subjective and meaningful contracting followed by social scientists. There is danger in trespassing the boundaries of sciences to arts-to-social sciences without transforming our own respective perspective and amending the tools of analysis used by our o w n discipline areas. This has implications of prioritizing values in various disciplines and their scholars. These scholars in turn influence the value substance and methodology prescribed for institutions in a centralized model of education.^

The need for value education has been stressed by all the commissions set-up for educational development from time to time. Values and Higher Education 133

Radhakrishnan Commission (1948)

"If w e exclude spiritual training in our institutions w e would be untrue to our whole historical development."

Sri Prakasa Committee on Religious and Moral Instruction

"Every effort must, therefore, be m a d e to teach students true moral values from the earliest stages of their educational life."

Kothari Commission (1964-66)

"A serious defect in the education system is the absence of provision for education in social, moral and spiritual values. A national system of education that is related to life, needs and aspirations of the people cannot afford to ignore this purposeful force."

National Policy on Education (1986)

"The growing concern over the erosion of essential values and an increasing cynicism in society has brought to focus the need for readjustments in the curriculum in order to make education a forceful tool for the cultivation of social and moral values."^

Programme of Action NPE (1992)

"The framework emphasized value education as an integral part of school curriculum. It highlighted the values drawn from national goals, universal perception, ethical considerations and character building. It stressed the role of education in combating obscurantism, religious fanaticism, exploitation a nd injustice as well as the inculcation of values.

In addition to the emphasis of commissions on moral education, persons of eminence have also advocated the cause of moral education for all round development of the youth. Education is a powerful and pervasive agent for all round development, individual and social transformation. This alone can sustain culture and civilization. A balanced development of mind and body in harmony with the spirit is the key to the enrichment of human personality and also the key to 'true education,' which must in the ultimate analysis help humanity to rise to a higher level of consciousness. Gandhiji said: "Unless th i deveicpment of mind and body goes hand in hah

Shanker Dayal Sharma had said: “Thus a teacher must succeed in conveying the larger ideals of service to the commvmity, virtues of tolerance and respect for all faiths, the importance of character, integrity and discipline and the value of humanism to his pupils. They should also be made aware of our heritage and culture." He was a great advocate of 'developing a mature attitude towards religion'. To quote h i m a g a i n .... "Acquaintance with prayers of different religion and h y m n s and songs of various faiths could also, surely, help our youth to recognize the intrinsic purity, beauty and practical usefulness of different religious thoughts."® Value is a "conception explicit or implicit, distinctive of an individual or characteristic of a group of those desirable traits which influence the selection from available modes and ends of action." (Wuchohn, 1957). (Rokeach 1973) defined values as "enduring belief, a specific mode of conduct and state existence along a continuum of relative importance." Values are the criteria for determining levels of goodness, worth or beauty. Values in our education is a hotly debated subject nowadays. This is because of the chaotic conditions observed in almost all spheres of our national life. It is conjectured, not without reason, that this chaos is mainly due to lack of values in the education being imparted in India. This was formulated, as is well-known, by Macaulay in 1836 more to enslave the Indian m i n d than to liberate it, so that Indians w ould remain loyal to British Raj, being alienated from their native Vedic culture, education and Sanskrit language. As planned, this gradually weaned our intellectuals away from our classical heritage and from the Sanskrit language, in which lay all our spiritual, cultural, social and political traditions. W e lost our indigenous system of education in which hearing, chanting and memorizing played a great part, assimilation of ideas took place through a well-planned life of service to teacher, contemplation and meditation, all under his guidance. Thus, the educated ones in that system were men who had not only knowledge but also character. Knowledge had become a part of their life, influencing their thoughts, emotions and actions. The Sanskrit for values is Dharma or Sadacara. Dharma is described as 'the set of values that sustains the creation without which the very existence of it would be threatened.' Sankaracharya defined Dharma as the values that sustained h u m a n beings and helped them to enjoy happiness both in this as well as in the spiritual world. Thus, education in India meant not merely intellectual cramming of information into the brain but the applicahon of them into one's life so that life became better at individual, social, secular, spiritual levels. Education w a s a life-transformer. That is real education which liberates.* Eminent Journalist, Mr. V.N. Narayanan, Editor, The Hindustan Times, delivered the Convocation Address at the X V and XVI convocation of the Nagarjuna University. H e said, " W h e n w e face problen\s of ethics. 136 Extension Education Services w e t e n d to solve t h e m b y research, b y statistics, b y the u s e of instruments and resources rather than by moral energy. The Victorian society in Britain, the pre-Independence Congress party under Mahatma Gandhi, Abraham Lincoln's era in U.S. politics displayed this moral energy. This is not to be confused with excessive Puritanism or moralism. All it demanded of the people was the feeling that they were put on this earth in order to leave it a better place than you found it."^ A recent conference, "Dialogue a m o n g civilizations quest for n e w perspectives", July 9-10, 2000 elaborated the concept of values as: Values m a y be defined as those desirable ideals and goals which are intrinsic in themselves and which, w h e n achieved or attempted to be achieved, evoke a deep sense of fulfilment to one or m a n y or all parts of what w e consider to be the highest elements of our nature. Values are norms, which hold and sustain life and society and establish a symbiotic and interdependent relahonship between humankind and ecosystem. Values denote a fundamental category; in a c o m m o n understanding they correspond to what we mean when it is said that Truth, Beauty and Goodness are the Supreme value of life. They occur to us whenever w e try to conceive all those states of our being or becoming in which w e are likely to find s o m e kind of ultimate fulfilment. There are, indeed, values of physical life, values of emotional life, values of mental life, but these values constantly point towards certain basic and ultimate values, which are moral and spiritual in character. Moral and spiritual values are the foundations of the highest peaks of civilization, and since they emancipate humanity from narrow grooves of thought, they deserve to be understood more and more clearly and more and more meaningfully. Moral and spiritual values appear to be the c o m m o n elements of various religions promoting everlasting peace and universal harmony; w e look up to the ethical and spiritual values in our effort to rise above differences a m o n g religions. In recent times, a vast effort has been m a d e to discover the pursuit of those values— moral and spiritual— which are to be found among all religions. A n d it has been rightly argued that what is most important in religions is the pursuit of ethical and spiritual values, which transcend the externalities of religious iristitutions. Science, morality and spirituality are intimately intertwined and they should not be viewed as antagonistic to each other. Indeed, the survival of h u m a n race at the present critical juncture of h u m a n history will depend u p on the pursuit of ethical and spiritual values. It has been rightly contended that peace is a most desirable objects of the present world and that peace carmot be achieved unless individuals and increasing masses of people contemplate and practice ethical and spiritual values such as those of unity, harmony, mutuality, friendship, faithfulness, sincerity a n d respect for diversity. Spirituality is premised on universal consciousness, which can serve as the basis of the unity of humankind, and ethical systems derive Values and Higher Education 137 their force and sustaining p o w e r from spiritual consciousness. In the field of education, ethical and spiritual values need to be encouraged, since they are directly related to the character development of students. In the latest reports of U N E S C O , "learning to be" and "Learning: Treasure within", the highest ideals have been put forward. The concept of "To Be" is so defined as to m e a n development of the fullness of personality in all richness. A n d this fullness of personality involves fullness of ethical and spiritual development. The ideal of "To Be" is distinct from the ideal of "To Acquire" and "To Possess." The ideal of "To Be" refers to that direction of effort which leads the individual to look deeply within oneself and to find in his or her inner being the source and treasure of his or her potentialities and actualiHes, the source of a h a rmony of the complexity of personality, and the source of fulfilment in some kind of perfection that transcends egoism and which rests in a vast and integrated self-hood. The Nahonal Policy on Education has laid special stress on value- education. It has said, "TTie growing concern over ^ e erosion of essential values and an increasing cynicism in society has brought to focus the need for readjustments in the curriculum in order to make education a forceful tool for the cultivation of social and moral values. In our culturally plural society education should foster universal and eternal values-oriented towards the uruty and integration of our people. Such value education should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism. Apart from the combative role, value education has a profound positive context based on our heritage, national goals, universal perceptions. It s h o u l d lay p r i m a r y e m p h a s i s o n this 'aspect." R. Natarajan, Chairman A IC T E has rightly said in his convocation address at Triputi: W h e n w e say that a person has 'values', w e imply that he has certain fundamental beliefs about what is desirable or good, and that he attempts to use these in directing his life. For beliefs of this kind to be called values, two conditions are generally held to apply: Values are formed as a result of reflection and judgment; this they are different from desires.

A person's values are beliefs which he sees as applicable not only to himself, but also to others: essential to the idea of value is the function of commanding.®

The Seven Sins, according to Mahatma Gandhi, are:

Politics without Principle. Wealth without work. Pleasure without conscience. Knowledge without Character. Commerce without Morality Science without Humanity Worship without Sacrifice. 138 Extension Education Services

To quote Anita Shetty again: Values are those standards or codes of conduct conditioned by one's cultural tenets, guided by conscience, according to which one is supposed to conduct himself and shape his life pattern by integrating his benefits, ideas and attitudes to realize the cherished ideals and aims of life. By values w e mean the criterion or basis for choosing between alternative courses of action. Hig h values lead to objective, fair, correct decisions and actions and ensure the welfare of all concerned. L o w values do exactly the opposite. Therefore, what w e need more today is moral leadership focused on courage, intellectual integrity and sense of values. There is no substitute for a sense of value. Sri Aurobindo says; In the right view both of life and of yoga all life is either consciously or sub-consciously a yoga. For w e m e a n by this term a methodized effort towards self-perfection by the expression of the potentialities latent in the being and a union of the h u m a n individual with the universal and transcendent existence w e see partially expressed in m a n and in the cosmos."’ T o quote Anita Shetty, "Value is a conception, explicit or implicit, distinctive of an individual or characteristics which influences the selection, from available modes and ends of action." Wuch o h n (1957) Rokeach (1973) defines values "as an enduring belief, a specific m o d e of conduct or end state existence along a continuum of relative importance." Values m a y be described as a system of personality traits which are in harmony with the inner nature of an individual and which are in accordance with the values approved by the society. The process of valuing is what w e go through when w e make judgment about things, events and people that w e encounter in our day-to-day life. Adisai\karacarya has given many values which can make life beautiful. Let us mention some of them:

Yogah Karmasu Kausalam Y o g a is special skill in the p e r f o r m a n c e of activities. T h e skill consists in maintaining the uniformity of mind in success and failure. The person w h o maintains this skill performs all the works as his duty. H e dedicates his mind to God.

That is Knowledge Samacittatva is unfailing equanimity— or evenness of mind in all situations— favourable or unfavourable. TTie person is not elated w h e n good things happen nor gets angry when misfortune betides. This unwavering evenness of mind is true knowledge.

That is Yoga That is knowledge, understanding of things like the self, acquired from the scriptures and the Preceptors. The single-pointed and striking realization of these truths, by controlling the sense organs is Yoga. Values and Higher Education 139

Achieve the Goal Here in this present h u m a n Ufe the self must be known. This is the injunction. H o w ? If the Self is k n o w n in this birth the life's goal is achieved. T h i s is the s u p r e m e truth. H i s life is fruitful. If the Self is not k n o w n in this life, that would become useless.

Experience True Knowledge Tapah, the concentrahon of the physical body, the sense organs and the mind; damah, discontinuance from sense objects, Karnia, A g n i h o t r a , etc. rituals. O n e w h o attair\s holiness b y m e a n s of purification of the heart through these things can get the knowledge of Brahman.

D o n ’t Speak Untruth Not that there ever was or is in them any falsehood. Contrary to that speaking untruth is the behaviour of bad people. Can any body become free from death? and decrepitude by his falsehood. For which reason martyah, m a n sasyam iva like corn, Pacyate, tatters and dies and after death punah again; sasyam iva ajavate, reborns like conr. Thus, what one can gain in this impermanent human world by breaking his o w n w o r d s ? Let us discuss the role of Moral Values in education.

I. Building of Human beings with Strength and Power based upon our Ancient Heritage Even during the last century Swami Vivekananda had issued the following warning, "All political and social system and organizations basically depend upon the goodness of man. Men cannot be made virtuous by an Act of Parliament. It carmot be taken for granted that if the Parliament enacts good legislation a nation becomes automatically strong. But if the people of a country become good and great, that country becomes automatically good and great. Of all forms of wealth in the world m a n is the most valuable. "Acts of Parliament, Government, political administration, all these are indeed means, but they are not our final goal. Beyond them there is a goal, which is not governed by any of these factors. Christ discovered that moral fervour and purity of heart are true sources of strength. O u r sages proclaimed the same truth. It is thus that religion strikes at the root of the problem, it moulds man's character. "So every improvement in India requires first of all an upheaval in religion. Before flooding India with socialistic or political ideas, first deluge the land with spiritual ideas. The first work that demands our attention is that the most wonderful truths confined in our Upanishads, in our scriptures, in our Puranas must be brought out from the books, brought out from the monasteries, brought out from the forests, brought out from the possession of selected bodies of people, and scattered broadcast all over the land .... The secret of achieving national spirit in our country lies in 140 Extension Education Services regaining our spiritual strength, which seem to have been lost. If vs^e have to lift ourselves up, w e should stop quarrelling a m o n g ourselves. Keep the motto before you— "Elevation of the masses without injuring their religion."’®

2. Education for Peace His Holiness The Dalai Lama in his extension lecture at N C E R T spoke of the exceptional intellectual abilities and qualities possessed by human beings, which make them superior to all other species. These qualities could be developed and nurtured through education to help m a n achieve higher levels of development. H e referred to the rich legacy of Indian tradition, its ancient system of education, which promoted spirituality and produced great thinkers, philosophers and spiritual leaders. The inculcation of good h u m a n qualities like compassion, respect and sense of truthfulness, caring, etc. have been a part of the Indian w a y of life. But n o w w h e n India has achieved tremendous progress, there is a decline in human values. The modern system has no place for spirituality whereas h u m a n values are essential for leading a h appy life. H u m a n values, therefore, have to be brought in the education system but without attaching them to any religion. Friendly relationships with others according to H i m are essential for peace. M o d e m society is becoming increasingly interdependent hence learning to live together in the family, with neighbours is essential for national and world peace. Children from young age have to be made aware of the interdependence between human beings."

3. Promotes Efficiency W h e n the mind is concentrated efficiency is bound to happen. S w a m i P u r a n a n a n d a rightly states:'^ The right values step up one's efficiency. In order to manage our o w n life at home, in the world and in our professional field, the higher values are necessary, so that our reaction to the outside world, our judgement of the situation that is around us— all is totally changed. And, w e will be able to, not only face the challenges in front of us, but also still discover in our minds a lot of mental energy left, which w e can apply for our quantity purpose of planning the future. Ethical virtues are the intelligent w a y s of reviving man's exhausted energies and fatigued spirit to live. By living these healthy values of righteous living, the individual unshackles his psychological personality from its self-made entanglements. As a contrast to this, the negative tendencies cultivated by the 'diabolically fallen' are self-made shackles that chain a m a n to a realm of confusions and sorrows forbidding him to gr o w into the ampler fields of his o w n inner possibility. Values and Higher Education 141

4. CO'Ordial Relations between the Teacher and Students Swami Lokeswarananda observes that according to the Indiai\ tradiHon, a teacher is like a hghted lamp from which other lamps m a y be lighted. This underlines the fact that a teacher must himself be a highly educated man, otherwise he is not entitled to teach. C a n a blind m a n lead another blind man? But it will be a mistake to think that academic qualification is the only criterion of a teacher. H e m a y have encyclopaedic knowledge, but to this must be added moral excellence of the highest order. H e need not teach high moral principles, he has to live them. A teacher should be an example of what is best in man. H e can inspire by what he is and not by what he knows. 'To k n o w is to be'— runs a popular dictum in India. Knowledge is useless if it does not make a m a n perfect— perfect not m e r e l y in skills a n d abilities, b u t also in character. The teacher's task is to impart knowledge but to do this, he must first enkindle in the pupil a thirst for knowledge. H e must also train his pupil's b ody and mind, train his faculties, so that the pupil can use them to his best advantage. Mind is man's most powerful organ. A healthy mind under control is man's best friend and guide. Given such a mind and a desire to leam, a student can leam by his o w n efforts, with the assistance of the teacher or even without. In fact, one leams best w h e n one learns by one's o w n efforts, for h o w m u c h knowledge can a teacher pass on to his pupil? Also, the knowledge that the teacher imparts m a y turn out to be outdated, if not also wrong. The most a teacher can do is to give his pupil a sense of direction, that is, tell h i m w h a t to leam and h o w to leam it and also h o w to apply that knowledge for his o w n good and the good of his community. The relationship between the teacher and the taught is exactly like the relationship of the gardener and the flowers on the bush. The gardener does not create the flowers from the soil and the manure; the flowers must themselves come from the bush. The gardener can only tend its roots, water it, protect it, see that it has the correct a m o i m t of sunlight and shade— all these extemals he can provide. But no mere gardener can guarantee the blossom; it can come only from the bush itself. Similarly, the teacher's job is to nurture the student with right thoughts. The student must be given a conductive and protective envirorunent where he or she need not overstrain to live. But the blossoming— the real fragrance and beauty of the personality— must come from within.*^ If contemporary education is to be value-based, it can never be done without the teachers themselves understanding, appreciating and upholding the life-sustair\ing moral values. The teachers cannot have any excuse whatsoever. If one carmot practise these values, one should not d r e a m of teaching as a job. In fact, teaching is not a job. It is 'a mission and vision for life and for posterity. S w a m i Vivekananda established the 142 Extension Education Services

Ramakrishna Mission order in 1897. N o w there are a number of e d u c a t i o n a l institutior\s, a d m i n i s t e r e d b y R a m a k r i s h n a M i s s i o n throughout the country. They are transmitting the universal values of austerity, brotherhood, compassion, dedication, empathy, faithfulness, grace, hardwork, integrity, justice, kindness, liberty, mercy, non-violence, obedience, perseverance, fortitude, rattonality, selflessness, truth, unity, virtue, wisdom, yoga and zest. A n unique enterprise in educational endeavour is Shri Sathya Sai Baba Inshtute of Higher Learning, a deemed university, for the p r o m o H o n of value-based education. It is situated at Prasanti Nilayam (AP), the headquarters of Sri Sai Baba mission. There are similar institutions, run by other missions in the country. If these educahonal institutions can be strengthened further, of course, within the secular framework of the Indian Constitution, India will ably meet the challenges of the twenty-first century. K. M u r a l i d h a r a n in his article, " V a l u e in E d u c a t i o n : A C h a n g i n g Concept" in University News, January 7-13, 2002 strongly feels that: The Indian culture is deeply rooted in spiritual values and unless these values find their w a y into the life of students, education will lose its significance and will not fulfil its function of endowing the students with a vision to live by and with the ideals to work for. Therefore, in deference to the cherished goals of democracy, socialism, h u m a n i s m and secularism, it is very essential that our education system should evolve a n e w positive morality, which could effectively be built into the school curriculum. It is essential that, the teachers also should be exposed to the traditional values and ethics of education through training programs from time to time. They should not confine to their job to a mere matter of completing syllabus and following the curriculum. There should be a platform for teachers to deliberate on any sensitive issues or topics as and when the need arises. They should also explore the ideas of accepting modernisation, globalisation and liberalisation from the academic point of view. They should also leam while imparting their duties for which they are meant. By creating a conductive atmosphere for intellectual rigor and freedom of expression and thought, one can practice values in education.’'' The National Commission on Teachers (1852), also knowm as Chattopadhyay Commission, observed: "There has been a feeling of grievance on the part of the teachers that they do not receive the status and respect from society that their profession and role demand. ... It m a y be recalled that the Guru never demanded reverence by the Shishya, his parents and the adult commuTUty gladly and gratefully proffered it to the teacher. So must the teacher earn status through achievements. The closer the teacher the m o r e he is able to link himself and his vocation with the mission for the nation, the more relevant he will become and more revered by students, parents and society. W e underscore that the primary task of the teacher Values and Higher Education is concerned with man-making, namely, the making of tomorrow. The Universal; the Guru (Teacher) is personal The illustrious poet, Kalidasa, speaks of the G u r u in the fo "He converts darkness into light and makes the invisible

5. Value Education Promotes Personality Developme C ohesion Value education helps oneself and one's relation to education makes one peaceful and by his personality, he the society. Individual and society supplement each othe: Education is a personality building process. It ha lir\ked with society. It has both a personal and social dime the two sides of the same coin, these are inseparable. Gandhiji, real education did not consist in packing t information, facts and figures, or in passing examinations prescribed number of books, but by developing the righ present, our education system is largely involved in younger generation for developing their cogrutive domai based on the preponderance of public examination competitive spirit at the cost of developing the more imp domain. Today, what is being done is to educate the he and not the hearts. Essential education must lead to intern obligation on the part of each h u m a n being to be vali word, thought and deed. Lack of value education has bee factor in the global scenario of growing violence and terrc and ecological imbalances. The Education Commission (1' National Policy on Education (NPE-1986) stressed the value-oriented education in our coimtry. The Rammurl Report (1990) recommended that the imparting of value ec be an integral part of the entire educational process.'^

6. An Integral ‘Vision’ for National Regeneration Value education makes the youth powerful. They coi deal to the national reconstruction and national developn A n old Jewish proverb says that 'a m a n without < nation without a vision shall perish'. W e need a great vi great nation. In the multi-religious context of India, this v an inclusive one. It must be deeply rooted in the truth, beauty of our ancient culture and tradition and at the san" also be in harmony with the scientific developments of t fortunate that our Constitution has been able to capture ai spirit of unity and harmony of cultures and religions an temperament of the m o d e m world. I a m inspired to present to you here a vision of firmly rooted in her o w n rich spiritual and cultural herit same time fully open to the scienhfic development of hun 144 Extension Education Services termed this great India of our vision Bharatiya Dh a r m a Rajya or D h a r m a Bharathi in short. Bharatiya D h a r m a Rajya is the vision of an India of love, unity and peace built on the integral concept of Dharma and on the ensuring Bharatiya Dharma as embodied in the Preamble and Article 51(A) of the> Indian Constitution. This is the vision of an awakened India of political stability, social harmony and economic prosperity built on an integral vision of life and reality. It is the vision of a disciple nation of G o d on earth where all religions and cultures will be respected for their unique insights into Truth and valuable contributions towards h u m a n welfare, an India where all living beings will live in harmony and peace with one another as the fulfilment of our age-old dream of a Vasudhaiva Kutumbakam. This is our vision of the great India of the third millennium that will be a land and light of Dharma in humanity's quest for a culture of life, unity and peace on earth. 'Peace and Value Education for Schools/Colleges' should present and promote this noble and inter-religious vision of Bharatiya Dharma Rajya in our institutions of learning and a m o n g our youth if it is to lead to the m u c h needed national regeneration of India. This is a religious task more than a political task that can only be achieved through inter­ religious cooperative action. It will be difficult for political parties and governments to take up this task on their own, they can only support and collaborate with religious-minded and peace-loving patriotic citizens of India in this divine mission.**

7. Value Education will Build Character At present, the Government of this country is striving to bring about universal education. In this context, it will be useful to consider what the purpose of education is. Great m e n of this land have declared that education should foster character, help the acquisition of good qualities, or seela, and eradicate vices, knowledge should also enable us to understand the truth about things. Saivite and Vaishnavite saints have proclaimed that G o d alone is Truth, and the rest is m aya or illusion. These sages and saints endeavoured to realise Truth, that is God. In H i m they found their supreme joy. They looked at everything else as the sources of evil and suffering. In the Vedas, the Paramatman is spoken of as Truth. W h e n it is declared that everything cormected with this world is mithya, or false, it to so m u c h to c o ndemn the world as to affirm that the Paramatman alone is true.’^ Right education should make us know that God is the Truth. Knowledge must fill one with good qualities through which alone one can realize the Truth, that is God. Therefore, the goal of knowledge is the understanding of the Ultimate Truth. The first fruit of education must be humility and self-control. Education that does not produce these qualities is useless. W e find that people in countries where modern education has spread are not as virtuous as they should be. Values and Higher Education 145

Unsophisticated illiterates, like those living in the tribal areas of South African jungles, are found to be more honest than those who have received the doubtful benefits of m o d e r n education. It is sad to note that in our ow^n schools and colleges, indiscipline is rampant nowadays. Even girls, w h o are by nature docile, have caught this infection of indiscipline. All these developments give rise to the question whether this kind of education is after all necessary or useful. From time immemorial, the necessity to acquire knowledge is being emphasized and he w ho has had no education is considered an animal. Vidya viheenah pasuh says Bharthari. But what is the type of education our ancients had in mind whe n they said .... Vidya vinaya sampanna? A thing can be done either in the dharmic way or in the adharmic way. G o o d results will flow w h e n a thing is done in the right way.'*

8. Study of the Life of Great Men to Learn from their Practice in Life W e must train our people from an early age to study the lives of great m e n w h o led an unattached life, free from debasing passions like lust, anger, greed and fear and, following their example, develop faith in God. This will help them to grow up into dutiful and honest citizens, disciplined to lead a moral and ethical life. If the government also takes sufficient interest in making provision for teaching moral and spiritual values to children, it stands to gain much. For one thing, expenditure on police and law courts will get reduced. They will also be free from the troubles arising from strikes and other forms of student indiscipline. "The Inculcation of moral and spiritual values in the minds of the people from the early years is most desirable that provision should be made for the teaching of moral and spiritual values in educational institutions."’’

9. Nation-building and Promotion of Peaceful World Order In the words of Sri Sathya Sai Baba, education is for man-making, nation-building and promotion of peaceful world order. At the d a w n of the new millermium and in the changed policy framework of the Government, there is an urgent need a m o n g teachers to inculcate values among students so that they develop into integrated personalities blossoming mentally, emotionally, intellectually, ethically and spiritually (Khandelval, 2001). Teachers in higher education have to act as a role model to bring back values a m o n g students, educational institutions and in the society as a whole. They have to act as role models in terms of their honesty, sincerity, hard work and determination towards their duties and responsibilities in order to create an example before their students. The students at this stage are at the cross-road of their career and life. At this stage, normally students seek to identify with s o m e role models for their life. Therefore, the role of teacher at this level of education is to create and recreate the values among students, in 146 Extension Education Services educational institutions and the society as a whole. They have a greater responsibility in shaping the destiny of future generation and the country as well. They should also come forward catering to the educational needs at primary and secondary levels in the society. They should be conscious about their social responsibilities. N o external force should be required to inculcate in them a sense of dedication and responsibility. The role of teacher at the higher level is different from their counterparts at other stages on account of these teacher's greater involvement with activities related to research, publications, training and administrative responsibilities.^

10. Core Value-Based Education Promotes Ideal Humanity The Parliamentary Standing Committee on Human Resource Development in its Eighty-first Report on Value-Based Education (1999) has highlighted that Truth (Satya), Righteous Conduct (Dharma), Peace (Shanti), Love (Prema) and Non-violence (Ahimsa) as the Core uruversal values, which need to be identified as the foundation stone on which the value-based education programme can be built-up. All the religions of the world have also emphasized that non-violence, tolerance and peace are the fundamental components of humanity. Great philosophers and social thinkers of East as well as West have seen education as a process leading ultimately to spiritual development. U N E S C O in the context of peace, refers education not only to general education acquiring cognitive capital but ability to live together.^’

11. External and Internal Environment must Act in Harmony The wonderful development of science during the past three hundred years concerns the external nature and the world outside. The study of the nature and potentialities of the h u m a n mind is of more recent origin— it has a history of about h undred years. It is true that with the help of scientific equipment, like the microscope and telescope, the scientist has understood innumerable minute details of the exterior world. But m a n y of the scientists are realizing, though belatedly, that the nature of the mind, its constant tendency to flow outward, prevents it from getting an insight into m a n y other aspects of the mind which can be achieved only by the practice of meditation. Scientists have provided us with various kinds of conveniences and comforts by discovering irmumerable natural laws and thus uncovering the secrets of nature. It has to be admitted that the h u m a n power of investigation has reached an all-time high; m a n has displayed the peak of his intellectual ability. But is it not within his p o w e r to create a beautiful w o r l d full of honesty, justice, b r o t h e r h o o d , m u t u a l u n d e r s t a n d i n g , cooperation, peace and tolerance? W h y has he not succeeded in creating such a world? The following voice of a poet reflects the present predicament of m a n k i n d ; Values and Higher Education 147

People fear people Doubt reigns everywhere Behind the curtain of peace Martial moves the revolution Meanness yet unheard of Devilishness in patriotic garb Tuskers am o n g nations crush life apace Not to speak of the bloody flame Rising high on the West Bullets are at play M a d after martial joy

The scientist can m a k e the five elements dance to his tune, he can transverse land, water and space at a marvelous speed, and he can drive a w a y terrible epidemics, which threaten the h u m a n race. Can't he iristill in the hearts of men, w h o live and thrive now, but w h o are liable to decay and die, a sense of brotherhood and friendship? Can't he quench the primordial fire of hatred by pouring forth the ambrosia of love? The following is the answer to the question; Progress is to take place in two fields. It relates to the two faces of nature. The one is the physical nature, the nature of the external world. The other is the inner nature of man. The one is related to the world that w e see. The other one is related to the inner-self of m a n with whose help he is able to see the world outside and investigate. If m a n is able to increase his power to free himself from the hold of the surrounding world or environment, if he increases his freedom, if he gains control over nature, we may say that the change we call development leads to progress. In this respect, the innumerable discoveries of scientists have helped us gain control over the outside nature. Undoubtedly, we are moving on the path of outward development and progress. But is there a comparable development in the regions of the mind?^^

12. Ethical and Moral Values: The Foundation of the Quality of Life Ethical and moral values are the basis of good life as ethical culture indeed ennobles h u m a n life. Ethics, religion and spirituality have become synonymous terms in c o m m o n parlance as they co-exist in the development of moral culture and of righteous and virtuous life. Moral living starts through dedication to ideal principles, maxims and h u m a n values. A righteous and virtuous life and a clear conscience provide the backbone of spiritual as well as a humane material progress of the civilized m a n and his society. N o ideal, ideology, institution or religion is self-operative. It is through h u m a n agency alone that ideals and ir\stitutions established for their realization are made operational. History bears witness to perversions, distortions and abuse or misuse of ideals and instituHons for 148 Extension Education Services the reason that h u m a n being is essentially imperfect though he seeks perfection. It is true that perfection is not attainable by imperfect beings, however, it is always worthwhile attemphng and this depends largely upon a meaningful education of m a n with a view to fertilizing the soil within so that the vessel may bear rich, juicy and truthful fruits. Sustenance of human values, ethics and morals in hum a n society and spiritual enlightenment of m a n seem to be decidedly more effective and meaningful goals of educational philosophy to follow. It is principally inadequate appreciation of the essentially spiritual nature of m a n and prevailing disrespectful attitude towards the role of true religion or spiritualism in protecting and promoting the spiritual core of h u m a n b e i n g s w h i c h a c c o u n t s for the crisis of o u r times. Ever since the d a w n of h u m a n civilization, conscious efforts have been made by m a n to cultivate values in order to humanize himself by conquering his animal instincts and ennobling his life by harmonious development of all the faculties. W h e n one realizes that one's actions affect the entire society, the value system that w e live by and the choices that we make acquire paramount importance. Living a life based on noble values enables h u m a n beings to refine their character which is called culture. The culture of a people or a nation is based upon the values that those constituting it live and uphold in their lives. W h e n the cultural values deteriorate, civilization declines but w h e n these are promoted civilization flourishes. Whenever higher ideals are abandoned and fundamental cultural values of the society are totally ignored, civilizations have disappeared. If perversions of man's desires and natural urges transgress the control and limits set b y nature, it results in the loss of culture which is his internal aspect. W h e n his culture declines, it eventually results in withering a w a y of civilization which essentially manifests external aspect of man's social life. The modern world is marked by a widespread explosion of knowledge and tremendous achievements in Science and Technology, coupled with a general decline and reversal of h u m a n values as well as an alarming deterioration of moral and mental health both of individuals and societies. The recent spate of crimes, violence, terrorism, and drug abuse makes us aware of the significance of human values, without which human life loses all meaning. It is also evident that a mere economic prosperity and material wealth cannot result in a lasting well being of mankind. The inner strength of mankind springs from within, which seems ill-nourished now. To fill up the void regarding hum a n values, the richest resources are available in the texts and scriptures of all the religions of the world which have guided people in their thoughts, feelings and actions for ages. H u m a n virtues have been propounded and preached by many great sages. Prophets and teachers w h o had perceived subtle truths of h u m a n life, for the benefit of their adherents and for those w h o would derive benefits by studying their sayings and advices. S o m e of their sayings were understood by people in Values and Higher Education 149

letter and spirit, enriching and elevating them, but some others were not understood well, ending up as mere outward rituals, blind faiths, intolerance with others and hatred for other faiths. M o r e than a century ago, Swami Vivekananda had said: "We want to lead mankind to the place where there is neither the Vedas, nor the Bible, nor the Koran, yet this has to be done by harmonizing the Vedas, the Bible and the Koran. M a n ought to be taught that religions are but the varied expression of the religion, which is oneness, so that each m a y choose the path that suits h i m best."”

13. Growth in Spiritual Status O n e of our noblest duties in life is to grow. This is the screaming cry of all evolution. Growth in the biological apparatus was the command in the lower stages of evolution. After having attained manhood, the demand is to grow our moral stature, in our spiritual worth, in our cultural dignity. This is where study of the scriptures, regular and continuous, and sadhana, constant and sincere, co m e to serve us. The study clearly points out the goal and the way— the sadhana yields to us the energy and vitality to walk the path and explode into the goal. These w e must.

14. H arm ony and P eace In the world today, w e are living through an age of confusior\s and tensions, both within and without us. The external challenges persecute us and render our lives unhappy and sorrow ridden. The . intelligent philosophy of the Rishis advises m a n 'to live in harmony' with the situations in life and steadily work on to meet them with discretion and constant application. W h e n w e live thus for a period of time, a subjective poise develops, giving us inward peace and tranquillity, which, thereafter, remains unaffected by external threats and onslaughts. Revered Shri Vethatheri, Maharishisays 'has beautifully written that Harmony is a precious treasure of human life'. Real success and satisfaction, happiness are the different facets of harmony. If one is to e n j o y the benefits of life to the fullest, it is n e c e s s a r y to d e v e l o p a n d maintain harmony; and for this understanding the philosophy of nature is required. H a r m o n y should be maintained in all spheres of life, and these are:

• Between body and life; • Between wisdom and habits; • B e t w e e n self a n d society; • Between the purpose of life and the method of living; and • Between will and nature.

The more one understands life, the more one will achieve harmony; and success will be proportionate to that. No doubt. 150 Extension Education Services harmonizing life is a difficult task, but it is worth all the striving, for it is the only way to equip oneself to enjoy life to the fullest extent and to reach the goal of life, which is the perfection of consciousness. By the development of knowledge man comes to understand the cause and effect system which is the law of nature.

15. Values of Devotion and Dedication Of the innumerable techruques prescribed by the rishis for self­ development, the most popular ones are the path of selfless dedicated service (karma yoga), the path of discriminative knowledge (jnana yoga), and the mystic path of self-development through disciplined contemplation (raja yoga). According to Sage Narada, true devotion for the Lord is superior and nobler to all these, because devotion is the final outcome of all other methods of self-development. This supreme devotion is indeed, as a technique, even superior to the path of action, the path of knowledge, and the path of disciplined contemplation. (Narada Bhakti Sutra 11:1:25) All the other paths are the means that take the seekers to the final goal of spiritual experience, but in devotion there is very little difference in essence between the means and the end, between the way and the goal. Love alone is love's own end and fulfilment. Devotion is both the means and the end. As long as residual vasanas (inherent tendencies) are still lingering in the devotee's personality, so long is devotion only the path. But when, as a result of his love for the Lord, his vasanas disappear totally, a stage comes when his supreme love itself becomes the Lord of love Supreme. Than all other paths, devotion is the one most readily available and most easily attainable. (Narada Bhakti Sutra VI: 1:58) Having dedicated all activities unto Him, the devotee should turn all desire, anger, pride, and so forth toward Him alone (Narada Bhakti Sutra VL2:65). Having gained this supreme devotion, the devotee attains perfection and immortality and becomes extremely satisfied. (Narada Bhakti Sutra 1:1:4) Acharya Vinoba Bhave says; Knowledge, love, and constant effort are the three legs on which life stands. If one of the legs of a tripod is broken, it carmot stand, since all three legs are needed. This is also the condition of life. Even if we logically distinguish between devotion (bhakti), knowledge (jnana), and action (karma), we carmot divide them in experience. The three together make up one great entity.

CONCLUSION

The worst days of a serious threat to Indian society are over. Under foreign domination and western influence we had developed the Values and Higher Education 151 foolish notion of degrading everything, morals, ethics and spirituality and were easily swept off our feet by the glamour and glitter of the exotic. The wonderful phenomenon that is taking place n o w is that w e are returning to these things which have lent stability and strength to our culture over the centuries. Because the various educational programmes launched by the NCERT, U G C and other organizations (Such as Sri Sathya Sai Organization) ranging all the w a y from nursery to post-graduate level, are bringing into proper focus the valuable ingredients of our culture. By far the most important aspect of these programmes is that besides giving a theoretical and conceptual base in the curriculum they also seek to transform the quality of life through inculcation of h u m a n values of peace, love, truth, spirituality, right c o n d u c t , a h i m s a a n d , a b o v e all, national character w h i c h , in effect, represent the highest and the noblest in our culture system.^'* About ethical or approved conduct Apastamba-Dharma-Sutra (22.14) enjoins: Absence of anger, elation, indignation, avarice, delusion, vanity and enmity; speaking truth; moderation in eating; refraining from exposing others' w e a k points; freedom from jealousy; sharing one's good things with others; sacrifice; straightforwardness; gentleness; quietude; self-control; friendliness with all beings; absence of cruelty; contentment— these form the approved conduct for m e n of all stations of life. By observing them duly one becomes universally benevolent. Suresh Prasad Singh in his Article, "Emerging values in m o d e m Education" suggests an integrated vision to promote value education. To q u o t e h i m : The power of modem education can be better realized by achieving a happy integration of utility and value, integration of body and mind, emotions and ideas, individual and society, and the world. The vision of progress must not be devoid of h u m a n element, the aspect of vision which makes the progress meaningful and purposeful. The progress that is aimed at the desired, is an assertion of the powers of h u m a n imagination, and soothe fruits of this progress must be realized with the ends of humanity in mind. The tools of change are powerful but their application must be hu m a n and they must be employed for pious p u r p o s e s . In the wake of the phenomenal developments on the educational front, re-orientation of values in the post-modernist education assumes special significance. Here are certain concrete recommendations for tempering utilitarian pursuit of higher education with desirable ideals and visions of h u m a n happiness:

(a) Education must promote rational outlook on life and scientific approach to issues confronting the real life situations; (b) A n imaginatively designed course in fundamental freedom and human rights must constitute of our degree level 152 Extension Education Services

curriculum; (c) Power that education generates must be employed for constructive h u m a n purposes; (d) Education must develop sensitivity to environment and must foster h u m a n ethos for the enjoyment of the fruits of progress; (e) H u m a n i s m should be the central concern of education in all circumstances, and it must promote quality concern for corporate behaviour and corporate life; and (f) Education must be able to develop a working mechanism to fight the evil of consumerism and acquisitive culture so that environment may be protected and development m ay remain sustainable.

In N e w Delhi Conference on "Quest for N e w Perspectives", held o n July 9-10, 2 0 0 3 feels that: As w e reflect today on the theme of dialogue a m o n g civilizations, it seems imperative that education should be so developed that a new mentality is created which spontaneously turns to dialogue rather than to conflict, which spontaneously responds to the call of interchange, and which is spontaneously eager to see problems from various points of view and which is capable of synthesizing different points of view without sacrificing uniqueness of various truths that are sjTithesized. W e have to develop particularly a n e w curriculum that aims at explaining the basic theme of human progress as a mighty expression of an adventure of continuous self-exceeding. This curriculum should inspire students to work for unity even while rejecting uniformity; this curriculum should also encourage students to respect cultural diversity. Finally, this curriculum should develop a n e w science and art of living together which necessitates adhence to the law of mutuality rather than conflict. and the law of variety of expressions rather than any uniform monotone. It may also be urged that since science and technology characterize a large part of m o d e m civilization, w e should develop a n e w curriculum where by a fresh impetus is given to scientific studies that are in harmony with the study of values. There is, today, an increasing awareness that unless science and value are blended together, humanity will have to face a great peril, the peril of inner human suffering even in the midst of increase of knowledge and Increase of material comforts. It is in the hands of educationists today to develop a n e w dimension in education so that education can not only build the defences of peace in the minds and hearts of people but also build bridges between the past and the future, and serve the great ends of the dialogue a m o n g civilizations. To conclude in the words of Honorable Minister of HRD, Government of India, Prof. Murali Manohar Joshi; what is n o w needed is a concerted action at the development of a curriculum that can bring, h o m e to the students three important lessons, namely, (i) that the entire Values and Higher Education 153 humanity shares one basic impulse towards progress and by sharing this impulse humanity can be seen as one vast surge of adventure which aims at continuous self-exceeding; (ii) that humanity, in its mature developments, tends to reject uniformity and adopts the law of unity that permits a n d respects cultural diversities; a nd (iii) that the future progress of humankind is bound up with the development of a n e w science and art of living together which necessitates adherence to the law of mutuality rather than conflict and the law of varied expressions rather than any uniform monotone. Education should aim at strengthening democratic and universal h u m a n values and respect for h u m a n rights. Education is the most powerful instrument for preparing a mind which can promote the culture of dialogue. (See Chart 5.2)

C h a r t 5.2

Values in Higher Education

Eternal Truths based upon scriptures of all religions of the world

Equality £ No conflicts Promotion of peace and international brotherhood No wars ^

Prosperity Fruitful life for individuals, families and nations Progress Peace

Life full of energy, creativity and bestowed with God’s Grace ^

N o t e s a n d R e f e r e n c e s

1. Anita Shetty and K. Pushpanadham, Valuing Values, University News, Dec. 29, 1997, pp. 7-8. 2. H. Venkataiah, Value Education, Curriculum for Graduates and Post-graduates in University News, June 22, 1998. 3. R. Satya Rajiv, Human Values in University Management, in AIU, Value Education in India, New Delhi, 2001, pp: 86-87. 154 Extension Education Services

4. Quoted in Annitha Shetty et. a\., Value Education: Need of the Present Generation in University News, Oct. 13, 1997, p .l2 . 5. Quoted in N.P. Sinha, Towards Inculcating Values in Education, in University News, Oct. 22-28, 2001, pp. 1-2. 6. Swami Gautamananda, Values in our Education, in Values: The Key to A Meaningful Life, Ramakrishna Math, Madras, India, pp. 83-85. 7. University News, Dec. 9, 1996, p. 22. 8. R. Natarajan, University News, Ju ly 21-27, 2003, p. 16. 9. Sri Aurobindo, The Synthesis of Yoga, 1976, Sixth Edition, Sri Aurobindo Ashram, Pondicherry, p. 2. 10. Swami ]agadatmananda. Learn to Live, Vol. 2, Ramakrishna Math, Chennai; India, 2000, pp. 154-57. 11. H.H. The Dalai Lama, Education for Peace, in Journal of Value Education, V o l. 2, No. 1, January 2002, p. 1. 12. Swami Pumananda, Making Life Valuable by Imbiding Values, in Journal of Value Education, Vol. 2, No. 1, Journal 2002, pp. 30-31 (NCERT). 13. Ibid., p. 15 14. P. Dhannavel, Importance of Value-based Teachers, in University News, M ay 1, 2000, p. 2. 15. Hemanta K. Khandai, Value-oriented Approach from Primary to University Education, University News, M arch 31 to A p ril 06, 2003, pp. 9-10. 16. Swami Sachidananda, Vision and Values for National Regeneration, Journal of Value Education, Vol. 2, No. 1, January 2002 (NCERT), pp. 70-71. 17. H.H. Jagadguru's Madras Discourse Acharya Call, Part III, Peetam Kanchipuram, 1998, pp. 66-67. 18. Ib id ., p. 192. 19. Ibid. 20. Nageshwar Rao and R.P. Das, Bringing Values Back: The Role of Teachers in Higher Education in Journal of Value Education, Vol. 2, No. 1, January 2002, p. 89. 21. J.S. Rajput, Symphony of Human Values in Education, NCERT, IDecember 2001, N ew D elhi. 20. Learn to L iv e , V o l. I, op. cit., pp. 139-41. 23. R.D. Dhokalia, External Human Values and World Religions, NCERT, New Delhi, 2001, pp. 10, 13, 24 24. Girijesh Kunal, How to Inculcate Value Education through Teacher Education, Journal of Value Education, op. cit., pp. 118-19. Values and Higher Education 155

A n n e x u r e 5.1

ROLE OF UGC IN HUMAN VALUE IN HIGHER EDUCATION

1. A Scheme for Promoting Ethics and Human Values in Higher Education The National Policy on Education has laid considerable emphasis on Value Education by highlighting the need to make education a forceful tool for cultivation of social and moral values. The policy has stated that in our culturally plural society education should factor universal and eternal values-oriented tov^ards the unity and integration of our people. In the present times of unprecedented changes dislocating traditional values and creating conflict between traditional and new values there is a universal concern in respect of erosion of values, promoting values and culture which fit in with the needs of the m o d e m times. This concern is universal but is more acute for our country which has lead its distinct culture, worked view and a living value tradition. The process of developing into a m o d e m nation with n e w social, political and economic institutions, and with emphasis on science and technology has thrown up m a n y n e w values— challenges in all areas of our national life. It is important that w e examine these challenges and prepare our youth to face and resolve them.

2. Objectives of the Scheme

(i) To create awareness, conviction and commitment to values for improving the quality of life through education, and for advancing social and h u m a n well-being. (ii) To encouraging universities and colleges to imdertake academic and other activities pertaining to teaching, research and extension programmes in respect of values and culture like extramural lectures, seminar, conferences, workshops and orientation programmes for teachers and students. (iii) To encourage universities to undertake preparation and production of requisite material including books, hcmdbooks, journals, t eaching materials, v i d e o a n d filnas relating to values.

3. Eligibility/Target All eligible Universities colleges which are included imder sectiot\s 2(f) and 12(b) of the U G C Act are covered under the scheme.

4. Nature of Assistance The different activities for which support will be provided are as under: (i) Research, (ii) Teaching, (iii) Organisation of Conferences, 156 Extension Education Services

Seminars, (iv) Awareness/Sensitization/Programme, and (v) H u m a n Enrichment/integrated personality development/Character Building W o r k s h o p s . The nature of research projects under this scheme would be different from the usual Ph.D.-oriented academic research. They would be aimed at understanding and clarifying value issues of contemporary; concern in the public and professional, and.to suggest possible ways of resolving these value problems. The research could be a combination of conceptual and empirical investigations. S o m e of the likely areas of the research projects could be: Value issues in:

(i) Core values of h u m a n life with reference to the individual, family commimity, nation and h u m a n society, (ii) Values relating to democratic polity and the Rule of Law, (iii) Professional values, like of engineering, medicine, law, teaching, public service, management, business, etc., (iv) Values of good governance, administration, and of judiciary, (v) Values relating to environment, science and technology, and sustainable development, (vi) Strategies of transmission of value through formal/informal/ non-formal/education, and (vii) The role of the films and the Multi-media in respect of value transmission and the potentials of multi-media learning to promote awareness and understanding of hum a n values.

The theme should be developed in the light of Indian ethos, aspirations a n d social realities. T h e o u t c o m e of this research s h o u l d b e in the form of book, monograph, research papers and report. The support provided would be by way of seed money which could be utilized for the purpose of contingency, books and journals, travel, stationary, typing and hiring, etc. The duration of the research project w ould be ordinarily t w o years.

5. Teaching Support under this head would be provided for encouraging and facilitating introduchon of n e w courses on value-related themes like human values, professional ethics, environmental ethics, science, technology, parliamentary democracy, civil society and the rules of law and hvmian values, etc. Financial assistance would be provided by w a y of—

(i) grant to teachers teaching such courses for books, preparation of teaching material, travel grant to consult libraries elsewhere, to attend conference lecture themes related to the subject matter, preparation of manuscript for writing books, etc., a n d Values and Higher Education 157

(ii) grant to university/college, department for paying honorarium to retired teachers visiting Professors to teach such courses.

6. Organisation of Conference/Seminars These could be of two types:

(i) Aimed at generating ne w ideas related to themes of ethics and human values. (ii) To provide a platform to teachers engaged in teaching value- related courses to share ideas and experiences.

The conference should be properly focused and their proceedings should be published. Financial support would be provided to meet expenses on T A / D A , boarding and lodging expenses, local transport, publication of report, secretarial assistance, etc.

7. Awareness/Sensitisation Programmes These could be in a form of lectures, workshops for a day or two, aimed at specific groups, like teachers, research scholars and students of a particular discipline academic administrators, non-teaching staff, etc. Support would be provided for meeting expenses of the programme including T A / D A for one or two persons from outside the institution. Human eririchment/Integra ted personality—development/ character-building workshops. These workshops could be very effective non-formal means of seeking a positive change in the value-temper of students and teachers. They could be organized during vacations or after the working hours. They could include presentations and discussions on different themes like spiritual, moral, aesthetic, societal, cultural, environmental values, values of democracy, scientific temper, communication skills, problems of youth, career choices, etc. Som e of these workshops could also be for groups from outside the university, like school teachers, NGOs, government officials, co r p o r a t e executives, etc. A s far as possible these external workshops should be self-financing. The support provided for this activity would be by w a y of T A / D A and honorarium for resource persons, contingency amount for preparation of reading material, field trips, postage, office assistance, payment to part time organizing assistants, etc. O n e ti m e grant will b e p r o v i d e d to take u p activities described above. M a x i m u m ceiling of financial support will be Rs. 5.00 lakhs. M a x i m u m ceiling does not m e a n that each College/University will get this grant. It \vill d e p e n d o n type of activities that will b e u n d e r t a k e n b y t h e m .

Source: UGC, Role of UGC in Human Values in Higher Education.

Chapter 6

HUMAN RIGHTS AND DUTIES EDUCATION

"Human Rights, are, indeed a sine qua non for the development of human personality and an indispensable ingredient for the physical strength and mental fortification of humanity. As a matter of fact, human rights are an expression of dignity, freedom of conscience and a civilized means of subsistence. The genesis of the concept is to be found in the classical liberal traditions reinforced by renaissance that m a d e a passionate defense of the principles of competitive individualism and rule of law aimed at the realization of individual dignity, liberty and freedom." — Prof. Mohammad Mujtaba Khan

6 CHAPTER

H um an Rights and D uties Education*

" O m y Lord of Light and Love, fill m y heart with light and love; O m y Lord of Bliss and Joy, fill m y heart with bliss and joy; O m y Lord of Truth and Peace, fill m y heart with truth and peace; O m y Lord of Transcendental Virtues, fill m y heart with those virtues." — R.P. Dhokalia

INTRODUCTION (See Chart 6.1)

All h u m a n beings are b o m free and equal in digiuty and rights. The inherent dignity of all members of the human family is the foundation of freedom and justice and peace in the world as given in the Universal declaration of h u m a n rights in its preamble. H u m a n rights are the moral claims, which are inalienable and inherent in all human individuals by virtue of their humanity alone. These are the rights of all h um a n beings, because they are b o m in huma n family. The concept of h u m a n rights and the h u m a n rights movement is getting more and more impetus in today's social and polihcal background because it is n o w universally accepted need that h u m a n rights are essential in h u m a n lives and hence they must be protected.'

* See Annexure 6.1 = Instrument of Accession by India to the Human Rights of Covenants. See Annexure 6.2 = Protection of Human Rights Act, 1993. See Annexure 6.3 = HRE in Schools/Colleges and Universities. See Annexure 6.4 = PIL and Human Rights. See Annexure 6.5 = UGC Guidelines for Human Rights Education. 162 Extension Education Services

C h a r t 6.1

Enshrined in United Nations Documents and National Constitutions and Statutory Laws

Impartial Sensitive Enjoyment Administration Judiciary of full Freedom and Fearless Responsive Discharging Government duties faithfully

Protection of ^ Protection of Fulfilment of Children Rights Minorities the Ideals of the preamble of the Indian Higher Status ^ Constitution No discrimination on the of Women basis of caste, creed, religion

Real Social, Economic and Political Freedom

Before w e describe ar\d ar\alyze h u m a n rights, let us analyze the concept of h u m a n rights contained in sacred ancient Sanskrit literature which has its authenticity even today.

HUMAN RIGHTS IN ANCIENT INDIA

H u m a n rights and duties are beautifully Ingrained in the Ancient Sanskrit Literature which is quite evident from the concept of Vasudhaiba Kutumbakam (the whole universe is a family) and Nara Human Rights and Duties Education 163

Narayana, Universal prayers in Vedic Benediction also supports the same v i e w —

"Let all be happy Let all be free from diseases Let all see the auspicious things Let no-body suffer from grief."

"Sarve Bhavantu Sukhinah, Sarve Shantu Niramayah Sarve Bhadraru Pashyantu M a a kaschiddukhabhagebhavate."

Similarly, a prayer in Shiksha Vali of the Taittiriya Upanishad also stress the same—

"May H e (God) protect us both together M a y H e nourish us both together M a y w e work jointly with great energy M a y our study be vigorous and effective M a y we not hate anyone, Let there be Peace, Peace and Peace."

Ancient Sanskrit Literature allows individuals to enjoy wealth and happiness but are guided by Dharma so that they may not come a conflict with D h a r m a (righteous path). Swami Nikhilananda in his book, "Self Knowledge", Madras, Sri Ramakrishna Math explains the stages to achieve moksha. W e have already spoken of the division of the Vedas into Karmakanda, and Jnanakanda, dealing with man's natural desire for enjoyment of material happiness and the attainment of the Highest Good. The Vedic seers also speak of the four ideals which serve the ends of human pursuit (pourusartha). They are the springs of man's action and are k n o w n as dharma, artha, kama, and moksha. Artha, or wealth, is a legitimate goal of pursuit at a certain stage of man's life. It is, with most people, an effective m o d e of self-expression and an important means of establishing fellowship with other. But wealth must be acquired according to dharma, righteousness; otherwise, instead of serving a spiritual purpose, it will aggravate greed and lust for po wer and ultimately be a cause of misery. K a m a is the fulfilment of sensuous and aesthetic desire. Craving for sense pleasure is present in many sensitive persons to w h o m the enjoyment of wealth appears gross and therefore inadequate. But Kama, too, must be guided by Dharma; otherwise it degenerates into voluptuousness. 164 Extension Education Services

There is no desire for material possession in this state of mind. Dharma or Karmayoga or work devoid of results has its o w n reward. Geeta also talks of lower and higher nature in Chapter 7, Slokas 4 and 5:

gig: 73 ^ I 3 1 1 ^ -ytifiRKtdtn II 7 / 4 B h a g w a d Gita I Migwig) ur4f^ II 7 / 5 B h a g w a d Gita

Earth, water, fire, air, ether, mind, reason and also ego; these constitute m y nature eight-fold divided. This indeed is m y low (material) nature; other than this, by which the whole universe is sustained, k n o w it to be m y higher (or spiritual) natxire in the form of Jiva (the life principle), O Arjuna. The satisfaction derived from the pursuit of dharma, artha and kama is neither deep nor abiding. There remains a hunger of the soul that can be fulfilled only by the attainment of moksha, or freedom. The first three ideals belong to the material world, and the happiness derived from them is therefore ephemeral and illusory. But the ideal of freedom can be realized only in the realm of spirit, and the bliss that follows is everlasting. Therefore, the realization of moksha, freedom, is the coping stone of human life; and the pursuit of righteousness, wealth, and aesthetic satisfaction only support it. Mok s h a ensures bliss for all times, and at all places and in every condition. In the Rig Veda, it has been rightiy said, " N o one is superior or inferior. All are brothers and all should strive for the interest of all and' progress collectively." Similarly in Atharva Veda, it has been pointed out, "All have equal rights in articles of food and water." Yoke of the chariot of life is placed equally on the shoulders of all. All should live together with harmony supporting one another like the spokes of the chariot connecting the rim and the hub. The same idealism was incorporated by Kautilya in his Arthasastra while summing up the objects and purpose of the exercise of sovereign power by the King. H e stated thus:

TOTfil W: WHT ^ I HIrHfilU II

In the happiness of his subjects lies his happiness; in their welfare, his welfare; whatever pleases him (personally) he shall not consider as good, but whatever makes his subjects happy, he shall consider good. — (Arthasastra, Book I, Chapter XIXX, 39) Human Rights and Duties Education 165

According to the preceptor that king w h o is properly educated and disciplined in sciences, devoted to good government for his subjects, keen upon working for the good of all his subjects and interested in the well-being of all beings will enjoy the earth unopposed.

TTiir % 1 jraRT 1 'jRiql II Trf: II

A n analysis of ancient literature would reveal that duties out­ weigh rights and that is w h y there were no exploitation. The voice about h u m a n rights in various parts of the world were voiced through full freedom functions when rights are balanced with responsibilities and choice is balanced with conscience. There can not be the experience, individually or collectively, if attention and effort are focused only on rights and choice. W h e n rights and choice are misunderstood or misused, debts are incurred— mentally, physically, spiritually, socially, economically, politically and so on. A responsible person fulfils the assigned duty by staying true to the aim. Duties are carried out with integrity and sense of purpose. Rigveda has beautifully spelt out the right to equality:

Right to Equality Right to quality is perhaps the most fundamental right without which happiness is impossible. Unjust discrimination always results In misery and unhappiness to those discriminated against. The Vedas, which constituted the primordial source of D h a r m a declared a charter of equality in the Vedas. It is worth-quoting.

^ ii

N o one is superior (ajyestasa) or inferior (akanishtasa). All are brothers (ete bharataraha). All should strive for The interests of all and should progress collectively. Let the strength to live with mutual co-operation be firm In you all. — (Rigveda, Mandala 10, Sukta 191, Mantra 4)

All have equal rights in articles of food and water. The yoke of the chariot of life is placed equally on the shoulders of all. All should live together with harmony supporting one another like the spokes of a wheel of the chariot connecting its rim and hub. Right to practice any religion based upon One's conviction ha? 166 Extension Education Services been the hall-mask of ancient Sanskrit literature. Special status of w o m a n was protected and respected. The Rule of Dharma which mad e it the duty of male members of the family to afford protection to w o m e n reads;

Father protects the girl during her childhood, the husband protects her after marriage and her sons protect her in old age. At no stage a w o m a n s h o u l d b e left free. ( M a n u IX-3) This basic human right was sought to be protected by incorporating a specific rule in rajadharma to the effect that the State w a s under-a duty to protect every religion without discrimination. The Rule of Dharma which made it the duty of male members of the family to afford protection to w o m e n reads: A mention of only a portion of the human rights in ancient literature is a clear indication that in Ancient Indian h u m a n rights were far head from the thinking of the present terms.

New Developments It was only recently that h u m a n movements got active in various countries of the world, e.g. M a g n a Carta in Britain in 1215 A D , Petition of Rights in 1628 AD, Habeas Corpus Act, 1628 AD, Bill of Rights in 1689 AD, American Declaration of Independence in 1676 A D and Declaration of Rights of m e n in France during 1789 A D and subsequently and more recently, in the Declaration of Universal H u m a n Rights by U N in 1948. A n analysis of existing human rights indicate that these are theoretically sound and promise a decent life to everyone born on this earth. However, majority of the people lacked the knowledge of these rights. T he vested few exploited the majority making a life of hell for the majority. The main reason of this has been found to be ignorance. The need is to hammer these rights into the minds of people through education. That is w h y education has become the main instrument of people to k n o w their rights and methods to safeguard them and in case of violation how to get justice. This education is the key to the achievement of these h u m a n rights. Enlightened citizenship is the need of today to enjoy decent life. The U N World Conference of H u m a n Rights in Vienna in 1993 drafted a Declaration ultimately inspiring the U N Decade for H u m a n Rights Education, 1995-2004. Out of tlie 100 clauses in the P r o g r a m m e of Action (POA) of Vierma Declaration, 1993, four are related directly to education and training which are as follows: Art. 78; The World Conference on H u m a n Rights considers h u m a n rights education, training and public information essential for the Human Rights and Dufies Education 167 promotion and achievement of stable and harmonious relations among communities for mutual understanding, tolerance and peace. Art. 79: States should strive to eradicate illiteracy a n d should direct education towards the full development of the h u m a n personality and to the strengthening of respect for h u m a n rights and fundamental freedoms. Art. 80: Human Rights Education should include Peace, Democracy, Development and Social Justice, as set for in the international regional human rights instruments in order to achieve common understanding and awareness with a view to strengthening universal commitments to human rights. Art. 81: Taking into account the World Plan of Action for h u m a n rights and democracy, adopted in 1993 by the International Congress on Education for human rights and democracy of the U N E S C O and other human rights instruments, the World Conference on human rights recoinmends that states develop specific programmes and strategies for ensuring the widest h u m a n rights education and dissemination of public ii\formation taking particular account of the h u m a n rights needs of women. The vision of U N Decade for H u m a n Rights Education hopes that: "The vision of the Decade is that by the end of the century all h u m a n i t y will b e c o m e h u m a n rights literate, a n d participate in the decisions that determine their lives. W e are all familiar with the words and concepts that assert the need for people to join in building a better tomorrow. W e must work harder to make these words meaningful. With the power of knowledge and desire for social jusHce w e will effect change and celebrate h u m a n dignity, accepting the humanity of others. The process has already begun. With the help of committed educators, individual activists, and NGO's w e have succeeded in elevating h u m a n rights education to a priority on the national and international agenda. W e are committed to this effort and believe that it is in our hands and within our communities that w e will succeed in developing a holistic approach to human rights education. W e can find our way to universality through h u m a n rights education." The Universal Declaration of H u m a n Rights (UDHR) and many other celebrated international human rights instruments emphasise h u m a n rights education at the core of the right to education. Thus, Article 26(2) of the U D H R o r d a i n s that: "Education shall be directed to the full development of the h u m a n personality and to the strengthening of respect for h u m a n rights and fundamental freedoms. It shall promote understanding, tolerance and friendship a m o n g all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace." Since wars begin in the Minds of M e n it is in the Minds of M e n that the defences must be constructed . . . the major challenge that faces us is h o w to promote diversity as a positive force so that recently released energies of ethnic, religious a n d spiritual solidarity . . . serve as catalysts for creativity as opposed to destruction, for concord rather than 168 Extension Education Services division. The U N E S C O spirit is reflected in the recommendation made by U N E S C O at a general conference held in Paris in November 1974 while reaffirming the responsibility that education should ensure the promotion of international understanding, cooperation, peace and respect of h u m a n rights strongly invites the . . . attention of the authorities, departments or bodies responsible for school education, higher education and out-of­ school education ... for a meaningful course of education in know-how, useful skills, work-attitudes and ethics. U G C Ninth Five Year Plan objectives for promoting H u m a n Rights Education (HRE) in Colleges and University observed that: The goal of achieving h u m a n rights requires actions at various levels s u c h as: (a) s p r e a d i n g a w a r e n e s s , a m o n g s t m a s s e s , of a n d a b o u t these rights a n d also their duty for respecting the rights of others, (b) not only creating awareness amongst masses particularly amongst weaker, poor, and vulnerable groups but also imparting capacities and confidence in them to stand for protection and preservation of their rights, (c) requiring many to shed away some of their prejudices and reform s o m e of the attitudes which are derogatory to others' dignity, (d) creating different kind of knowledge, irmovating or reforming structures, methodologies and normative regimes, and imparting new skills and competencies so that policy-making, its enforcement and realization become more sensitive to the demands of human rights culture, and (e) establishing n e w structures of accountability and making existing m o d e s of accountability more effective so that the State, its agencies and its personnel can be easily, effectively and meaningfully made responsible for h u m a n rights violation on one hand and can be m a d e to internalize respect for these rights on the other. It hardly needs stressing that the activity called 'education'— an exercise in assimilating, creating and disseminating knowledge is a powerful means of influencing and bringing attitudinal change in the citizens in general and among members of people in general as well as professional groups in particular. Being a tool to spread awareness, information and Imowledge amongst its recipients education can play a crucial role at each of the levels mentioned above for the promotion of h u m a n rights culture. But, unfortunately, the education system and more so the higher education system in India, except in the last few years, has hardly shown any credible signs of being a partner in the efforts of evolving h u m a n rights culture in the country. H u m a n rights education must include also the component of obligations towards others. M a h a t m a Gandhi, in a letter to Julien Huxley in 1947, had said: "I learned from m y illiterate but wise mother that all rights to be deserved and preserved come from duty well done. Thus, the very right to live accrues to us w h e n w e does the duty of citizenship of the world. F r o m this one fundamental statement, perhaps it is easy enough to define Human Rights and Duties Education 169 duties of n\an and woman and correlate every right to some corresponding duty to be first performed ..." The international community has woken up to the need and importance of the right to education— emphasized in Article 13 of the Covenant on Economic, Social and Cultural Rights. General Comment No. 13 reads as follows: "Education is both a h u m a n right in itself and an indispensable means of realizing other human rights. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. Education has a vital role in empowering women, safeguarding children from exploitative and hazardous labour and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth. Increasingly, education is recognized as one of the best financial investments State can make. But the importance of education is not just practical: a well-educated, erUightened and active mind, able to wander freely and widely, is one of the joys and rewards of h u m a n existence." (Emphasis supplied).

International Efforts through UN System Today humanity binds us together because the global society has created oneness of mankind. H u m a n rights and their co-relative h u m a n duties are founded on eternal and universal h u m a n values and ideals transcending all man-made boundaries— civilization, cultural or geographic. In our times of social, political and economic globalization, traditional values are being questioned and challenged and so education as a social institution is confronted with n e w challenges in respect to the view of man, one's perception of knowledge and the educational aims and the vision of good life and values and its substantive features. The goal of elevation of man's awareness and consciousness, and of enlightenment of his soul with a view of making a new harmonious multi-cultural world order and a more humane civilization requires a synthesis of varieties of cultural and religious diversities of materialism with spiritualism and of the values, ideals and the spirit of all major religions of the world. This further underlines harnessing of every branch of knowledge and the union of moral and secular values with constituhonal and legal norms. Revival of the duty-oriented society, a spiritual basis and balancing of h u m a n rights and duties as co-relatives and spiritual regeneration of the entire h u m a n life through education in a wider sense, can pave the w a y for a harmonious, just and peaceful global order. Moral and spiritual source of rights and duties enjoins tenacious pursuit of worthy ideals and h u m a n values.^ The term 'human rights' is commonly used to denote rights which every human being is entitled to enjoy by virtue of being a human beings, and for no other reason. All cultures and societies throughout 170 Extension Education Services their history have been evolving conceptions of rights which they held sacrosanct. Various states in their legal systems and constitutions have incorporated rights which are inviolable. While the contemporary conceptualization of h u m a n rights which the Universal Declaration of H u m a n Rights and its accompanying Covenants embody has drawn on the rich legacy of the past, it is distinguished b y its universality, b y the fundamental principle that all h u m a n rights are meant to be enjoyed by all h u m a n beings, anywhere in the world. 'Human rights' have, in practice, been redefined to encompass every aspect of dignified human existence and to make every human being an equal m e m b e r of the h u m a n family. The goal is still very far, but the road to it has been marked. Mahatma Gandhi has said: "It has always been a mystery to m e h o w m e n can feel themselves honoured by the humiliation of their fellow beings." It can not be doubted that any humiliation of a h u m a n being is an affront to his h u m a n dignity, and, thus, a violation of his h u m a n right. N H R C t o o k suo-motu cogruzance also of the communal disturbances in the State of Gujarat commencing with the Godhra tragedy on 27 February 2002 and its aftermath. In this context, the Commission in its observation gave a wider scope to h u m a n rights: "It is the primary and inescapable responsibility of the State to protect the right to life, liberty, equality a n d dignity of all of those w h o constitute it. It is also the responsibility of the State to ensure that such rights are not violated either through overt acts, or through abetment or negligence. It is a clear and emerging principle of human rights jurisprudence that the State is responsible not only for the acts of its o w n agents, but also for the acts of non-State players acting within its jurisdiction. The State is, in addition, responsible for any inaction that m a y c a u s e or facilitate the violation of h u m a n rights." The United Nations Charter, in its Preamble, reaffirms 'faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of m e n and w o m e n and of nations large and small'. Article 1 of the Charter laid d o w n the purposes of the United Nations which included 'promoting and encouraging respect for h u m a n rights and for fundamental freedoms for all without distinctions as to race, sex, language or religion'. All the Member-states also pledged themselves 'to take . . . action for the achievement' of 'universal respect for, and observance of, human rights and fundamental freedoms'. The Charter did not define, in precise terms, the meaning of 'human rights and fundamental freedoms'. It authorized the Economic and Social Council, one of the principal organs of the United Nations, to make recommendations for the purpose of promoting respect for^ and observance of h u m a n rights and fundamental freedoms for all. The United Nations-sponsored human rights movement and their enshrinement in national constitutions have brought about a great revolution in hu m a n thoughts, relations and institutions. Abuse and Human Rights and Duties Education 171 misuse of h u m a n rights in the form of recurrent strikes, demonstration, rallies and animosities on the basis of status, class, castes, tribes and rural-urban divide have created social, political and economic chaos and c o n v u l s i o n s in h u m a n affairs. O n the o ther h a n d , b r e a c h e s a n d violatioris of h u m a n rights in varying degrees almost everywhere and poignant gulf between law and practice have generated great disillusiorunent and pervasive frustration. The U N H u m a n Rights Declaration and the two Conventions enumerate only human rights and these are spoken of as ideal standards to be achieved and as rights to be duly protected by law and pursued in the courts of law under the constitutions of all countries. B y ignoring the imperativeness of the co-relationship of rights and duties, generally law has not placed equal emphasis on duties of man. Both rights and duties essentially have moral and spiritual basis of which law provides only an external formulation for an effective implementation. The Universal Declaration of H u m a n Rights stirred the moral consciousness as well as the political assertiveness of the people in the countries. Another impact of the Declaration was that the various countries adopted these rights in their national constitution a nd laws. But the Declaration lacked the binding force of a law over the members, like Conventions and Covenants. The U N got success after 20 years of continuous negotiations, compromises and debates and ultimately in December 1966 the General Assembly promulgated International Covenants comprising three instruments: I V 1. International Covenants on Economic, Social and Cultural Rights; 2. International Covenants on Civil and Political Rights; ana 3. Optional Protocol (on individual petition) to the Covenants on Civil a n d Political Rights.

The Covenants have assumed a prime place in international law as the instruments that influence and that at the same time judge the disregard of states. It is through Covenants that the conditions of individual rights in particular countries are to be assessed. India signed the Instrument of Accession to the H u m a n Rights Covenants on 27th March 1979. By 1994, already 130 countries had become the party to the two covenants. H u m a n Rights are basically the claims of the individuals through­ out the world, for such conditions which are essential for the development of personality and realization of the irmate characteristics without which nobody can seek to be himself at his best. There rights are inherent and inalienable to h u m a n beings and are necessary to ensure survival, dignity and personality development of the individual irrespective of race, colour, religion, sex, language, political or other opinion, national or social origin, property, birth or other status. The H u m a n Rights represent what was agreed upon, by the international 172 Extension Education Services community, as the minimum of those rights and fundamental freedom which are inherent and inalienable to all h u m a n beings and which must be available to all the people.^ However, one must be clear in mind that all claims of individuals are not H u m a n Rights. Orvly those claims are H u m a n Rights which are recognised by the United Nations as the essential conditions for the development of one's h u m a n personality. The United Nations has also fixed Duties along with H u m a n Rights and the Article 29(1) of the Universal Declaration reiterates that "everyone has duties to the commuruty in which alone the free and full development of his personality is possible." O n the other hand, reasonable restricrtons can be imposed on the individual. Article 29(2) of U D H R says that "In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and meeting the just requirements of morality, public order and the general welfare in a democratic society. Similarly, these rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations [Art. 29(3) of UDHR].''

NATIONAL ACTION PLAN FOR HUMAN RIGHTS EDUCATION IN INDIA

Pursuant to the suggestions made at the World Conference on H u m a n Rights at Vienna in 1993, the United Nations General Assembly through its Resolution 49/184 of 23rd December, 1994 resolved to declare the period 1995-2004 as the U N Decade for H u m a n Rights Education. The United Nations High Commissioners for H u m a n Rights requested the Member-States to celebrate the Decade by drawing up a National Action Plan and implement the same. India as a Member-State of the United Natior\s has ratified h u m a n rights treaties which contain provisions on h u m a n rights education [e.g.. Art. 26(2) of the U D H R ] and thereby set-upon itself a treaty obligation to undertake human rights education, training and public iaformation amongst its people. In order to celebrate the occasion, it w a s decided by the Government to set-up a Coordination Committee under the Chairmanship of the Union H o m e Secretary to draw a National Action Plan in consultation with other concerned Ministries and Departments of the Government and to monitor its implementation and report to the U N High Commissioner for H u m a n Rights on the progress made towards realization of the goals set out for this Decade. The mandate of the Drafting Committees is as follows:

(i) Assess needs and in cooperation with all concerned, formulate both a long-term and a short-term sustainable as well as achievable action plan for enhancement of awareness of Human Rights and Duties Education 173

h u m a n rights through trainmg^ dissemination and information effort directed to— (a) strengthen the respect for h u m a n rights and fundamental f r e e d o m , (b) full d e v e l o p m e n t o f h u m a n personality a n d h u m a n dignity, (c) promotion of understanding, tolerance, gender equality and understanding amongst all groups of people in the society, and (d) promote importance of democracy, rule of law, peace and sustainable development. (ii) Build and strengthen hu m a n rights education programme in both formal and informal sectors of education. (iii) Suggest time frame, wherever possible, for each of the action point and propose strategies for achieving the desired objective by recommending effective mechanism for measuring the achievement in a specific time frame. (iv) Propose mechanism and identify institutions/organisations for research and development of h u m a n rights education material at all levels. (vii) Suggest mechanism for reviewing of Action Plan approved by the Coordination Committee.^

Need of Human Rights Education as Envisaged by Drafting Committees

(i) The traditions of democracy in India is founded on the values of equality and equity, of tolerance and respect for freedom and human dignity and these find expression in the Constitution of India. In order to obtain the full realisation of these values, there is an imperative need to spread education a n d a w a r e n e s s a m o n g s t the citizer\s a b o u t these rights as protected by the State with the aim that progress comes within the framework of a respect for h u m a n rights and social justice. (ii) Educating h u m a n rights values is one of the important steps towards promotion and protection of human rights and to bring about a change in the attitude of the people. Realizing that the change in attitude carmot be brought out overnight, the Drafting Committee urged that there is a need to have a proper high level policy on h u m a n rights education both in the formal and informal sectors. (iii) The Committee felt that h u m a n rights education should be viewed as a strategy to prevent h u m a n rights violation and a technique to empower people to meet their needs. (iv) It is of the view that a large mass of the people are simply not aware of their rights guaranteed under the constitution, as 174 Extension Education Services

well as, that safeguards available in the statutes and the institutions set-up by the Government for redressal of their grievances. (v) Realising that it is essential to educate the masses on the fundamental principles of h u m a n rights, rule of lavtf and equality, equity and its universal application, the Committee is of the view that there is a need for creation of mass a w a r e n e s s . (vi) There is need to spread awareness of the rights of w o m e n and children and weaker sections of society. (vii) The Committee observed that currently there is a fragmented approach towards human rights education. Organizahons/ Institutions, as per their need, have introduced h u m a n rights education in a piecemeal way. A uruform and consistent policy on h u m a n rights education is required to be put in place in order to achieve the desired results. (viii) Tl:e Committee felt that there are large areas of concern which need to be looked at. There are two distinct target groups, namely— (a) the general public, and (b) the strategic groups. In order to have a pragmahc and achievable action plan, it would be advisable to focus attention on certain key groups, namely, students, teachers, curriculum developers, police, p r i s o n officials, lawyers, s u b o r d i n a t e judiciary, government officials (including bureaucrats and administrators) and Parliamentarians. (ix) The study of h u m a n rights should lead to an understanding of and sympathy for the concept of justice, equalities, freedom, peace, dignity and democracy. (x) The Committee felt that illiteracy is the root cause of perpetuation of all evils in civil society. It is because of this that poor and vulnerable section of the society are unable to enjoy their rights. Realising that a large section of our children have still no access to education formal or informal, it is of the view that Ministry of Human Resource Development should take appropriate and urgent steps to m a k e right to education as one of the fundamental rights and also endeavor to introduce free and compulsory education till the age of 14 years.*’

HUMAN RIGHTS EDUCATION IN SCHOOLS, COLLEGES AND UNIVERSITIES (Action: Department of Education)

(i). Generating awareness and reach through media advocacy to the deprived and special target group of children that a Right to Basic M i n i m u m Education is their h u m a n right. Human Rights and Duties Education 175

(ii) Introduction of h u m a n rights issues in the school curricula,— at primary as well as at secondary level and preparation of appropriate course material for this purpose in a w a y to m a k e it part of the students all round development. (iii) Devising a plan of action for training the teachers on h u m a n rights/values in collaboration with State Education Departments/SCERTs/NCTE. (iv) Introducing courses on H u m a n Rights at the under-graduate and post-graduate level, including either a compulsory/ special paper at under-graduate level. (v) Introduction of short-term/long-term courses on h u m a n rights through the distance education programmes, I G N O U and other premier universities should be encouraged by U G C to take up these courses by liberal funding of these courses. (vi) There is a dearth of books as well as research material on human rights. Universities should therefore, encourage research on h u m a n rights by liberally instituting scholarships and internships on issues pertaining to h u m a n rights, (vii) To bridge the gap in the availability of research material on h u m a n rights a National Resource Centre for documentation, training, research and education in h u m a n rights is to be set­ up in one of the premier Universities/research organisation imder Mirustry of'HRD. (viii) Gyan Darshan and Gyan Vani, the dedicated video/audio channels for education under Prasar Bharati, A I R could be put to effective use for spreading h u m a n rights education. (ix) Colleges and universities should be encouraged to hold seminars/workshops/debates on issues of human rights. Associations and unions in the Colleges/University could be given financial assistance for such activities. Project base learning should be encouraged. Assignments and field activities like data collection, event organisation, camp activities, social service events during distress situation, etc. m a y be integrated into courses designing and performance evaluation. (x) Bring out a booklet containing the basic instruments of H u m a n Rights for public distribution. (xi) As the subject of human rights is a matter of changing attitude, the audio-visual m e d i u m of imparting education has better impact than the class room type of learning. Accordingly, more stress need be on preparation of course material in multi-media forms like, videos, C D s and films. In addition for mass propagation and mass education. (xii) Dissemination of iriformation on h u m a n rights should also be carried out.^ 176 Extension Education Services

H^MAN RIGHTS IN INDIAN CONSTITUTION

Let us now discuss about human rights as enshrined in the Constitution of India

P ream b le The Preamble to the Constitution of India which outlines the objectives of the Constitution states: " W e the people of India, having solemnly resolved to constitute India into a Sovereign, Socialist, Secular, Democratic Republic and to secure to all its citizens; Justice, social economic a n d political; Liberty of thoughts, expression, belief, faith and worship; Equality of status and of opportunity; and to promote among them all Fraternity assuring the dignity of the individual and the unity and integrity of the nation." The Constitution of India has provided a detailed list of h u m a n rights and incorporated them in the form of Fundamental Rights (Part III) and the Directive Principles (Part IV).

Fundamental Rights

1. Right to Equality Articles 14-18 of the Constitution of India deal with the right to equality—

(i) Equality before law and equal protection of law to all persons within the territory of India— (Article 14). (ii) State cannot discriminate on grounds of religion, race, caste, sex or place of birth. It also provides public places for all w i t h o u t discrimination— (Article 15). (iii) Equahty of opportunity in matters of public appointment or public services— (Article 16). (iv) A b o l ition of untouchability— (Article 17). (v) Abolition of titles (other than military and academic)— (Article 18).

These provisions (Articles 14-18) clearly establish that all citizens have been guaranteed political and social equality. The constitution protects also the citizens against discriminatory treatment and provide them equal opportunity in social and public life.

2. Right to Freedom Articles 19 to 22 cover the right to freedom.

(i) Six Fundamental Freedoms— (Article 19)

(a) Freedom of speech and expression. Human Rights and Duties Education 177

(b) Freedom to assemble peacefully and without arms. (c) Freedom to form associations and unions. (d) Freedom to m o v e freely throughout the territory of India. (e) Freedom to reside and settle in any part of India. (f) Freedom to practice any profession, or to carry on any occupation, trade or business.

(ii) Protection in Respect o f Conviction for Offences (Art. 20) This provides that no person shall be convicted of any offence except for violation of law in force at the time of the commission of the act. Nobody should be subjected to the penalty or punishment greater than that provided under law at the time of an offence. This also prohibited punishment on double jeopardy and ex-post facto laws.

(Hi) Protection of Life and Personal Liberty— (Art. 21) The Constitution of India provides that "no person shall be deprived of his life or personal liberty except according to the procedure established by law." The right to life and personal liberty (Art. 21) is the most fundamental of all fundamental rights and it can never be suspended (along with Art. 20), not even during emergency.

(iv) Protection Against Arrest and Detention in Certain Cases— (Art. 22)

(a) It lays d o w n that no person w h o has been arrested shall be detained in custody without being informed, as soon as m a y be, on the ground for such arrest. (b) Arrested person shall not be denied the right to consult and to be defended by a legal practitioner of his choice. (c) Each arrested/detained person has to be produced before the nearest magistrate within twenty-four hours of such arrest and cannot be kept in custody beyond twenty-four hours without the authority of the magistrate. (d) The Constitution, however, provides for arrest in Preventive D e t e n t i o n A c t of a p e r s o n c o m m i t t i n g anti-national activities. In such a case the initial detenhon m a y be for two months (or as fixed by the Parliament) and the further detention can only be on the recommendation of an Advisory Board under the chairmanship of a Judge of High Court also having two other High Court Judges as members.

3. Right Against Exploitation

(a) prohibition of traffic in human beings, beggar and forced labour— (Art. 230). (b) Prohibition of employment of children below the age of fourteen years in factories, mines or other hazardous jobs— (Art. 24). 178 Extension Education Services

4. Right to Freedom o f Religion The Constitution of India provides freedom of religion under Articles 25 to 28 to all persons—

(a) Freedom of conscience and right to profess, practice and propagate any religion (subject to public order, morality and health)— (Art. 25). (b) F r e e d o m to m a n a g e religious affairs, to o w n a n d acq u i r e movable and immovable property and to administer such p r o p e r t y — (Art. 26). (c) N o person shall be compelled to pay any taxes for the promotion or maintenance of any particular religion— (Art. 27). (d) N o religious instructions can be provided in an educational institution v^rholly maintained out of State funds or receiving aid from the state— (Art. 28). Similarly, there is freedom to attend religious instructions or religious worship in certain educational institutions and no body shall be forced or compelled to attend any religious instructions or functions.

5. Cultural and Educational Rights

(a) Protection of the interests of minorities and to enable them to conserve their language, script or culture— (Art. 29). (b) Right of minorities to establish and administer educational institutions of their choice— (Art. 30).

6. Right to Property The original Constitution provided the right to property as a fundamental right to all the citizens (Art. 31). This included the right to acquire, hold and dispose-off property. But this right was omitted from the list of Fundamental Rights by the Forty-fourth A m e n d m e n t carried out in 1978. However, right to property is still a constitutional and legal right as the 44th A m e n d m e n t had added a n e w Article, Article 300A in Part XII of the constitution which provided that " No person shall be deprived of his property save by authority of law."

7. Right to Constitutional Remedies Article 32 grants the right to move the Supreme Court by appropriate proceedings for the enforcement of the rights conferred by the Constitution. The Supreme Court has been vested with the authority to issue writs, orders or directions. The writs in the nature of Habeas Corpus, Mandamus, Prohibition, Quo-Warranto a n d Certiorari whichever m a y be appropriate for the enforcement of rights, can be issued by the Supreme Court. Under Article 226, the people can even move to High Courts for the enforcement of Fundamental Rights. Human Rights and Duties Education 179

Similarly, the Directive Principles of State Policy which has been provided in Part IV of the Constitution (Arts. 36 to 51) aims at realizing the high ideals of justice, liberty, equality and fraternity as outlined in the Preamble to the Cor\stitution. The framers of the Constitution borrowed this feature from the Constitution of Irish Republic.

Directive Principles of State Policy Some of these Directive Principles which show resemblance with H u m a n Rights are:

(i) To provide the right to an adequate means of livelihood for all— (Art. 39a). (ii) The ownership and control of the material resources of the community to be so distributed as to secure the common goal— (Art. 39b). (iii) Prevention of concentration of wealth and means of production— (Art. 39c). (iv) Equal pay for equal work to both men and w o m e n — (Art. 39d). (v) Protection of the health of workers— (Art. 39e). (vi) Protection of children against exploitation— (Art. 39f). (vii) Provision for securing right to work, to education and to public assistance in case of unemployment, old age, sickness a n d d i s a b l e m e n t — (Art. 41). (viii) Provision for securing just and humane conditions of work and maternity relief— (Art. 42). (ix) To secure to all workers a living wage, better conditions of work and decent standard of life— (Art. 43). (x) To secure that legal system promotes justice on the basis of equal opportunity and also provide free legal aid— (Art. 39A). (xi) Protection of educational and economic interests of weaker sections, particularly Scheduled Castes and Scheduled Tribes— (Art. 49). (xii) T o s e cure a u n i f o r m civil c o d e — (Art. 44). (xiii) Free and compulsory education to all children upto 14 years of a g e — (Art. 45). (xiv) To provide adequate standard of living and raise level of nutrition and public health— (Art. 47).

Duties of the Citizens The Fundamental Duties are ten in number, incorporated in Art. 51A (Part IVA) which has been inserted by the 42nd Amendment Act, 1976. U nder this article, it shall be the duty of every citizens of India—

I. to abide by the Constitution and respect the National Flag and the National Anthem; 180 Extension Education Services

II. to cherish and follow the noble ideals which inspired our national struggle for freedom; III. to protect the sovereignty, unity and integrity of India; IV. to defend the country; V. to promote the spirit of c o m m o n brotherhood amongst all the people of India; VI. to preserve the rich heritage of our composite culture; VII. to protect and improve the natural environment; VIII. to develop the scientific temper and spirit of inquiry; IX. to safeguard public property; and X. to strive towards excellence in all spheres of individual and collective activity.

In respect of the situation in Gujarat, therefore, the Commission h e l d that;

"... it is the primary responsibility of the State to protect the right to life, liberty, equality and dignity of all those w h o constitute it. It is also the responsibility of the State to ensure that such rights are not violated either through overt acts, or through abetment or negligence."

T h e C o m m i s s i o n a d d e d that;

"... it is a clear and emerging principle of human rights jurisprudence that the State is responsible not only for the acts of its o w n agents, but also for the acts of non-State players within its jurisdiction. The State is, in addition, responsible for any inaction that m a y c a u s e or facilitate the violation of h u m a n rights."

NATIONAL HUMAN RIGHTS COMMISSION: MACHINERY FOR OVERSEEING, IMPLEMENTATION OF HUMAN RIGHTS

For better protection of h u m a n rights, the Parliament of India passed the Protection of H u m a n Rights Act, 1994. The National H u m a n Rights Commission (NHRC), established under this Act, functions from N e w Delhi with jurisdiction all over India. Since its establishment the National H u m a n Rights Commission has been engaged in protecting the h u m a n rights by investigating h u m a n rights abuses, forwarding cases to courts for trials and recommending necessary measures to the government in concerned cases.

Organization The N H R C consists of a Chairperson, four full time members and three ex-officio members. The tenure of the Chairperson and members is of five years or till the age of 70 years, whichever is earlier. Human Rights and Duties Education 181

The Chairperson of the Commission is appointed out of those w h o has served as a Chief Justice of the Supreme Court. One Member is appointed w h o is, or has been a Judge of the Supreme Court and one Member is a person w h o is, or has been the Chief Justice of a High Court. The remaining two members are appointed from amongst persons having knowledge of, or practical experience in matters relating to h um a n rights. The three ex-officio members are: (I) the Chairperson of National Commission of Minorities, (II) the Chairperson of National Commission for Scheduled Castes and Tribes, and (III) the Chairperson of the National Commission for women. There is also the provisiosn of a Secretary General who is the Chief Executive Officerv of the Commission and exercises such powers and discharges such functions as it m a y be delegated to him. All the work of the Commission since its earliest days has, in a sense, aimed at creating a "culture of h u m a n rights" in the country. In the course of the past nine years, however, the Commission has specifically taken a number of steps to further h u m a n rights education. These steps have, inter alia, included;

• Working with the Ministry of H u m a n Resource Development, the National Council for Educational Research and Training (NCERT) and the National Council for Teacher Education (NCTE) to prepare materials for education at all levels of schooling; • Working with the University Grants Commission (UGC) for the development of courses at the university level; • Endowing a chair for H u m a n Rights at the National Law School of India University in Bangalore; • Encouraging courses on h u m a n rights in the training institutes for public servants, the police, para-military forces and army; • Producing a handbook for judicial officers; • Interacting with diverse groups, ranging from medical practitioners to Rotarians and the leadership of political parties, urging them to keep h u m a n rights issues on their respective agenda; and • Encouraging and supporting the efforts of non-governmental organizations, as their role is of central importance to the better protection of h u m a n rights in the country.

The Commission shall perform all or any of the following functions, namely:

(i) Inquire, suo rnotu or on a petition presented to it by a victim or any person on his behalf, into complaint of— (a) violation of h u m a n rights or abetment thereof; and (b) negligence in the prevention of such violation, by a public servant; 182 Extension Education Services

(ii) Intervene in any proceeding involving any allegation of violation of h u m a n rights pending before a court w^ith the approval of such court; (iii) Visit, under intimation to the State Government, any jail or any other institution under the control of the State government, where persons are detained or lodged for purposes of treatment, reformation or protection, to study the living conditions of the inmates and make reconunendations thereon; (iv) Review the safeguards provided by or under the Constitution or any law for the time being in force for the protection of human rights and recommend measures for their effective implementation; (v) Review the factors, including acts of terrorism, that inhibit the enjoyment of human rights and recommend appropriate remedial measures; (vi) Study treaties and other international instruments on h u m a n rights and make recommendations for their effective implementation; (vii) Undertake and promote research in the field of h u m a n rights; (viii) Spread human rights literacy among various sections of society and promote awareness of the safeguards available for the protection of these rights through publications, the media, seminars and other available means; (ix) Encourage the efforts of non-govemment organsations and institutions working in the field of h u m a n rights; and (x) Such other functions as it m a y consider necessary for the promotion of h u m a n rights.

Powers Relating to Inquiries

(I) The Commission shall, while inquiring into complaints have all the p o w e r s of a civil court trying it u n d e r the C o d e of Civil Procedure, 1908 and in particular in respect of the following matters, namely: (a) summoning and enforcing the attendance of witnesses and examining them on oath; (b) discovery and production of any document; (c) receiving evidence on affidavits; (d) requisitioning any public record or copy thereof from any c ourt or office; (e) issuing summons for the examination of witnesses or documents; and (f) any other matter which m a y be prescribed. (II) The Commission while inquiring into the complaints of violations of h u m a n rights m a y call for information or report Human Rights and Duties Education 183

from the Central Government or any State Government or any other authority or organization subordinate thereto within such time as any be specified by it. If the Commission is not satisfied with the report, it m a y initiate its o w n inquiry. In case the commission does not receive the asked report on time, in such case also, it m a y proceed to inquire into the complaint on its own. (III) The Commission shall have power to require any person, subject to any privilege which m a y be claimed by that person under any law for the time being in force, to Ornish information on such points or matters as, in the opinion of the Commission, m a y be useful for, or relevant to, the subject matter of the inquiry and any person so required shall be deemed to be legally bound to furnish such information within the meaning of Section 176 and Section 177 of the Indian Penal Code. (IV) The Commission or any Gazetted Officer, specially authorized in this behalf by the Commission m a y enter any building or place where the Commission has reason to believe that any document relating to the subject matter of the inquiry m a y be found, and m a y seize any such document or take extracts or copies there from subject to the provisions of Section 100s of the Code of Criminal Procedure, 1973, in so far as it m a y be applicable. (V) The commission shall be deemed to be a Civil Court and w h e n any offence as is described in Section 175, Section 178, Section 179, 180 or 228 of the Indian Penal Co d e is committed in view or presence of the Commission, the Commission may, after recording the facts constituting the offence and the statement of the accused as provided for in the Code of Criminal Procedure, 1973, forward the case to a Magistrate having jurisdiction to try the same. The Magistrate to w h o m any such case is forwarded shall proceed to hear the complaint against the accused as if the case has been forwarded to him under Section 346 of the Code of Criminal Procedure, 1973. (VI) Every proceeding before the Commission shall be deemed to be a judicial proceeding within the meaning of Sections 193 and 228, and for the purposes of Section 196, of the Indian Penal Code, and the Commission shall be deemed to be a Civil Court for all the purposes of Section 195 and Chapter XXVI of the Code of Criminal Procedure, 1973.

Powers Relating to Investigation

(I) The Commission may, for the purpose of conducting any 184 Extension Education Services

investigation pertaining to the inquiry, utilize the services of any officer or investigation agency of the Central Government or the State Government with the concurrence of the Central Government or the State Government, as the case m a y be. (II) For the purpose of investigating into any matter pertaining to the inquiry, any officer or agency w^hose services are utilized, (subject to the direction and control of the Commission)— (a) s ummon and enforce the attendance of any person and examine him; (b) require the discovery and production of any document; a n d (c) requisition any public record or copy thereof from any office. (III) The Officer or agency whose services are utilized by the Commission, shall investigate into any matter pertaining to the inquiry and submit a report thereon to the Commission within such period as m a y be specified by the Commission in this behalf. (IV) The Commission shall satisfy itself about the correctness of the facts stated and the conclusion, if any, arrived at in the report submitted to it and for this purpose the Commission m a y m a k e inquiry (including the examination of the person or persons w h o conducted or assisted in the investigation).

Commenting on its work a year after it was established, the Commission observed: "The Commission cannot begin to assert that its efforts have transformed the h u m a n rights ethos in the country or that it has as yet adequately developed a capacity to defend the least powerful of the citizens of India. But it can assert that its efforts have begun to strengthen the hands of the just and the compassionate, of w h o m there are legion in this country, in all States and in all walks of life. In addition, there are state commissions having jurisdiction in the respective states.

CRITICAL EVALUATION

G. Raj K u m a r has found the following limitations with the N H R C :

Lack of Functional Autonomy and Independence The N H R C s generally do not possess any ^ independence in their functioning, as there are several restrictions that are imposed by the statute itself or by the government in discharging their responsibilities. This casts doubts on the ability of the N H R C to conduct an impartial inquiry into charges of h u m a n rights violations against the government officials a n d d e p a r t m e n t s . Human Rights and Duties Education 185

Lack of Financial Autonomy The N H R C s do not have finances and hence, are dependent upon the government for their funding. They are faced with severe financial crunch and hence it becomes difficult to sustain an institution of this stature.

Improper Selection of Members The members w h o are selected are close to the government and hence, feel obliged to be soft with the government which has not only appointed them, but also exercises a good deal of power and authority to control their functions. This can also be done by appointing as members or other officials of the N H R C , those individuals w h o have held positions of power within the government.

Lack of Enforcement Powers The N H R C s lack any enforcement powers that are needed to fulfil the direction they m a k e to the government. In fact, the directions of the N H R C s are generally called recommendations, as their mandates do not give any more powers than making recommendation to the government.® However, G. Parmanand Singh feels that the presence of N H R C has at least m a d e h u m a n right violation more visible and has enhanced public awareness about h u m a n values. It has also been taking all possible steps to promote a culture of h u m a n rights through media publicity, human rights seminars and human rights education for police, para­ military and armed personnel and in the system of general education. At times, it has drawn attention of concerned State governments to be accountable to hu m a n rights and bring hum a n right violators to the b o o k . ’ In addition, there are plethora of agencies engaged in protecting women, children, scheduled castes. Scheduled tribes, backward classes rights. Let us take the case of women.

Women Rights Violence against w o m e n is an important force that helps to keep the structure of patriarchy intact. It makes gender discrimination a live and terrifying experience for women, and ensures their subjugation. W e have used the term gender-based violence to describe acts that cause physical, sexual or psychological harm to w omen. Such acts are based in the unequal relations that exist between m e n and w o m e n in society. The most important thing to remember about gender-based violence is that, it is all pervasive— it can occur in all kinds of situations (within the family, at the workplace, in public places, in the community, and even w h e n in the custody of the state) and at all stages of a woman's life. Domestic violence is most common. The United Nations Declaration on the Elimination of Violence 186 Extension Education Services

Against W o m e n , 1993 defines its scope as: "Physical, sexual and psychological violence occurring in the fannily, including battering, sexual abuse of female children in the household, dowry-related violence, marital rape, female genital mutilation and other traditional practices harmful to women, non-spousal violence and violence related to exploitation." As many incidents of gender violence are now recognized as crimes, one of the important responses is through the police and the courts of law, which is in the form of punishment after the incident has occurred. A n efficient law enforcement system can also act as a deterrent to further crimes. However, women's groups in West Bengal have repeatedly been making complaints about the reluctance of the police to register complaints of gender violence. W h e re there is an active women's organization or any other socially aware group or individual involved, complaints by w o m e n do get registered. In remoter areas where such groups have still not been able to reach, the experience is that the police often does not register complaints of gender violence like those of battering or molestation and gives lighter sections for grave crimes. There has also been documentation of women's experiences with courts and the police where w o m e n have complained of the expenses and delays involved and confusing court procedures. They also complain about the insensitivity of the police, lawyers and other court personnel, including judges. Courts seem to be an especially difficult experience for victims of rape or any other kind of sexual crime, where the curiosity and the questions asked prove very traumahc.'° The task of combating gender-based violence is therefore huge and daunting and w e can only hope that all organizations and agencies, m e n and w o m e n w h o have chosen to involve themselves in this task shall do so with all sincerity and commitment.” The Charter of the U N is the first international instrument to mention equal rights of men and wom e n in specific terms. In its Preamble, the Charter reaffirms faith in the fundamental h u m a n rights, in the dignity and worth of the h u m a n person, in the equal rights of m e n and w o m e n and to employ international machinery for the promotion of economic and social advancement of all people. O n e of the purposes of the U N as set out in Article 1 is "to achieve international co-operation in solving international problems of economic, social, cultural or humanitarian character and in promoting and encouraging respect for h u m a n rights and fundamental freedoms for all without distinction as to race, sex, language or religion." Article 8 states that "the U N shall place no restrictions on the eligibility of m e n and w o m e n to participate in any capacity and under conditions of equality in its principal and subsidiary organs." Articles 13, 55 and 76 of the U N charter call for the realization of h u m a n rights and fundamental freedoms "for all without distinction as to race, sex-language or religion." Under Art. 56, Member-States have Human Rights and Duties Education 187 pledged themselves, to take joint and separate action in co-operation with the United Nations to achieve such ain\s. This basic principle of equality is elaborated in the Universal Declaration of Human Rights, which declares that, all human beings are bom free and equal in dignity and rights, and that everyone is entitled to all the rights and freedoms set forth in the declaration without distinction of any kind, including distinction based on sex. The principle of equality of men and women and the prohibition of discrimination against women are clearly set out in both the International Covenants of Human Rights. At this stage a few lines from the poem titled Shobola, written by the great Bengali poet Rabindranath Tagore which embodied women's voice of protest may be quoted—

"Why must you curtail her rights And keep women from conquering her own fate Oh Divine Ruler? Why should we stand forlorn by the wayside With bowed heads. Waiting for our weary patient dreams. To be fulfilled on some Auspicious Day? Must she always stay into vacant space? Can we not choose for ourselves The paths to our fulfilments?"

Yes, this is a right time for women to choose the path to fulfil their dreams as they approach the 21st century. At this juncture it can be said that women have just begun this journey . . . a journey for better survival or more freedom. The path is difficult to pave the way . . . but journey has certainly begun.

Role of Judiciary India has enacted the Protection of Human Rights Act, 1993 for better protection of human rights. The National Human Rights Commission (NHRC) has been established under this Act with jurisdiction all over India for protection of human rights by investigating human rights abuses, forwarding cases to courts for trials and recommending necessary measures to the government in concerned cases. The Commission is even initiating suo-motu investigations to provide relief to the concerned person. A recent case "Best Bakery Case" in Gujarat tells the sad tale of violating human rights while protecting the culprits—thus causing and concern for the promohon of human rights. The NHRC in its petition had said that the Best Bakery case's main complainant and key witness Zahira Shaikh, seven of whose relahves were killed by rioters on February 28 last year, had told it that she had 188 Extension Education Services resided from her statement about recognizing the culprits because there was a threat to her and her family from certain persons and no protection was provided to her by the state government. Taking note of his arguments, the Bench told the Gujarat Government counsel "we have no faith in your prosecuting agency. There appears to be some collusion between the government and the prosecution, which should be independent. It is a serious matter as the case relates to burning alive of 14 persons." The blame could not be put on the courts. They would go by what the prosecution would produce before them. "The state does not show any concern. N o questions were asked from the witnesses about w h y they had turned hostile. You will do the same in the High Court wh e n the appeal is taken up for hearing by it," the court observed. Describing the draft of appeal filed by the government in the Gujarat High Court against the acquittals as an "eyewash", the Chief Justice asked state government counsel Mukul Rohtagi, "What the Rajdharma is?" Outrightly rejecting the m e m o of appeal, the Chief Justice said, "I have no faith in the prosecution and the state Government .... I a m n o t saying (about) Article 356 (imposition of President's Rule). Y o u have to protect the citizens and prosecute the guilty. W h a t is Rajdharma? .... If you cannot protect them then it is better to quit." Coming down heavily on the Narendra Modi government for the prosecution's failure in the Best Bakery case resulting in the acquittal of all 21 accused, the Supreme Court today summoned the Gujarat Chief Secretary and the Director-General of Police to explain the reasons for this lapse and about filing a "shoddily drafted" appeal in the High Court. Stating that if the government w a s not able to protect its citizens, it should better quit a office, a Bench comprising Chief Justice Mr. V.N. Khare, Mr. Justice Brijesh K u m a r and Mr. Justice S.B. Sinha directed top officers of the state's civil and police administration to appear before it o n S e p t e m b e r 19. Though earlier many cases of H u m a n Rights violation have come but Gujarat Bakery case has shipped all decorum and display.

Role of Mass Media Doordarshan and AIR are nodal to the success of the raising mass awareness on human rights values. Though D D and AIR are engaged with various programmes on themes relating to social issues, a specific thrust will need to be given with the perspective of raising such awareness and education.

Public Interest Litigation The greatest contribution of PIL has been to enhance accountability of governments towards human rights of the poor. The judges acting Human Rights and Duties Education 189 alone cannot provide effective response to State lawlessness, but they can surely seek a culture formation where political power becomes increasingly sensitive to h u m a n rights. W h e n people's rights are invaded by dominant elements, PIL emerges as a medium of struggle for protection of their h u m a n rights. The legitimacy which PIL enjoys in the Indian legal system is unprecedented. PIL activism interrogates power and makes courts as people's court. Even if human rights have not adequately been protected through judicial endeavours, the courts shall r e m a i n the site for h u m a n rights struggle. Parmanand Singh, " H u m a n Rights Protection in India", IJPA, Oct.- Dec. 1999 stated. Since early 1980s, the Supreme Court of India has developed a procedure which enables any public-spirited citizen or a social activist to mobilize favourable judicial concern on behalf of the oppressed classes. The medium through which access to justice has been democratized is called Public Interest Litigation (PIL).

Role of UGC in Promoting Human Rights Education through Universities and Colleges As stated in the Annual Report 2001-02 of U G C , Role of U G C and Duties Education: In 1985, the U G C prepared a blueprint for promotion of H u m a n Rights teaching and research at all levels of education. This blueprint contained proposals for restructuring of existing syllabi, and introduction of n e w courses and/or foundation courses in H u m a n Rights. This w a s for students of all faculties at the under-graduate, graduate and post-graduate levels for both professionals and non-professional education. During the year 1997-98, the Commission framed " U G C IXth Plan Approach for the promotion of H uman Rights Education (HRE) in Universities and Colleges" with an objective to prorriote H u m a n Rights and Duties Education through the Universities and Colleges and spreading awareness about the H u m a n Rights and Duties Education amongst the teachers and students. For this purpose, the Commission has been providing financial assistance to Universihes and Colleges for introduction of P C Degree, U G Degree, Diploma and Certificate Courses at P G level in H u m a n Rights and Duties Education. It is also providing financial assistance to Universities and Colleges for holding seminars, symposia and workshops in H u m a n Rights and Duties Education. The following were the objectives and strategies of U G C for promoting H u m a n Rights Education and Duties in Universities and Colleges.

OBJECTIVES AND STRATEGIES

Mere knowledge about human rights is not sufficient. An understanding as to h o w h u m a n rights can easily become vulnerable to 190 Extension Education Services abuse of various structures and processes of power is crucial. It m a y be added that understanding of abuse and misuse of power alone serves no purpose unless people in general and professionals in particular are imparted skills for protection and enforcement of these rights. Human Rights Education does not merely mean imparting knowledge in the class-room, but it also has to cover all modalities (formal, non-formal and ii\formal) which could sensihse a person, awaken his/her conscience and develop an attitude of mind imbibing respect for him\an rights of others. H u m a n Rights Educahon cannot merely be an intellectual exercise alone. It requires building linkages between what happens in the society and what is transmitted in the classes to the students. It requires captxiring actual experiences of violation of h u m a n rights and denial of h u m a n dignity. This kind of education needs field experience and action- oriented ways of learning and teaching. H u m a n Rights Education requires building strong linkages and networking between colleges/universities and various N G O s and other groups working in the field and commimity. Building these linkages would go a long way in giving H u m a n Rights Education a grass-root orientation. Collecting, collating and classifying the data an d experiences that N G O s and groups working in the field have already acquired can be an important aspect of h u m a n rights education and m a y lead to create new knowledge and research. H u m a n Rights Education must encompass in it a strong research component. A n y teaching of or about hum a n rights need to be backed up by strong multi-disciplinary research on various aspects of h u m a n rights an d their complexities. Training and public information are the indispensable components of h u m a n rights education. As such for carrying out awareness and other programmes, audio-visual aids and distance m o d e of education need to be used amongst other tools and inputs. Extension work has long been recognized by the University Grants Commission (UGC) as an equally important component of University and Collegiate education, besides teaching and research. National Service Scheme (N.S.S.), W o m e n Studies Research Centers, adult education and population education programmes, and continuing education are some area specific modalities. These along with field action, need to be utihzed for extending the scope and access of h u m a n rights programmes to the grass-roots level. The extension programmes in the colleges need special attention and emphasis with a view to giving them H u m a n Rights orientation. The legal aid programmes in the colleges could be more vigorously utilized by the law schools for the benefit of the needy to render legal advice and assistance for hvunan rights enforcement. National H u m a n Rights Commission is n o w a statutory institution with responsibility, amongst others, "to spread h u m a n rights literacy and Human Rights and Duties Education 191 promote awareness of the safeguards." Co-ordination with and by the National H u m a n Rights Commission for a more purposeful use of extension programmes of the universities and colleges is necessary. Modalities for the same need to be worked out through joint consultation between the University Grants Commission and the National H u m a n Rights Commission. Three alternative approaches for promoting huihan rights education be pursued simultaneously, viz.: (a) Introducing separate courses on H u m a n Rights, (b) H u m a n Rights issues to be incorporated in courses already being taught, (c) Reorientation of all courses so that the h u m a n rights component is not seen as an adjunct to the existing syllabi, instead the academic packages should be so offered as to have "people" as the central theme. The advantages of such a strategy are obvious. It is highly flexible and can accommodate the needs, pace of growth and extent of commitment to h u m a n rights education of each institution. It is basic to the promotion of human rights education in universities and colleges that the students after training could expect decent employment. Presently, no such avenues exist apart from extremely limited slots available in teaching and research institutions and the m e d i a . Perhaps the setting up of the proposed h u m a n rights courts in each district all over the country could open up avenues of self- employment for a substantial number of students. Inclusion of h u m a n rights as one of the subjects in national competitive examinations also deserves consideration. Other avenues too are needed to be explored by all agencies and institutions interested in the promotion of h u m a n rights education, including the National H u m a n Rights Commission and the University Grants Commission. There is a need to convince all Union and State Minorities and departments especially those which provide service to the people like the railways, the post and telecommunications and electricity as well as all law courts and prisons and law enforcement agencies to appoint h u m a n rights experts as advisors and trainers.

SCOPE AND BROAD CONTENTS OF HUMAN RIGHTS COURSES

H u m a n Rights Education should preferably be inter-disciplinary. H u m a n Rights carmot be compartmentalized into academic disciplines; these have to be conceptualized in their entirety. These are central to all social sciences studies. In order to inculcate a broad comprehension of h u m a n rights as "human existence with dignity", the contents of h u m a n rights courses need incorporate and reflect the concerns for democracy, development and peace. In particular in a country like India they must necessarily include issues of; social justice, distributive justice, bringing marginalised 192 Extension Education Services and historically deprived sections to the n\ainstream of national life, protecting environment and ecological balance, and ensuring steady and meaningful progress and development in individual's as well as national life (as mentioned in para 3 above). To ensure comprehensiveness and incorporation of national, regional and international perspectives, the broad contents of courses on human rights need to cover the following:

(a) Philosophical and cultural bases and historical perspectives, theories and movements (national as well as international). (b) Interdependence of and linkages between human rights and democracy, pluralism, development, ecological balance peace and harmony at the national as well as international level. (c) National Perspective: The historical context, colonialism and post-colonialism; post-independence national development; protection regime especially for the weak and marginalised groups including minorities and for women and children; the violation of rights by the State and its agencies—the police and the criminal justice system; body of laws, bye-laws and rules, etc. inconsistent with human rights norms; violation of rights by armed political groups and terrorists; intra-societal violation of rights of the poor and weak by the dominant groups including gender inequalities exploitations and injustices; the role of the judiciary, the National Human Rights Commission and of the Statutory Commissions on Women, Minorities, SC and ST and Linguistic Minorities; the role of the NGOs and the media vis-a-vis protection and promotion of human rights. (d) Regional perspectives: Special features of the region in which India is located such as: pluralism, economic poverty, colonial past, rigid social structures, mass illiteracy, constant threat to political stability and democracy, growing consumerism and recently introduced economic/structural re-adjustment reforms vis-a-vis status of human rights. (e) Emergence of SAARC and the debate over the need for evolving South Asia Charter of Human Rights. Other regional developments such as European Charter on Human Rights, European Court on Human Rights, European Parliament, South-South Dialogue, and other such developments and arrangements. (f) International perspectives: The study of texts, treaties, arrangements and structures innovated by the international community in post-world war period for the protection of human rights; effect of cold war on the status and functioning of various institutions and structures organized for promotion and protection of human rights; the end of cold war and its Human Rights and Duties Education 193

influence on the regime and status of human rights promotion and other such issues. Role of developed societies vis-a-vis human rights. Role of institutions like United Nations Organization, United Nations High Commission for Refugees, United Nations Educational Scientific and Cultural Organization, World Health Organization, International Labour Organization vis-a-vis human rights. Causes of success and failure of these institutions in protecting and promoting respect for human rights.

The Commission constituted a Curriculum Development Committee under the Chairmanship of Hon. Justice Dr. V.S. Malimath to prepare the curricula for various courses under Human Rights and Duties Education Programme. It developed Curriculum for introduction of:—

• Foundation Course in Human Rights and Duties, • Certificate Course in Human Rights and Duties, • Under-graduate Degree Course in Human Rights and Duties, • Post-graduate Diploma Course in Human Rights and Duties, an d • Post-graduate Degree (MA/LLM) Course in Human Rights and Duties.

The UGC Model curricula on Human Rights and Duties Education have been sent to all the Universities and Autonomous Colleges as well as to the Head of the Department under which the Programme of Human Rights and Duties Education is being conducted. During the Ninth Plan Period, the following were done: The Commission in collaboration with the British Council organized two workshops—First on 23rd to 25th November, 1998 at Bangalore and second on 30th November to 2nd December, 1998 at Delhi. The Scheme of Human Rights Education was renamed as Human Rights and Duties Education on the basis of Hon. Justice Verma Committee Report on "operationalization of the suggestion to teach fundamental duties to the citizen of the country." Universities and Colleges were requested to incorporate duty consciousness an essential component in the Curriculum. The report was sent to all the Universities. Since the inception of the Programme, i.e. 1997-98, the Commission approved 31 Universities and 3 Colleges for introduction of Degree, Diploma and Certificate Courses, it also approved 48 Universities and 73 Colleges for organizing seminar/symposia/workshops during Ninth Plan Period. 194 Extension Education Services

Nature of Assistance The following programmes of Human Rights and Duties Education have been identified for financial support during the Xth Plan, (for detail see appendix)

(i) A foundation course, (ii) A certificate course, (iii) An under-graduate degree, (iv) A post-graduate diploma course, (v) A post-graduate degree (MA/LLM) course, and (vi) Seminars/Symposia/Workshops.

Facts

(1) Violation of human rights is a regular features by persons in power or persons belonging to the under-world. (2) Police violation of human rights is a recurring phenomenon. (3) Judiciary takes a long time in deciding the cases of human rights violations. (4) Women and children are abused at every place. (5) Minorities human rights are violated on one pretext or the other. (6) Moral and ethical values are existing in name only. No practices of values. (7) Materialism is causing the violation of human rights. (8) Human Rights Commissions are slow and their composition is detrimental to human rights. Instead of appointing retired people, fresh persons may be appointed to inject dynamism. (9) Governments at the union and state levels are engaged in violation of human rights purely to continue in power. (10) Enforcement machinery is dilatory and lack the desired pow ers. (11) Punishment for human rights violation is very less causing encouragement to human rights violators. (12) Rights and duties must be pursued simultaneously.

PROBLEMS

(I) Lack of knowledge and implications of Human Rights Most of the people in India lack knowledge and an awareness about Human rights. This makes them tolerate the excesses of other people. This is more true with people living in villages, women, dalits, illiterates. Human Rights and Duties Education 195

(2) Machinery designed to ensure the protection of Human Rights is not adequate to tackle large number of personnel and People are unaware of the structure and functions of such machinery Human Rights Comrftissions at union and state levels are not so active as most of the persons appointed on these bodies are retired persons. We must engage people on deputation so as to provide dynamism as well as provide employment to new people.

(3) Centralization: Need of Decentralization It is very difficult for people to come at headquarters to file their complaints for human right violations. The machinery dealing with human rights need decentralization.

(4) Universities, colleges and other institutions not involved in the education of Human Rights Universities and colleges numbering about 12,000, can bring a revolution if educational system is used of for the benefit of common man. Uruversities are dealing only with theoretical concepts and not providing extension services. Universities can do a lot provided the thrust is changed.

(5) Politicians of whatever political parties they belong do not adhere to Human Rights and duties They rather create fear and exploit the people for their interest. Politicians may be made to understand that they should not indulge in Human Rights Violations rather they should maintain its dignity.

SUGGESTIONS

Human Rights Education is a difficult and challenging task. However, higher education institutes can help the faculty and. students. Teachers have to create in students a spirit of providing extension education to the people. That is why Kothari Commission (1964-66) has forcefully stated • that the destiny of a Nation is shaped in her class room s.

I. Rights and duties' must* be pursued simultaneously Human rights education must include also the component of obligations towards others. Mahatma Gandhi, in a letter to Julien Hiixley in 1947, had said: "I learned from my illiterate but wise mother that all rights to be deserved and preserved come from duty well done. Thus, the very right to live accrues to us when we do the duty of citizenship of the world. From this one fundamental statement, perhaps it is easy enough to define duties of man and woman and correlate every right to some corresponding duty to be first performed . . . ." 196 Extension Education Services

2. Need of Genuine Leadership to support rights of common man Common man in developing countries cannot enjoy the human rights as leaders both political and bureaucratic usurp all powers. The objective knowledge, which has up till now been discovered by the man through scientific adventures is only said to be limited one. Our visionaries have given us in our religious books, that the knowledge measurable by the dimensional parameters, can be transferred and passed on from one generation to the other. Even its factual results can be verified and changed by the future scientists, but the subjective knowledge is not transferable and hence remains the prized possession of the vision and insight. With the change of times now, the imprints of elevated consciousness and covetous preciousness of our national mind, had been camouflaged with so many question marks, on our future citadels which have now come under the control of a vertical and greedy leadership. As all the cybernetics of our prospective developments, and all the struts and columns which are supporting our system to eliminate our people from drudgery and ignorance, to boost up the spirit and esteem of the Indian mind, have now come under pressure and are exposed to rust and cracks, by the so-called leaders, whose patriotism has now mostly become a salable commodity, impregnated with diplomatic jugglery and a rank hypocracy. The common man is totally confused in the populous slogans of opportune politics which is taking the people to degeneration and denigration from the real focus.

(3) Need of Sensitizing police personnel through Education and T raining The Commission has given high priority to the training and re­ training of police personnel in human rights observance, so that they would reduce the violation of human rights by themselves and become better protector of human rights of others. On Commission's urge, with adequate governmental support the Sardar Patel National Police Academy in Hyderabad has been emphasizing on human rights education. It is a major training center for I.P.S. officers. The Commission discussed with the Director Generals of Police of the States and Union Territories and the efforts have been successful that a three-tier model syllabus has been prepared for Constables, sub-Inspectors/Inspectors, Deputy Superintendents of Police and other senior officers. This model syllabus has been circulated to all States and Union Territories with recommendation that they adopt it for training of police personnel.'^

(4) Need of inculcating ethical and moral value The Modern world is marked by a widespread explosion of knowledge and tremendous achievements in Science and Technology, coupled with a general decline and reversal of human values as well as an alarming deterioration of moral and mental health both of individuals Human Rights and Duties Education 197 and societies. The recent spate of crimes, violence, terrorism and drug abuse makes us aware of the significance of human values, without which human life loses all meaning. It is also evident that a mere economic prosperity and material health cannot result in a lasting well being of mankind. The inner strength of mankind springs from within, which seems ill-nourished now.'"'

(5) Emphasis on Human Rights Education in Universities Education is an important human activity. It was bom with the birth of the human race and shall continue to function as long as the human race exists. The importance of education can be specified by the saying "MAN" becomes "MAN" through education. It has been rightly said that without education, man is a splendid slave, a reasoning savage. Education fashions and models man for society. It signifies man's supreme position in societies. It teaches what man lives and struggles for. Aristotle says, "Educated men are as much superior to uneducated as the living are to the dead." Epithets says. Education is an essential concomitant of all human societies. Education makes man rational, reliant, selfless, self-conscious, civilized, sociable and harmonious creature. It inculcates good habits in man and makes his life systematic, develops aspirations, ambitions and desires in him, makes him powerful and paves way for his development. In other words, education opens a new world before the human beings.'^ Colleges and Universities are supposed to provide extension services to the society as well as advice to the Government/agencies engaged in human rights. Universities are the bridges between the government and the community. What are the ways through which colleges and universities can play an important role in protecting the violation of Human Right? There are many methods through which colleges and universities can play this role effectively. Let us analyze them . We may suggest the following approach to make educational programmes practical and useful for protection of Human Rights:

(a) The existing educational institutions and programmes need to be consolidated and put to optimum use to serve the goals of development in the community as a whole. (b) Provision of suitable educational facilities in backward areas and for the deprived groups and promotion of non-formal and Distance Education programmes at all levels in a systematic way are important. (c) Educational Planning need be linked effectively with man­ power planning at all stages and aspects of skill development. Adequate attention need be paid for optimization of benefits from the existing investments and facilities. (d) It is vital to transform the system of education qualitatively in 198 Extension Education Services

terms of value content, standards and relevance to life. The role of education to promote humanistic outlook, sense of brotherhood and a commitment to cultural and ethical values need to be re-emphasized. (e) The importance of educational technology has to be adequately provided for greater efficiency and effectiveness and wider reach of the educational programmes economically. The following important areas have been identified:

(i) Informing and educating the people about their rights, duties and responsibilities in a democraHc set-up through programmes like talk on AIR, in English, Hindi as well as in vernacular languages. Private TV Channels should also be induced to broadcast/telecast such programmes. Such programmes should be tele/broadcasted during prime time. (ii) Informative programmes like Quizzes/serials/soap operas should also highlight the constitutionally guaranteed rights, legal safeguards and availability of various institutional mechanisms for redressal. (iii) Programmes on rights of women, rights of children, disabled persons, rights of HIV/AIDS affected person, drug abuse, etc. should be in drama/soap opera formats as that would have more impact than simple massaging. (iv) Efforts should be made to include issues on Human Rights in the local programmes on DD and AIR. (v) A regular slot be reserved in DD and AIR for human rights education. The education channel of DD should be effectively used for this purpose. (vi) In order to encourage Producers/Directors to make programmes on human rights issues annual awards and incentive schemes should be instituted. (vii) In order to encourage the Producers/Directors to make feature films/documentaries on human rights issues, special awards should be instituted for best film/documentary on human rights. Easy financing through NFDC to such Producers/Directors should also be considered. (viii) Orientation programmes like seminars, workshops on human rights should be regularly organised by the M /O Information and Broadcasting, for different levels of its staff. (ix) A meeting of media experts in the field of films, TV, AIR, publicity experts, senior Government officials, activists, and NGOs should be convened to discuss effective ways of dissemination human rights values for the people, especially weaker and the vulnerable section through mass media. (x) Partnership be developed with the concerned State authorities in order to have wider dissemination, specially in the district/ Human Rights and Dufies Education 199

block/panchayat/village officials. (xi) Private and corporate sector should be included as far as practicable. (xii) The Ministry of Women and Child Development should formulate special programmes to bring about awareness of the rights of women and children, amongst different sections of society. Suitable programmes should be developed and made available to Universities, Schools and Police, Training Institutions.

In a democracy where the human rights are more important, particularly in India where the social inequalities are very sharp the human rights assume more significance. But human rights in the absence of people with proper social awareness become irrelevant and meaningless. Here comes the role of social science education. Thus, social science education is the most essential element for the promotion of human rights in the developing societies in general and in India in particular.

(6) Research and Documentation in Human Right The higher education system in India can take up research projects in different aspect of human rights and their violation in their catchments area. Their finding can be documented by one cell set-up specially for this purpose These documentation can be regularly sent to policy­ making, planning and decision-making agencies quarterly. This would help in analyzing the Human Rights Issues purely on the basis of facts and can bring forth solutions based on analysis of Data. In addition, case studies can be undertaken to throw lights on atrocities committed in depth and true perspective.

(7) Introducing topics of Human Rights in Under-graduate and Post­ graduate Education To make the youth aware of Human Rights: The UGC must ensure that some topics of human rights suiting different areas of study should be incorporated by universities and colleges in their syllabi on a massive scale for practical orientation and not merely understanding theory.

(8) Introducing independent teaching on Human Rights In Disciplines like political science, sociology, public administration, there can be one paper or set-up independent departments of Human Rights to award M.A. Degree in Human Rights. Both the approaches are being implemented by many universities but their number is small. We have to introduce human rights programme in a big way especially in colleges and universities located in rural areas, tribal areas, urban slums and backward areas. 200 Extension Education Services

(9) Arranging Seminar on different areas of Human Rights through experts from different discipline by engaging in Inter-disciplinary A pproach UGC, ICS9R, Nation and State Commissions for women should finance such Seminars liberally. These seminars must be focused and not simply a discussion house. The seminar must come out with defirute suggestions which can be useful for agencies engaged in the implementation of Human Rights. We must consolidate the reports of these seminars in Human Rights cell.

(10) Lectures to disseminate the current provisions of Human Rights Lectures to disseminate the current provisions of Human Rights to Agencies like Judiciary, Police engaged in its implementation and the procedure to deal with human rights issues. It would be of great interest if the copy of the lectures is circulated among the audience. These lectures may be later on broadcasted for the benefit of general public through radio and television.

(11) Discussion with opinion leaders in cities and villages Discussion with opinion leaders in cities and villages like Ranches, Sarpanches, Chairman Panchayat Samih, Chairman Zila Parishad (both men and women). Municipal Commissioners, etc. The UniversiHes and colleges can divide the catchment area and allocate to different institutions the work of educating the masses in the scope and limitation of human rights. In addition, they can also bring to the notice of the executive agencies responsible for implementation of these human rights, the cases which have been ignored or action has not been taken. These may also be released to the press for wider use. These would create a movement wherein violation of Human Rights would be difficult.

(12) Involvement of Students Students team can be constituted after training in theory and practice of Human Rights which can go to different areas of cities and villages and impart education in Human Rights by discussion or lecture or informal methods. Students can be encouraged through:

(a) awarding some extra marks, (b) giving some certificates which can help them in employment, and (c) preference in admissions to higher education institutes.

Youth once motivated can create a momentum and people can get real education. Women faculty members and women students can mobilize public opinion and educate women about their rights/ privileges. They can help the women in PRI system to prove their worth. Women studies centers wherever located can do a lot for women human Human Rights and Duties Education 201 rights. The need is to stress extension education to the community. The time has come when UGC through universities and colleges must discharge its responsibilities in the area of extension education. UGC, would get a credit if it can help the universities and colleges in discharging the obligations of higher education system to the society. Higher education must play its role in solving the problems of society. Society, even after more than fifty years of independence, is being exploited in collision with vested interest. The true freedom can only be enjoyed by the people if the fundamental rights and other human rights are made a reality to them. Words written or spoken are of no use unless put to action. Higher Educahon System is best suited for helping the people to feel the enjoyment of fimdamental freedoms granted to them. In a democracy where the human rights are more important, particularly in India where the social inequalities are very sharp the human rights assume more significance. But human rights in the absence of people with proper social awareness become irrelevant and meaningless. Here comes the role of social science education. Thus, social science education is the most essenhal element for the promotion of human rights in the developing societies in general and in India in particular. As human rights are more important to democracy, the social science education should be properly promoted because it enhances the conscious level of the common people, without which democracy can not be protected. Hence, the protection of social sciences education is highly needed to save the democracy as well as human rights.'^

CONCLUSION

The Human Rights Commission has been entrusted with the responsibility "to spread human rights literacy among various sections of society and promote awareness of safeguards available for the protection of these rights through publications, the media, seminars and other available means." For this, the Commission has been continuously coordinating with the Human Resource Development Ministry, the National Council for Education, Research and Training (NCERT), National Council for Teachers' Education (NCTE), State Coimcils for Educational Research and Training (SCERT) and Universities to introduce Human Rights education programmes in their courses. The Chairpersons of the Human Rights Commission wrote to all the Vice- Chancellors of Universities and the University Grants Commission (UGC) to include human rights in the curriculum at the under graduate and post-graduate levels and promote research, seminars and publications on human rights. Giving a positive response a large number of universities have started courses on human rights and they are also being financially assisted by the UGC in this regard. Some of these universities are, viz. Jamia Millia Islamia, Delhi University, Aligarh 202 Extension Education Services

Muslin\ University, Jammu University, Andhra University, Punjab University, Banaras Hindu University, Rajasthan University, Karnataka University, Kurukshetra University and Cochin University.'^ Their achievements are laudable, and their further march would bring more laurels to the society and nation. But a note of caution is necessary. The concept of "progress and independent" in America destroyed the family imit, which is the basic component of the society. It has been uprooted completely. Europe also is going the same way. African and Latin American countries are dazzled by the material progress made by U.S.A. and Europe, and they are also blindly following the same path. Some European countries like Germany and France are now seriously thinking of strengthening the basic family unit even at the cost of so-called personal liberty and independence. The disruption of family unit in U.S.A. have inevitably resulted in the mass population of destitute, orphans and illegitimate children. The problem of virgin mothers is causing additional anxiety to the social thinkers and philosophers. We have to guard against these evil consequences.'® No ideal, ideology, institution or religion is self-operative. It is through human agency alone that ideals and institutions established for their realization are made operational. History bears witness to perversions, distortions and abuse or misuse of ideals and institutior\s for the reason that human being is essentially imperfect though he seeks perfection. It is true that perfection is not attainable by imperfect beings, however, it is always worthwhile attempting and this depends largely upon a meaningful education of man with a view to fertilizing the soil within so that the vessel may bear rich, juicy and truthful fruits.'’ Sustenance of human values, ethics and morals in human society and spiritual enlightenment of man seem to be decidedly more effective and meaningful goals of educational philosophy to follow. It is principally inadequate appreciation of the essentially spiritual nature of man and prevailing disrespectful attitude towards the role of true religion or spiritualism in protecting and promoting the spiritual core of human beings which accounts for the crisis of our hmes.^“ The programme for Human Rights Education is a continuous process. While certain specific areas with time targeted action programme have been identified by the concerned Ministries/Departments, further appropriate strategies for each of the action areas will be drawn up and implemented by them with specific time frames for achieving the objectives.^'

N o t e s a n d R e f e r e n c e s

1. Mrs. Snehal Fadnovas, Impact of Women's Rights Movement on the Development of Human Rights in South Asian Countries, in journal of the Institute of Human R ig h ts, Vol. II, No. 1, Jaripatka, N agpur. 2. R.P. Dhokalia, External Human Values and World Religions, New Delhi, NCERT, Human Rights and Duties Education 203

2001, p. 10. 3. Arjun Dev (ed.), "A Handbook of Human Rights", Creative Learning Series, NBI, New Delhi, 2003, p. VII. 4. Sabira Khan, "Human Rights in India (Protection and Violence)", New Delhi, Devika Publication, 2004, pp. 12-13. 5. GOI, Ministry of Home Affairs, National Action Plan, for Human Rights Education in India, New Delhi, 2001, pp. 3-4. 6. Ib id ., pp. 4-6 7. Ib id ., pp. 12-13. 8. G. Raj Kumar, Role and Contribution of National Human Rights Commissions in Promoting National and International Human Rights Norms in the National Context, IJPA, April-June 2001, pp. 222-36. 9. Parmanand Singh, Human Rights Protection Through Public Interest Litigation, India, IJPA. Oct.-Dec. 1999, p. 748. 10. UNIFEM, Support Services to Counter Violence Against Women, 2002, West Bengal, New Delhi, pp. 7-11. (Sanhita) 11. Ib id ., pp. 13-14. 12. Gurcharan Singh, Pollution to Purity of Environment, New Delhi, Deep & Deep, 2000, pp. 1, 9. 13. R.P. Dhokalia, op. cit., pp. 109-10. 14. Ib id ., Foreward, p. viii. 15. Vijaya Kumar and K.V. Rama Lakshmi, Protection of Social Sciences Education to Save Human Rights, University News, Nov. 15, 1999, p. 3. 16. Vijay K um ar and K.V. Rama Lakshmi, op. cit., p. 10. 17. Sabira Khan, Human Rights in India, New Delhi, 2004, Devika, pp. 108-09. 18. Dr. P.L, Joshi, Editorial Note, Journal of the Institute of Human Rights, Vol. II, No. 1, 1999, N agpur. 19. Vijay K um ar and K.V. Rama Lakshmi, op. cit., p. 3. 20. R.P. Dhokalia, op. cit., p. 13. ■ 21. National Action Plan For Human Rights Education in India, op. cit., p. 9. 204 Extension Education Services

A n n e x u r e 6 . 1

INSTRUMENT OF ACCESSION BY INDIA TO THE HUMAN RIGHTS OF COVENANTS

Whereas the International Covenant on Economic, Social and Cultural Rights and the International Covenant on Civil and Political Rights were adopted by the General Assembly of the United Nations in Resolution 2200(XXI) of 16th December, 1966, which Covenants are reproduced in the Annexure to this Document; And Whereas it is fit and ‘ expedient to accede to the aforesaid Covenants subject to the following Declarations:

Declarations

(i) With reference to Article 1 of the International Covenant on Economic, Social and Cultural Rights and Article 1 of the International Covenant on Civil and Political Rights, the Goverrunent of the Republic of India declares that the words "the right of self-determination" appearing in those Articles apply only to the peoples under foreign domination and that these words do not apply to sovereign independent States or to a section of a people or nation which is the essence of national integrity. (ii) With reference to Article 9 of the International Covenant on Civil and Political Rights, the Government of the Republic of India takes the position that the provisions of the Article shall be so applied as to be in cor\sonance with the provisions of clauses (3) to (7) of Article 22 of the Constitution of India. Further under the Indian Legal System there is no enforceable right to compensation for persons claiming to be victims of unlawful arrest or detention against the state. (iii) With respect to Article 13 of the International Covenant on Civil and Political Rights, the Government of the Republic of India reserves its right to apply its law relating to foreigners. (iv) With reference to Articles 4 and 8 of the International Covenant on Economic, Social, Cultural Rights, and Articles 12, 19(3), 21 and 22 of the International Covenant on Civil and Political Rights, the Government of the Republic of India declares that the provisions of the said Articles shall be so applied as to be in conformity with the provisions of Article 19 of the Constitution of India. (v) With reference to Article 7(c) of the International Covenant on Economic, Social and Cultural Rights, the Government of the Republic of India declares, that the provisions of the said Article shall be so applied as to be in conformity with the provisions of Article 16(4) of the Constitution of India. Human Rights and Duties Education 205

Now, therefore, be it kr\own that the Goverrunent of the Republic of India, having seen and considered the said Covenants, do hereby Accede to the same, subject to the aforementioned Declarations. In testimony where of I, Neelam Sanjiva Reddy, President of India, have signed these Presents and affixed here unto my Seal at New Delhi this the Sixth day of Chaitra of the Saka year one thousand nine hundred and one corresponding to the twenty-seventh day of March of the year one thousand nine hundred and seventy-nine A.D. in the thirtieth year of the Republic of India.

S d /- (NEELAM SANJIVA REDDY) (President of India) 206 Extension Education Services

A n n e x u r e 6 . 2

PROTECTION OF HUMAN RIGHTS ACT, 1993

C H A P T E R I

PRELIMINARY

1. Short title, extent and commencement (1) This Act may be called the Protechon of Human Rights Act, 1993. (2) It extends to the whole of India: Provided that it shall apply to the State of Jammu and Kashmir only in so far as it pertains to the matters relatable to any of the entries enumerated in List I or List III in the Seventh Schedule to the Constitution as applicable to that State. (3) It shall be deemed to have come into force on the 28th day of September, 1993.

2. Definitions (1) In this Act, unless the context otherwise requires— (a) "armed forces" means the naval, military and air forces and includes any other armed forces of the Union;

13. "Chairperson" means the Chairperson of the Commission or of the State Commission, as the case may be; 14. "Commission" means to National Human Rights Commission constituted under section 3; 25. "Human Rights" means the rights relating to life, liberty, equality and dignity of the individual guaranteed by the Constitution or embodied in the International Covenants and enforceable by courts of India; 16. "Human Rights Courts" means the Human Rights Court specified under sechon 30; 17. "International Covenants" means the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights adopted by the General Assembly of the United Nations on the 16th December, 1966; (g) "Member" means a Member of the Commission or of the State Commission, as the case may be, and includes the Chairperson; (h) "National Commission for Minorities" means the National Commission for Minorities constituted under section 3 of the National Commission for Minorities Act, 1992; (i) "National Commission for the Scheduled Castes and Scheduled Tribes" means the National Commission for the Human Rights and Duties Education 207

Scheduled Castes and Scheduled Tribes referred to in Article 338 of the Constitution; (j) "National Commission for Women" means the National Commission for Women constituted imder section 3 of the National Commission for Women Act, 1990; (k) "Notification" means a notification published in the Official Gazette; (1) "Prescribed" means prescribed by rules made under this Act; (m) "Public servant" shall have the meaning assigned to it in section 21 of the Indian Penal Code; and (n) "State Commission" means a State Human Rights Commission constituted under section 21.

(2) Any reference in this Act to a law, which is not in force in the State of Jammu and Kashmir, shall, in relation to that State, be construed as a reference to a corresponding law, if any, in force in that State.

C H A P T E R II

THE NATIONAL HUM AN RIGHTS COMMISSION

3. Constitution of a National Human Rights Commission (1) The Central Government shall constitute a body to be known as the National Human Rights Commission to exercise the powers conferred upon, and to perform the functions assigned to it under this Act. (2) The Commission shall consist of—

(a) a Chairperson who has been a Chief Justice of the Supreme C ourt; (b) one Member who is, or has been, a Judge of the Supreme C ourt; (c) one Member who is, or has been, the Chief Justice of a High C ourt; and (d) two Members to be appointed from amongst persons having knowledge of, or practical experience in, matters relating to human rights.

(3) The Chairpersons of the National Commission for Minorities, the National Commission for the Scheduled Castes and Scheduled Tribes and the National Commission for Women shall be deemed to be Members of the Commission for the discharge of functions specified in clauses (b) to (d) of section 12. (4) There shall be a Secretary-General who shall be Chief Executive Officer of the Commission and shall exercise such powers and discharge such functions of the Commission as it may have been delegated to him. 208 Extension Education Services

(5) The headquarters of the Commission shall be at Delhi and the Commission may, with previous approval of the Central Government, establish offices at other places in India.

4. Appointment of Chairperson and other Members (1) The Chairperson and other Members shall be appointed by the President by warrant under his hand and seal: Provided that every appointment under this sub-section shall be made after obtaining the recommendations of a Committee consisting of— (a) The Prime Minister—Chairperson; (b) Speaker of the House of People—Member; (c) Minister in-charge of the Ministry of Home Affairs in the Government of Indian—Member; (d) Leader of the Opposition in the House of the People— M em ber; (e) Leader of the Opposition in the Council of States—Member; (f) Deputy Chairman of the Council of States—Member; Provided further that no sitting Judge of the Supreme Court or sitting Chief Justice of a High Court shall be appointed except after consultation with the Chief Justice of India. (2) No appointment of a Chairperson or a Member shall be invalid merely by reason of any vacancy in the Committee.

5. Removal of a Member of the Commission (1) Subject to the provisions of sub-section (2), the Chairperson or any other Member of the Commission shall only be removed from his office by order of the President on the grovmd of proved misbehaviour or incapacity after the Supreme Court, on reference being made to it by the President, has, on inquiry held in accordance with the procedure prescribed in that behalf by the Supreme Court, reported that the Chairperson or such other Member, as the case may be, ought on any such ground to be removed. (2) Notwithstanding anything in sub-section (1), the President may by order remove from office the Chairperson or any other Member if the Chairperson or such other Member, as the case may be— (a) is adjudged an insolvent; or (b) engages during his term of office in any paid employment outside the duties of his office; or (c) is unfit to continue in office by reason of infirmity of mind or body; or (d) is of unsound mind and stands so declared by a competent court; or (e) is convicted and sentenced to imprisonment for an offense which in the opinion of the President involves moral tu rp itu d e. Human Rights and Duties Education 209

6. Term of office of Members (1) A person appointed as Chairperson shall hold office for a term of five years from the date on which he enters upon his office or until he attains the age of seventy years, whichever is earlier. (2) A person appointed as a Member shall hold office for a term of five years from the date on which he enters upon his office and shall be eligible for reappointment for another term of five years: Provided that no Member shall hold office after he has 11 attained the age of seventy years. (3) On ceasing to hold office, a Chairperson or a Member shall be ineligible for further employment under the Government of India or under the Government of any State.

7. Member to act as Chairperson or to discharge his functions in certain circumstances (1) In the event of the occurrence of any vacancy in the office of the Chairperson by reason of his death, resignation or otherwise, the President may, by notification, authorize one of the Members to act as the Chairperson until the appointment of a new Chairperson to fill such vacancy. (2) When the Chairperson is unable to discharge his fimctions owing to absence on leave or otherwise, such one of the Members as the President may by notification, authorize in this behalf, shall discharge the functions of the Chairperson until the date on which the Chairperson resumes his duties.

8. Terms and conditions of service of Members The salaries and allowances payable to, and other terms and conditions of service of, the Members shall be such as may be prescribed: Provided that neither the salary and allowances nor other terms and conditions of service of a Member shall be varied to his disadvantage after his appointment.

9. Vacancies, etc., not to invalidate the proceedings of the omission No act or proceedings of the Commission shall be questioned shall be invalidated merely on the ground of existence of any vacancy or defect in the constitution of the Commission.

10. Procedure to be regulated by the Commission (1) The Commission shall meet at such time and place as the Chairperson may think fit. (2) The Commission shall regulate its own procedure. (3) All orders and decisions of the Commission shall be authenticated by the Secretary-General or any other officer of the Commission duly authorized by the Chairperson in this behalf. 210 Extension Education Services

11. Officers and other staff of the Commission (1) The Central Governnnent shall make available to the Commission—

(a) an officer of the rank of Secretary to the Government of India who shall be the Secretary-General of the Commission; and (b) such police and investigative staff under an officer not below the rank of a Director General of Police and such other officers and staff as may be necessary for the efficient performance of the functions of the Commission.

(2) Subject to such rules as may be made by the Central Government in this behalf, the Commission may appoint such other administrative, technical and scientific staff as it may consider necessary. (3) The salaries, allowances and conditions of service of the officers and other staff appointed under sub-section (2) shall be such as may be prescribed.

CHAPTER III

FUNCTIONS AND POWERS OF THE COMMISSION

12. Functions of the Commission The Commission shall perform all or any of the following functions, namely— (a) Inquire, siio motu or on a petition presented to it by a victim of any person on his behalf, into complaint of—

(i) violahon of human rights or abetment thereof; or (ii) negligence in the prevention of such violation, by a public servant;

(b) intervene in any proceeding involving any allegation of violation of human rights pending before a court with the approval of such court: (c) visit, under intimation to the State Government, any jailor any other inshtution under the coptrol of the State Government, where persons are detained or lodged for purposes of treatment, reformation or protection to study the living conditions of the inmates and make recommendations thereon; (e) review the factors, including acts of terrorism, that inhibit the enjoyment of human rights and recommend appropriate remedial m easures; (f) study treaties and other internahonal instruments on human rights and make recommendations for their effective implementation; (g) undertake and promote research in the field of human rights; Human Rights and Duties Education 211

(h) spread human rights literacy among various sections of society and promote awareness of the safeguards available for the protection of these rights through publications, the media, seminars and other available means; and (i) encourage the efforts of non-governmental organisations and institutions working in the field of human rights;

13. Powers relating to Inquiries (1) The Commission shall, while inquiring into complaints under this Act have all the powers of a civil court trying a suit under the Code of Civil Procedure, 1908, and in particular in respect of the following matters, namely:

(a) summoning and enforcing the attendance of witnesses and examining them on oath; (b) discovery and production of any document; (c) receiving evidence on affidavits; (d) requisitioning any public record or copy thereof from any court or office; (e) issuing commissions for the examination of witnesses or documents; and (f) any other matter which may be prescribed.

(2) The Commission shall have power to require any person, subject to any privilege which may be claimed by that person under any law for the time being in force, to furnish information on such points or matters as, in the opinion of the Commission, may be useful for, or relevant to, the subject matter of the inquiry and any person so required shall be deemed to be legally bound to furnish such information within the meaning of section 176 and section 177 of the Indian Penal Code. (3) The Commission or any other officer, not below the rank of a Gazetted Officer, specially authorized in this behalf by the Commission may enter any building or place where the Commission has reason to believe that (2) any document relating to the subject matter of the inquiry may be found, and may seize any such document or take extracts or copies therefrom subject to the provisions of section 100 of the Code of Criminal Procedure, 1973, in so far as it may, be applicable. (4) The Commission shall be deemed to be a civil court and when any offense as is described in section 175, section 178, section 179, section 180 or section 228 of the Indian Penal Code is committed in the view or (3) presence of the Commission, the Commission may, after recording the facts constituting the offense and the statement of the accused as provided for in the Code of Criminal Procedure, 1973, forward the case to a Magistrate having jurisdiction to try the same and the Magistrate to whom any such case is forwarded shall proceed to hear the complaint against the accused as if the case has been forwarded to him under 212 Extension Education Services section 346 of the Code of Criminal Procedure, 1973. (5) Every proceeding before the Commission shall be deemed to be a judicial proceeding within the meaning of sections 193 and 228, and for the purposes of section 196 of the Indian Penal Code, and the Commission shall be deemed to be a civil court for all, the purposes of section 195 and Chapter XXVI of the Code of Criminal Procedure, 1973.

14. Investigation (1) The Commission may, for the purpose of conducting any investigation pertaining to the inquiry, utilise the services of any officer or investigation agency of the Central Government or any State Government v/ith the concurrence of the Central Government or any State Government, as the case may be. (2) For the purpose of investigating into any matter pertaining to the inquiry, any officer or agency whose services are utilised under sub­ section (1) may, subject to the direction and control of the Commission—

(a) summon and enforce the attendance of any person and examine him; (b) require the discovery and production of any document; and (c) requisition any public record or copy thereof from any office.

(3) The provisions of section 15 shall apply in relation to any statement made by a person before any officer or agency whose services are utilised under sub-section (1) as they apply in relation to any statement made by a person in the course of giving evidence before the Commission. (4) The officer or agency whose services are uhlised under sub­ section (1) shall investigate into any matter pertaining to the inquiry and submit a report thereon to the Commission within such period as may be specified by the Commission in this behalf. (5) The Commission shall satisfy itself about the correctness of the facts stated and the conclusion, if any, arrived at in the report submitted to it under sub-section (4) and for this purpose the Commission may make such inquiry (including the examination of the person or persons who conducted or assisted in the investigation) as it thinks fit.

15. Statement made by persons to the Commission No statement made by a person in the course of giving evidence before the Commission shall subject him to, or be used against him in, any civil or criminal proceeding except a prosecution for giving false evidence by such statement; Provided that the statement—

(a) is made in reply to the question which he is required by the Commission to answer; or (b) is relevant to the subject matter of the inquiry. Human Rights and Duties Education 213

16. Persons likely to be prejudicially affected to be heard If, at any stage of the inquiry, the Commission—

(a) considers it necessary to inquire into the conduct of any person; or (b) is of the opinion that the reputation of any person is hkely to be prejudicially affected by the inquiry, it shall give to the person a reasonable opportunity of being heard in the inquiry and to produce evidence in his defense: Provided that nothing in this section shall apply where the credit of a witness is being impeached.

CHAPTER IV

PROCEDURE

17. Inquiry into complaints The Commission while inquiring into the complaints of violations of human rights may— (i) Call for information or report from the Central Government or any State Government or any other authority or orgarusation subordinate thereto within such time as may be specified by it: Provided that—

(a) if the information or report is not received within the time stipulated by the Commission, it may proceed to inquire into the complaint on its own; and (b) if, on receipt of information or report, the Commission is satisfied either that no further inquiry is required or that the required action has been initiated or taken by the concerned Government or authority, it may not proceed with the complaint and inform the complainant accordingly;

(ii) Without prejudice to anything contained in clause (i), if it considers necessary, having regard to the nature of the complaint, initiate an Inquiry.

18. Steps after inquiry The Commission may take any of the following steps upon the completion of an inquiry held under this Act, namely— (1) Where the inquiry discloses, the commission of violation of human rights or negligence in the prevention of violation of human rights by a public servant, it may recommend to the concerned Government or authority the initiation of proceedings for prosecution or such other action as the Commission may deem fit against the concerned person or persons. (2) Approach the Supreme Court or the High Court concerned for 214 Extension Education Services such directions, orders or writs as the Court may deem necessary; (3) Recommend to the concerned Government or authority for the grant of such immediate interim relief to the victim or the members of the family as the Commission may consider necessary; (4) Subject to the provisions of clause (5) provide a copy of the inquiry report to the petitioner or his representative; the Commission shall sent a copy of its inquiry report together with its recommendations to the concerned Government or authority and the concerned Government or authority shall, within a period of one month, or such further time as the Commission may, allow, forward its comments on the report, including the action taken or proposed to be taken thereon, to the Commission. (6) The Commission shall publish its inquiry report together with the comments of the concerned Government or authority, if any, and the action taken or proposed to be taken by the concerned Government or authority on the recommendations of the Commission.

19. Procedure with respect to armed forces (1) Notwithstanding anything contained in this Act, while dealing with complaints of violation of human rights by members of the armed forces, the Commission shall adopt the following procedure, namely— (a) it may, either on its own motion or on receipt of a petition, seek a report from the Central Government; and (b) after the receipt of the report, it may, either not proceed with the complaint or, as the case may be, make its recommendations to that Government. (2) The Central Government shall inform the Commission of the action taken on the recommendations within three months or such further time as the Commission may allow. (3) The Commission shall publish its report together with its recommendations made to the Central Government and the action taken by that Government on such recommendations. (4) The Commission shall provide a copy of the report published under sub-section (3) to the petihoner or his representative.

20. Annual and special reports of the Commission (1) The Commission shall submit an annual report to the Central Government and to the State Government concerned and may at any time submit special reports on any matter which, in its opinion, is of such urgency or importance that it should not be deferred till submission of the annual report. (2) The Central Government and the State Government, as the case may be, shall cause the annual and special reports of the Commission to be laid before each House of Parliament or the State legislature respectively, as the case may be, along with a memorandum of action Human Rights and Duties Education 215 taken or proposed to be taken on the recommendations of the Commission and the reasons for non-acceptance of the recommendations, if any.

C H A P T E R V

STATE HUM AN RIGHTS COMMISSIONS

21. Constitution of State Human Rights Commission (1) A State Government may constitute a body to be known as the (name of the State) Human Rights Commission to exercise the powers conferred upon, and to perform the functions assigned to a State Commission under this Chapter. (2) The State Commission shall consist of—

(a) a Chairperson who has been a Chief Justice of a High Court; (b) one Member who is, or has been, a Judge of a High Court; (c) one Member who is, or has been, a district judge in that State; and (d) two members to be appointed from amongst persons having knowledge of, or practical experience in, matters relating to human rights.

(3) There shall be a Secretary who shall be the Chief Executive Officer of the State Commission and shall exercise such powers and discharge such functions of the State Commission as it may delegate to him . (4) The headquarters of the State Commission shall be at such place as the State Government may, by notification, specify. (5) A State Commission may inquire into violation of human rights only in respect of matters relatable to any of the entries enumerated in List II and List III in the Seventh Schedule to the Constitution: Provided that if any such matter is already being inquired into by the Commission or any other Commission duly constituted under any law for the time being in force, the State Commission shall not inquire into the said matter; Provided further that in relation to the Jammu and Kashmir Human Rights Commission, this sub-section shall have effect as if for the words and figures "List II and List III in tVie Seventh Schedule to the Constitution", the words and figures "List III in the Seventh Schedule to the Constitution as applicable to the State of Jammu and Kashmir and in respect of matters in relation to which the Legislature of that State has power to make laws" had been substituted.

22. Appointment of Chairperson and other Members of State C om m ission (1) The Chairperson and other Members shall be appointed by the 216 Extension Education Services

Governor by warrar\t under his hand and seal; Provided that every appointment under this sub-section shall be made after obtaining the recommendation of a Committee consisting of—

(a) the Chief Minister—Chairperson; (b) Speaker of the Legislative Assembly—Member; (c) Minister-in-charge of the Department of Home in that State— Member; and (d) Leader of the Opposition in the Legislative Assembly— M em ber:

Provided further that where there is a Legislative Council in a State, the Chairman of that Council and the Leader of the Opposition in that Council shall also be members of the Committee: Provided also that no sitting Judge of a High Court or sitting district judge shall be appointed except after consultation with the Chief Justice of the High Court of the concerned State. (2) No appointment of a Chairperson or a Member of the State Commission shall be invalid merely by reason of any vacancy in the C om m ittee.

23. Removal of a Member of the State Commission (1) Subject to the provision of sub-section (2), the Chairperson or any other Member of the State Commission shall only be removed from his office by order of the President on the ground of proved misbehaviour or capacity after the Supreme Court, on a reference being made to it by the President, has, on inquiry held in accordance with the procedure prescribed in that behalf by the Supreme Court, reported that the Chairperson, or such other Member, as the case may be ought on any such ground to be removed. (2) Notwithstanding anything in sub-section (1), the President by order remove from office the Chairperson or any other Member if the Chairperson or such other Member, as the case may be,—

(a) is adjudged an insolvent; or (b) engages during his term of office in any paid employment outside the duties of his office; or (c) is unfit to continue in office by reason of infirmity of mind or body; or (d) is of unsound mind and stands so declared by a competent court; or (e) is convicted and sentenced to imprisonment for an offense which in the opinion of the President involves moral tu rp itu d e. Human Rights and Duties Education 217

24. Term of office of Members of the State Commission (1) A person appointed as Chairperson shall hold office for a term of five years from the date on which he enters upon his office or unHl he attains the age of seventy years, whichever is earlier. (2) A person appointed as a Member shall hold office for a term of five years from the date on which he enters upon his office and shall be eligible for reappointment for another term of five years: Provided that no Member shall hold office after he has attained the age of seventy years. (3) On ceasing to hold office, a Chairperson or a Member shall be ineligible for further employment under the Government of a State or imder the Government of India.

25. Member to act as Chairperson or to discharge his functions in certain circumstances (1) In the event of the occurrence of any vacancy in the office of the Chairperson by reason of his death, resignation or otherwise. Governor may, by notification, authorize one of the Members to act as Chairperson imtil the appointment of a new Chairperson to fill such vacancy. (2) When the Chairperson is unable to discharge his function owning absence on leave or otherwise, such one of the Members as the Government may, by notification, authorize in this behalf, shall discharge the functions of the Chairperson until the date on which the Chairperson resumes his duties.

26. Terms and conditions of service of Members of the State C om m ission The salaries and allowances payable to, and other terms and conditions of service of, the Members shall be such as may be prescribed by the State Govenunent: Provided that neither the salary and allowances nor the other terms and conditions of service of a Member shall be varied to his disadvantage after his appointment.

27. Officers and other staff of the State Commission (1) The State Goveniment shall make available to the Commission—

(a) an officer not below the rarJc of a Secretary to the state Govenmient who shall be the Secretary of the State Commission; and (b) such police and investigative staff under an officer not below the rank of an Inspector General of Police and such other officers and staff as may be necessary for the efficient performance of the functions of the State Commission. 218 Extension Education Services

(2) Subject to such rules as may be made by the State Government in this behalf, the State Commission may appoint such other administrative, technical and scientific staff as it may consider necessary. (3) The salaries, allowances and conditions of service of the officers and other staff appointed under sub-section (2) shall be such as may be prescribed by the State Government.

28. Annual and special reports of State Commission (1) The State Commission shall submit an annual report to the State Government and may at any time submit special reports on any matter which, in its opinion, is of such urgency or importance that it should not be deferred till submission of the annual report. (2) The State Government shall cause the annual and special reports of the State Commission to be laid before each House of State Legislature where it consists of two Houses, or where such memorandum of action taken or proposed to be taken on the recommendations of the State Commission and the reasons for non-acceptance of the recommendations, if any.

29. Application of certain provisions relating to National Human Rights Commission to State Commissions The provisions of sections 9, 10, 12, 13, 14, 15, 16, 17 and 18 shall apply to a State Commission and shall have effect, subject to the following modification, namely—

(a) references to "Commission" shall be construed as reference to "State Commission"; (b) in section 10, in sub-section (3), for the word "Secretary- General", the word "Secretary" shall be substituted; (c) in section 12, clause (t) shall be omitted; and (d) in section 17, in clause (i) the words "Central Government or any" shall be omitted.

CHAPTER VI

HUM AN RIGHTS COURTS

30. Human Rights Courts For the purpose of providing speedy trial of offenses arising out of violation of human rights, the State Government may with the concurrence of the Chief Justice of the High Court, by notification, specify for each district a Court of Session to be a Human Rights Court to try the said offenses: Provided that nothing in this section shall apply if—

(a) a Court of session is already specified as a special court; or Human Rights and Duties Education 219

(b) a special court is already constituted, for such offenses under any other law for the time being in force.

31. Special Public Prosecutor For every Human Rights Court, the State Government shall, by notification, specify a Public Prosecutor or appoint an advocate who has been in practice as an advocate for not less than seven years, as a Special Public Prosecutor for the purpose of conducHng cases in that Court.

CHAPTER VII

FINANCE. ACCOUNTS AND AUDIT

32. Grants by the Central Government (1) The Central Government shall, after due appropriation made by Parliament by law in this behalf, pay to the Commission by way of grants such sums of money as the Central Government may think fit for being utilised for the purposes of this Act. (2) The Commission may spend such sums as it thinks fit for performing the functions under this Act, and such sums shall be treated as expenditure payable out of the grants referred to in sub-section (1).

33. Grants by the State Government (1) The State Government shall, after due appropriation made by Legislature by law in this behalf, pay to the State Commission by way of grants such sums of money as the State Government may think fit for being utilised for the purposes of this Act. (2) The State Commission may spend such sums as it thinks fit for performing the funchons under Chapter V, and such sums shall be treated as expenditure payable out of the grants referred to in sub­ section (1).

34. Accounts and Audit (1) The Commission shall maintain proper accounts and other relevant records and prepare an annual statement of accounts in such form as may be prescribed by the Central Government in consultation with the Comptroller and Auditor-General of India. (2) The accounts of the Commission shall be audited by the Comptroller and Auditor-General at such intervals as may be specified by him and any expenditure incurred in connection with such audit shall be payable by the Commission to the Comptroller and Auditor-General. (3) The Comptroller and Auditor-General and any person appointed by him in cormection with the audit of the accounts of the Commission under this Act shall have the same rights and privileges and the Authority in connection with such audit as the Comptroller and Auditor-General generally has in connection with the audit of 220 Extension Education Services

Government accounts and, in particular, shall have the right to demand the production of books, accounts cormected vouchers and other documents and papers and to inspect any of the offices of the Commission. (4) The accounts of the Commission, as certified by the Comptroller and Auditor-General or any other person appointed by him in this behalf, together with the audit report thereon shall be forwarded annually to the Central Government by the Commission and the Central Government shall cause the audit report to be laid, as soon as may be after it is received, before each House of Parliament.

35. Accounts and Audit of State Commission (1) The State Commission shall maintain proper accounts and other relevant records and prepare an annual statement of accounts in such form as may be prescribed by the State Government in consultation with the Comptroller and Auditor General of India. (2) The accounts of the State Commission shall be audited by the Comptroller and Auditor-General at such intervals as may be specified by him and any expenditure incurred in cormection with such audit shall be payable by the State Commission to the Comptroller and Auditor- G eneral. (3) The Comptroller and Auditor-General and any person appointed by him in connection with the audit of the accounts of the State Commission under this Act shall have the same rights and privileges and the authority in connection with such audit as the Comptroller and Auditor-General generally has in connection with the audit of Government accounts and, in particular, shall have the right to declare the production of books, accounts, cormected vouchers and other documents and papers and to inspect any of the offices of the State Commission. (4) The accounts of the State Commission, as certified by the Comptroller and Auditor-General or any other person appointed by him in this behalf, together with the audit report thereon, shall be forwarded armually to the State Government by the State Commission and the Government shall cause the audit report to be laid as soon as may be after it is received, before the State/Legislature.

CHAPTER VIII

MISCELLANEOUS

36. Matters not subject to jurisdiction of the Commission (1) The Commission shall not inquire into any matter which is pending before a State Commission or any other Commission duly constituted under any law for the time being in force. Human Rights and Duties Education 221

(2) The Commission or the State Commission shall not inquire into any matter after the expiry of one year from the date on which the act constituting violation of human rights is alleged to have been committed.

37. Constitution of special investigation teams Notwithstanding anything contained in any other law for the time being in force, where the Government considers it necessary so to do, it may constitute one or more special investigation teams, consisting of such police officers as it thinks necessary for purposes of investigation and prosecution of offenses arising out of violations of human rights.

38. Protection of action tai

39. Members and officers to be public servants Every Member of the Commission, State Commission and every officer appointed or authorized by the Commission or the State Commission to exercise functions under this Act shall be deemed to be a public servant within the meaning of section 21 of the Indian Penal Code. > 40. Power of Central Government to make rules (1) The Central Government may, by notification make rules to carry out the provisions of this Act. (2) In particular and without prejudice to the generality of the foregoing power, such rules may provide for all or any of the following matters, namely—

(a) the salaries and allowances and other terms and conditior\s of service of the Members under section 8; (b) the conditions subject to which other administrative, technical and scientific may be appointed by the Commission and the salaries and allowances of officers and other staff under sub­ section (3) of section 11; (c) any other power of a civil court required to be prescribed u n d e r clause (f) of sub-section (1) of section 13; (d) the form in which the annual statement of accounts is to be prepared by the Commission under sub-section (1) of section 34; an d 222 Extension Education Services

(e) any other matter which has to be or may be prescribed. (3) Every rule made under this Act shall be laid, as soon as may be after it is made, before each House of Parliament, while it is in session, for a total period of thirty days which may be comprised in one session or in two or more successive sessions, and if, before the expiry of the session immediately following the session or the successive sessions aforesaid, both Houses agree that the rule should not be made, the rule shall thereafter have effect only in such modified form or be of no effect, as the case may be; so, however, that any such modification or armulment shall be without prejudice to the validity of anything previously done under that rule.

41. Power of State Government to make rules (1) The State Government may, by notification make rules to carry out the provision of this Act. (2) In particular and without prejudice to the generality of the foregoing power, such rules may provide for all or any of the following matters, namely;— (a) the salaries and allowances and other terms and conditions of service of the Members under section 26; (b) the conditions subject to which other administrative, technical and scientific staff may be appointed by the Staff Commission and the salaries and allowances of officers and other staff under sub-section (3) of section 27; and (c) the form in which the annual statement of accounts is to be prepared under sub-section (1) of section 35. (3) Every rule made by the State Government under this section shall be laid, as soon as may be after it is made, before each House of the State Legislature where it consists of two Houses, or where such Legislature consists of one House, before that House.

42. Power to remove difficulties (1) If any difficulty arises in giving effect to the provisions of this Act, the Central Government may, by order published in the Official Gazette, make such provisions, not inconsistent with the provisions of this Act as appear to it to be necessary or expedient for removing the difficulty: Provided that no such order shall be made after the expiry of the period of two years from the date of commencement of this Act. (2) Every order made under this section shall, as soon as may be after it is made, be laid before each House of Parliament.

43. Repeal and savings (1) The Protection of Human Rights Ordinance, 1993 is hereby repealed. (2) Notwithstanding such report, anything . :,-.e or any action taken under the said Ordinance, shall be deemed to have been done or taken under the corresponding provisions of this Act. Human Rights and Duties Education 223

Annexure 6.3

HRE IN SCHOOLS/COLLEGES AND UNIVERSITIES—ACTION POINTS FOR THE DEPARTMENT OF EDUCATION

SI. Subject/Themes Action to be taken and time Target No. frame of completion Groups

1 2 3 4 1. Generating awareness A Constitutional (83rd For children and reach through me­ Amendment) Bill, 1997 to in the age dia advocacy to the de­ make right to education as g ro u p of 6- prived and special tar­ one of the fundamental 14 years. get group of children rights for children of the that a Right to Basic age groups 6-14 years is Minimum Education is presently under consider­ their human rights. ation of the Group of Min­ isters.

2. In tro d u ctio n of h u m an A Curriculum Revision For school rights issues in school Committee in NCERT is on- children. curricula—at primary as the-job to revise text books well as at secondary and include lessons on re­ level and preparation of spect of human rights and appropriate course ma­ basic human values. The terial for this purpose in work relating to curriculum a way to make it part formulation for school text of the students' all books to be completed by round development. March 2000 and the reorien­ tation of school syllabus by the end of 2000.

3. D evising a p la n of ac­ Teaching aids and self- For teach- tion for training the leaming modules are ers. teachers on human under preparation and rights/values in collabo­ likely to be ready by end ration with State Educa­ of 2000. tion Department/ SCERTs/NCTE.

4 . introducing courses on Human Rights at the (Specialised courses have For College Under-graudate and been sanctioned, which are and Univer- Post-graduate level, in­ expected to commence sity stu- cluding either a com­ from June/July, 2000). dents. pulsory/special paper at under-graduate level. 224 Extension Education Services

5. Introduction of short- A Certificate programme D istance term/long-term courses on human rights is under E ducation. on human rights preparation and would through the distance shortly be launched by education programmes, January, 2001. IGNOU and other pre­ mier universities should be encouraged by UGC to take up these courses by liberal funding these courses.

6. There is dearth of books A Curriculum Develop­ For Univer­ as well as research ma­ ment Committee has been sity stu ­ terial on human rights. constituted by the UGC dents. Universities should under the Chairmanship of therefore, encourage re­ Justice Shri V.S. Malimath. search on human rights by liberally instituting scholarships and intern­ ships on issues pertain­ ing to human rights.

7. G yan D=)rshan an d IGNOU in consultation For S tu­ Gyan Vani the dedi­ with Prasar Bharati will d en ts at cated video/audio chan­ formulate programmes and large. nels for education under decide on slot utilization. Prasar Bharati, AIR could be put to effective use for spreading hu­ man rights education.

8. Colleges and universi­ There is a continuous For stu ­ ties should be encour­ programme of sanctioning d en ts at aged to hold seminars/ financial assistance by large. workshops/debates on UGC to certain universities issues of human rights. and colleges for such Associations and unions programmes. in the colleges/univer­ sity could be given fi­ nancial assistance for such activities. Project- base learning should be encouraged. Assign­ ments and field activi­ ties like data collection. Human Rights and Duties Education 2 2 5

2 2 3 4

event organization, camp activities, social service events during distress situation, etc. may be integrated into courses designing and performance evaluation.

9. Bring out a booklet con­ A book containing UDHR, For Stu- taining the basic instru­ Civil and Political Rights d en ts at ments of Human Rights along with Social and Eco­ large. for public distribution. nomic Rights giving ex­ planatory notes on each of the clauses and articles would be prepared for av­ erage readers. The book is expected to be out by De­ cem ber, 2000.

Wtrfe: For the action points enumerated al»ve necessary funding would be provided by the Department of Education. Source: GOI, National Action Plan for Human Rights Education in India, 2001, Annexure III. 2 2 6 Extension Education Services

Annexure 6.4

PIL AND HUMAN RIGHTS

It is, thus, clear, that PIL was evolved basically to protect human right of the poor, the ignorant and oppressed people who, due to lack of resources and knowledge, were unable to seek legal redress. It emerged as the most extra-ordinary innovation in the Indian judicial process, which has no parallel in the world. Through the mechanism of PIL, the courts seek to protect human rights in the following ways;

1. By creating a new regime of human rights by expanding the meaning of fundamental right to equality, life and personal liberty. In this process, right to speedy trial, free legal aid, dignity, means of livelihood, education, housing, medical care, clean environment, right against torture, sexual harassment, solitary confinement, bondage and servitude, exploitation and so on emerge as human rights. These new reconceptualised rights provide legal resources to activate the court for their enforcement through PIL. 2. By democratization of access to justice. This is done by relaxing the traditional rule of locus standi. Any public-spirited citizen or social action group can approach the court on behalf of the oppressed classes. Court's attention can be drawn even by writing a letter or sending a telegram. This has been called 'epistolary jurisdiction'. 3. By fashioning new kinds of reliefs under the court's writ jurisdiction. For examples the court can award interim compensation to the victims of governmental lawlessness. This stands in sharp contrast to the Anglo Saxon model of adjudication, where interim relief is limited to preserving the status quo pending final decision. The grant of compensation in PIL matters does not preclude the aggrieved person from bringing a civil suit for damages. In PIL cases, the court can fashion any relief to the victims. 4. By judicial monitoring of State institutions, such as jails, women's protective homes, juvenile homes, mental asylums, and the like. Through judicial invigilation, the court seeks gradual improvement in their management and administration. This has been characterized as 'creeping jurisdiction' in which the court takes over administration of these institutions for protecting human rights. 5. By devising new techniques of fact-finding. In most of the cases, the court has appointed its own socio-legal commissions of inquiry or has deputed its own officials for investigation. Sometimes, it has taken help of National Human Rights Human Rights and Duties Education 227

Commission or Central Bureau of Investigation (CBI) or experts to inquire into human rights violations. This may be called 'investigative litigation'.

The greatest contribution of PIL has been to enhance accountability of governments towards human rights of the poor. The judges acting alone cannot provide effective response to State lawlessness, but they can surely seek a culture formation where political power becomes increasingly sensitive to human rights. When people's rights are invaded by dominant elements, PIL emerges as a medium of struggle for protection of their human rights. The legitimacy which PIL enjoys in the Indian legal system is unprecedented. PIL activism interrogates power and makes courts as people's court. Even if human rights have not adequately been protected through judicial endeavors, the courts shall remain the site for human rights struggle. Since early 1980s, the Supreme Court of India has developed a procedure which enables any public-spirited citizen or a social activist to mobilize favourable judicial concern on behalf of the oppressed classes. The medium through which access to justice has been democratized is called Public Interest Litigation (PIL).

Features of PIL It is, thus, clear that PIL was evolved basically to protect human right of the poor, the ignorant and oppressed people who, due to lack of resources and knowledge, were unable to seek legal redress. It emerged as the most extra-ordinary innovation in the Indian judicial process, which has no parallel in the world. Through the mechanism of PIL, the courts seek to protect human rights in the following ways:

L By creating a new regime of human rights by expanding the meaning of fundamental rights to equality, life and personal liberty. In this process, right to speedy trial, free legal aid, dignity, means of livelihood, education, housing, medical care, clean envirorunent, right against torture, sexual harassment, solitary corifinement, bondage and servitude, exploitation and so on emerge as human rights. These new reconceptualised rights provide legal resources to activate the court for their enforcement through PIL. 2. By democratization of access to justice. This is done by relaxing the traditional rule of locus standi. Any public-spirited citizen or social action group can approach the court on behalf of the oppressed classes. Court's attention can be drawn even by writing a letter or sending a telegram. This has been called epistolary 'jurisdiction'. 3. By fashiorung new kinds of reliefs under the court's writ jurisdiction. For examples, the court can award interim 228 Extension Education Services

compensation to the victims of governmental lawlessness. This stands in sharp contrast to the Anglo Saxon model of adjudication, v/here interim relief is limited to preserving the status quo pending final decision. The grant of compensation in PIL matters does not preclude the aggrieved person from bringing a civil suit for damages. In PIL cases, the court can fashion any relief to the victims. 4. By judicial monitoring of State institutions, such as jails, women's protective homes, juvenile homes, mental asylums, and the like. Through judicial invigilation, the court seeks gradual improvement in their management and administration. This has been characterized as 'creeping jurisdiction' in which the court takes over administration of these institutions for protecting human rights. 5. By devising new techniques of fact-finding. In most of the cases, the court has appointed its own socio-legal commissions of inquiry or has deputed its own officials for investigation. Sometimes, it has taken help of National Human Rights Commission or Central Bureau of Investigation (CBI) or experts to inquire into human rights violations. This may be called 'investigative litigation'.

The presence of NHRC has at least made human right violation more visible and has enhanced public awareness about human values. It has also been taking all possible steps to promote a culture of human rights through media publicity, human rights seminars and human rights education for police, para-military and armed persormel and in the system of general education. At times, it has drawn attention of concerned State governments to be accountable to human rights and bring human right violators to the book. The greatest contribution of PIL has been to enhance accountability of governments towards human rights of the poor. The judges acting alone cannot provide effective response to State lawlessness, but they can surely seek a culture formation where political power becomes increasingly sensitive to human rights. When people's rights are invaded by dominant elements, PIL emerges as a medium of struggle for protection of their human rights. The legitimacy which PIL enjoys in the Indian legal system is unprecedented. PIL activism interrogates power and makes courts as people's court. Even if human rights have not adequately been protected through judicial endeavors, the courts shall remain the site for human rights struggle.

Source: Parmanand Singh, "Human Rights Protection in India", IJPA, Oct.-Dec. 1999. Human Rights and Duties Education 229

A n n e x u r e 6 . 5

UGC GUIDELIENS FOR HUMAN RIGHTS EDUCATION

In 1985, the UGC prepared a bluepririt for promotiori of Humar\ Rights teachir^g and research at all levels of educahon. This blueprint contained proposals for restructuring of existing syllabi, and introduction of new courses and/or foundation courses in Human Rights. This was for students of all faculhes at the under-graduate, graduate and post­ graduate levels for both professional and non-professional education.

A. Nature of Assistance The following programmes of Human Rights and Duhes Education have been identified for financial support during Xth Plan—

(i) A fo u n d atio n course, (ii) A certificate course, (iii) An imder-graduate degree, (iv) A post-graduate diploma course, (v) A post-graduate degree (MA/LL.M) course, (vi) Seminars/Symposia/Workshops, and (vii) Moot Court/Mock Trial.

(i) Foundation Course in Human Rights and Duties Education The foundation course will aim at making the learners acquire conceptual clarity and develop respect for norms and values of freedom, equality, fraternity and justice with their philosophical, ethical, social, economic and political dimensions. A full understanding of UDHR and the relevant Constitutional-legal provisions and institutional mechanism for realization and enforcement of rights in the country will coristitute an objective. It will include awareness of civil society orgaruzations and movements promoting human rights. The foundation course shall be meant for under-graduate students of all disciplines. The duration of the foundation course may be of four to six units spread over not less than three months. For this purpose the UGC model curriculum on Human Rights and Duties Education may be followed. The following financial support will be provided:

(i) Books and Journals 10,000 (One time grant) (ii) Guest lectures/visiting faculty Rs. 10,000 p.a. (or on actual basis whichever is less)

Minimum number of students is 100 spread over at different intervals. 230 Extension Education Services

(ii) Certificate Course

• The certificate course in HRDE is meant for students and specific target groups such as civil segments, law enforcement personnel, NGOs/Social Action Groups. • At least two or three certificate courses may be orgaruzed every year by the concerned institution.

For the purpose the UGC Model Curriculum on Human Rights and Duties Education may be followed. The University Grants Commission shall give the grant to an institution, each year according to the following norms:

C oordinator ______(Payment to be made to the coordinator according to Academic Staff College norm s) Books and journals etc. Rs. 15,000 p.a. (one time grant) Guest lectures/visiting faculty Rs. 20,000 p.a. Extension activities Rs. 15,000 p.a.

(Hi) Under-graduate Course in Human Rights and Duties Education Human Rights and Duties Education should become an integral part of university education at the under-graduate level. The vmder- graduate course may comprise such papers as outlined in the UGC model curriculum on Human Rights and Duties Education. The course may be permitted to be introduced as a subject, or as an add-on course, or as an additional paper, under the following conditions:

(i) The University shall give adequate information on the existing facilities for introducing the under-graduate course in Human Rights and Duties Education. (ii) Teachers of the said institution shall engage at least 50 per cent of the lecture hours.

The following financial assistance shall be provided:

(a) Books and journals Rs. 20,000 (One time grant) (b) Guest lectures/visiting faculty Rs. 20,000 p.a. (or on actual basis whichever is less) (d) Extension activity Rs. 15,000 p.a.

Minimum number of students should be 10. Human Rights and Duties Education 231

(iv) Post-graduate Diploma Course in l-iuman Rights and Duties Education The post-graduate diploma course iri HRDE is meant to be inter­ disciplinary in nature. The course must be established in any post­ graduate department of the university, viz., political science/law/ sociology or any other discipline as may be identified as a nodal department by the applicant university. The nodal department should have adequate teaching faculty. The post-graduate diploma course in HRDE may comprise such papers as outlined in the UGC model curriculum on Human Rights and Duties Education. For the one-year diploma course only the following assistance shall be provided:

(i) Books, Journals, periodicals, Rs. 1,00,000 CD ROMS, audio-visual equipment, computer (one time grant) (ii) Guest/visiting faculty Rs. 50,000 p.a. (or on actual basis whichever is less) (iii) Extension (field work) Rs. 15,000 p.a. Rs. 75,000 (iv) Developing advocacy skills (Moot court/mock trial) wherever applicable)

(v) Post-graduate Degree (M.A.IL.L.M.) in Human Rights and Duties Education The post-graduate degree (M.A./LL.M.) in Human Rights and Duties Education is meant to be inter-disciplinary in nature. The course may be established in any discipline of the university viz., law/political science, sociology/psychology/history, etc. The department seeking assistance from the UGC should have adequate teaching faculty. The post-graduate degree may comprise such papers as outlined in the UGC model curriculum on Human Rights and Duties Education. In addition to this, the department should also undertake research in the identified thrust areas such as internally displaced persons, migrants, refugees, gender justice, minorities, victims of internal and external strife (for instance, victims of land mines), the relationship between International Humanitarian Law and Human Rights, victims of crimes, and under-trials. At the end of the academic programme, the researcher shall give concrete suggestions/recommendations which may be useful to policy conceivers, policy-makers, policy implementers, NHRC and SHRC. For this purpose a detailed proposal may be submitted along with the proposal for introduction of courses. The department shall be given only the following assistance; 232 Extension Education Services

(i) Books, Journals, periodicals, Rs. 1,50,000 CD ROMS, audio-visual Equipment, computers (one time grant) (ii) Research* Rs. 1,50,000 (iii) Guest/visiting faculty Rs. 1,00,000 p.a. (or on actual basis whichever is less) (iv) Extension (field work) Rs. 30,000 p.a. (v) Developing advocacy skills Rs. 75,000 (Moot court/mock trial whenever applicable)

The financial assistance will be provided till the end of the Xth Plan.

(vi) Seminars/Symposia/Workshops

(a) Whenever a substantial amoimt of money and effort is invested in organizing a seminar, symposium or workshop, it must be so conceived as to give the maximum output in terms of generation of new ideas, dissemination of new knowledge, initiation of budding scholars in the art of academic discourse, consensus building on issues, and the life. (b) The workshop may be organized for curriculum development, preparation of teaching materials, intensifying areas of inter­ disciplinary programmes, teaching methods, training of teachers, research methodology and other similar purposes. The workshop should aim at learning through mutual exchange of experiences amongst the participants and imparting of new knowledge, techniques and experiences through applicatory exercises, amongst other modalities. (c) The theme of the seminar/symposia/workshop should have the maximum relevance to the human rights and duties movements especially keeping in view the Indian human rights situations. (d) The theme as well as the approach should as far as possible be inter-disiciplinary. (e) The participants should be so chosen as to ensure fruitful conduct of the activity, initiation of new teachers and scholars, grass-roots orientation and inter-discipliiwry approach. As such it has to be a mix of resource persons, experienced and younger teachers and schofars drawn from relevant disciplines, NGOs/SAGs and other sections.

* Research grant may be utilized for various items iilte hiring of professional/technical services, field work, contingencies, stationer, equipment, etc. Human Rights and Duties Education 233

(f) Each such activity should build on what has been done by another institutions earlier. (g) The benefit of the programme could also be made available to others (e.g. by inviting some observers). The benefits could flow even after the programme is over, if meaningful follow- up acHvities could be conceived and organized by the concerned instituHon. (h) The theme of the seminar or symposia or workshop for a college should preferably be woven around local and regional issues and problems. The participants too should preferably be from within the state or region. (i) To achieve the above, the proposal should be extremely well formulated after detailed consideration, giving details: • As to what is sought to be achieved through the activity. • Norms for selection of participants along with the list (15 to 20 in number including resource persons). At least 30 percent of the parhcipants must be from the institution itself. • Content of the work programme. • Duration of the activity. (j) The conclusion of the activity should invariably be followed by a final report to be submitted by the organizers within one month of the conclusion of the activity, bringing out the issues discussed, views expressed, consensus built up, other achievements and future course of action, if any, as well as the papers submitted.

The funds for organizing would be as follows;

Sem inar Rs. (23/days) Rs. 50.000 for a college Symposium Rs. 30.000 for a imiversity (1/2 days) Rs. 20.000 for a college Workshop Rs. 1.50.000 for a university (7/10 days) Rs. 1,00,000 for a college

Source-. UGC Xth Plan, Human Rights Education, 2003.

C h a p t e r 7

YOGA AND HIGHER EDUCATION

■qh#ErrT|fTlf^: II 2 II Patanjali Yogsutra

Yoga is the control of thought—waves in the mind

Water flows continually into the ocean But the ocean is never disturbed; Desire flows into the mind of the seer But he is never disturbed. The seer knows peace ...... He knows peace who has forgotten desire He lives without craving; Free from ego, free from pride. —Bhagavad Gita

7 CHAPTER

Yoga and H igher Education

Remain in bliss in this world, Fearless, pure in heart. Wake up in bliss every morning. Carry out all your duties in bliss. Remain in bliss in weal and woe. In criticism and insult. Remain in bliss unaffected. Remain in bliss pardoning everybody. —Rabindranath Tagore

Yoga helps in the overall development of the personality of students. The concept of positive health and lifelong learning are relatively new concepts which need to be promoted. An overall development of the individual is intended to be achieved through higher education using an affective domain in addition to cognitive skills. The departments of human Consciousness and Yogic Sciences would be further strengthened.' (See Chart 7.1) Ever since the dawn of civilization, man has been constantly engaged in the pursuit of unraveling mystery of nature with a view to arriving at the fundamental values of life. Today, the world is in a state of turmoil, the causes of which seem to be beyond man's comprehension and capabilities. Paradoxically enough, man seeii\s to be lost in the world of plentitude. It's soul is starved in the midst of unbounded materialistic pleasures and comforts that science and technology of today have placed at his disposal. The harder he strives to extricate himself out of the web of these problems, the more he is caught and involved in it. Underneath the morass of cor\flicting values lies man's quest for the real meaning of life and the destiny to which it leads. Science does not help us to find answers to the fimdamental moral and spiritual values of life or "how to 238 Extension Education Services

C h a r t 7 . 1

live" and here we see that the advancement of science has led to mankind, to lopsided growth and development. Sanskrit Literature is full of details as to how to lead our lives decently without causing tensions, stresses and depression. Since we have forgotten our ancient literature and its value, such problems are on the rise. Janina Gomes in his Article, "Still the Chattering of the Mind", states: All of us in life experience moments of disharmony. We find we are often at cross purposes with life, with events, with daily happervings. Yoga and Higher Education 239 with others. Out of all this disorder and disharmony, if we can build lives of harmony and orderliness, we will succeed if not at all times, at least in the most crucial moments in stilling the chattering of our minds.* Human being is the best creation of God and is endowed with logic, percepHon and capacity to verbalize his experiences. He can make his life pleasurable depending upon how does he use his own resources and experiences. He can induce tension and stress in others by imparting wrong information and can also lessen his worries by imparting correct information. Present day society is highly competitive. Every one strives for power, prestige and possession to excel over one's own fellow beings. This competitive process obviously poses many challenges for the society and the susceptible individuals and may cause anxiety, stress and tension. These are the related terms having almost similar genesis and outcome and are often used to denote hardship of life. Scientifically, however, they are different. Anxiety refers to a fear reaction in which the cause of the fear is not a specific object. Stress refers to a condition resulting from disturbances to physical or psychological well-being. Tension is readiness for action generally with no action possible and often refers to the strain resulting from stress. Under these situations, logical process is constricted, slowed down and emotional process took up the individual's control. Vethathiri Maharishi says, 'Harmony is a precious treasure of human life'. Real success and satisfaction, happiness are the different facets of harmony. If one is to enjoy the benefits of life to the fullest, it is necessary to develop and maintain harmony; and for this understanding the philosophy of nature is required. Harmony should be maintained in all spheres of life, and these are:

Between body and life; Between wisdom and habits; Between self and society; Between the purpose of life and the method of living; and Between will and nature.

The more one tmderstands life, the more one will achieve harmony; and success will be proportionate to that. No doubt, harmonizing life is a difficult task, but it is worth all the striving, for it is the only way to equip oneself to enjoy life to the fullest extent and to reach the goal of life, which is the perfection of consciousness. By the development of knowledge man comes to understand the Cause-and- Effect system, which is a Law of Nature."^ Youth in the system of higher education represents a tremendous potential for society, provided it is channeled in the right direction, the enthusiasm, initiative and idealism of young people can help others. 240 Extension Education Services

including the elderly, the handicapped, the poor, and in so doing can create a happier and more balanced society. Unprecedented challenges face the youth of today, said Dr. Hiroshi Nakajima, Director-General of WHO, in a message to the world assembly of youth. And he added that young people may be given opportunities "to demonstrate their creativity, energy and commitment to solving their own problems and helping to build a healthy future for the entire community in which they live." Unwise life-styles pose the biggest threats to students' health. Innovative judgments, a tendency to show off, or the desire to keep up with their fellows—all these incline them towards risk-taking behaviour. This may include experimenting with dangerous substances like alcohol or drugs, driving too fast on the highway, or simply defying adult society. In many cases, the cigarette is the very first contact young people have with the life-styles of adulthood. This first encounter often occurs at a very early age: by the time they reach their teens, they may already be unable to break the smoking habit. It is vital that they should be aware of the short-term and long-term risks that smoking represents to their health. The risk destroying their most important assets; the health and physical fitness through laziness and lack of exercise, rash driving and traffic accidents, suicide or attempts to suicide, slow suicide through the use of alcohol, smoking, dung abuse, excessive intake of tea and coffee, unprotected sexual encounters, sexual misadventures like rape, sexually transmitted diseases, teenager pregnancies and abortions or imwed child births. The ill-effects on their health can extend far into later life. Accidents are estimated to disable permanently three times as many as they kill, smoking and alcohol can store epidemics of respiratory diseases, liver damage and cancer. Teenager pregnancy can kill mother or child or else leave them physically and mentally handicapped. Needless to conclude that in some countries youth is the only age-group in which mortality and morbidity rate is rising, due to these ills of modern society. Alcohol and unemployment is behind alarmingly large number of deaths through accidents and suicide Qerome, 1980). Before a dam was constructed on Satluj River, at Bhakra, the water resource was not only wasted but it resulted in floods, leading to loss of life and property. The same is true for youth resource. The idle youth is not orJy a waste, but also the tide of this unutilized energy can result in negative development wasted in the field of health and economy. The youth can be our best resource if they are healthy and if their joyous energy is charmelised for building a better society. The potential energy of youth has to be converted into kinetic energy with understanding, support and technological knowledge and its use should be made to build modem India. Much needs to be done both for and by young people. It is not sufficient merely to have activities directed towards Yoga and Higher Education 241 youth. If the aims and objectives of International Youth Year, 1985, and the WHO Global Strategy for Health for All by the year 2000 are to be achieved. Serious efforts of collaborative action by everyone—young and old are needed. The youngsters of today, with their capabilities, energy and commitment, represent a vital resource; they must be partners in the quest for a just future. Life of students in higher education is becoming more and more arhficial and they are travelling more and more away from natural living. In order to return to natural life, they should practice Yoga and leam to live more in consonance with nature and cosmic consciousness. We see the disinterest and inevitable suffering among many students. It has been realized that every individual contains hidden potential, which when developed allows him to attain pertinent bliss, inner peace and the ulhmate goal of our existence. A brief discussion with students revealed the following problems of students in the system of higher education:

(a) Lack of interest in studies. (b) Lack of vitality, enthusiasm and eagerness. (c) Enamored by affluent environment leading to alcoholism, smoking, gambling etc. (d) Irregular in food habits. (e) Not interested in exercises and games. (f) Drudgery in life. (g) No aim in life. (h) Lack of reading habits. (i) Not following any regular course of life. (j) Full of tensions, worries and agitations. (k) Lack of peace—restlessness. (1) Lack of concentration. (m) Problematic both at home and in a college. (n) Bad company. (o) Aimless life.

How can we overcome the problems inflicting the personality of students in higher education system? How can we channelise their potential energy into kinetic energy to make them enjoy the bliss of life? How can we stimulate students towards holistic approach? How can we make them develop their personality in totality? How can we check students from indulging in bad habits—alcoholism, smoking, gambling, etc.? How can we educate them to put them on right track? The only answer is the need of imparting yoga education which can solve all the problems simultaneously. It requires understanding and practice of science and practice of yoga. First, let us understand the meaning of yoga. 242 Extension Education Services

Meaning of Yoga Patanjali defines yoga as complete suppression of all mental modes or processes (cittavrttinirodha)."* Vyasa defines it as absorptive concentration (samadhi). It is a universal attribute of the mind.^ All persons can attain yoga by repeated practice (abhyasa) and detachment (vairagya).^ Swami Satyananda Saraswati in his book, "Asana Pranayama Mudra Bandha," (Bihar School of Yoga, Munger, Bihar, Indium, 1999) comments that, "Yoga is not an ancient myth buried in oblivion. It is the most valuable inheritance of the present. It is the essential need of today and the culture of tomorrow." The Yogic culture of tomorrow is something towards which we have to strive, we have to try to attain. Yoga has been the culture to strive, we have to try to attain. Yoga has been the culture of ancient India and the ancient civilization of the world, and it is going to be the culture of tomorrow. It is the science of today which we have to learn, which we have to accept, and which we have to understand. It is a science which deals with the developments of the human persoriality and which leads to the awakening of untapped energy sources within the brain and mind. The practice of yoga is not new. Ancient rishis, saints and sages have been talking about it for the last fifty thousand years. They spoke about it, not as a religion or philosophy, but as a way of life which could lead to the development and awakening of our consciousness and energy. For most people, however, yoga is simply a means of maintaining health and well-being in an increasingly stressful society. Asanas remove the physical discomfort accumulated during a day at the office sitting in a chair, hunched over a desk. Relaxation techniques help maximize the effectiveness of ever-diminishing time-off. In an age of mobile phones, beepers and twenty-four hour shopping, yogic practices make great personal and even business sense. The word yoga is derived from the Sanskrit root 'yuj' meaning 'to urute', 'to combine', and 'to integrate', which means total integration of the physical, mental, intellectual and spiritual aspects of the human personality.^ Yoga is a way of life, propounded by Patanjali in a systematic form. Yoga is an exact science. It aims at the harmoruous development of the body, the mind and the soul. Yoga is the turning away of the senses from the objective uruverse and the concentrations of the mind within. Yoga is the turning away of the senses from the objective universe and the concentration of mind are eternal life in the soul of spirit. Yoga aims at controlling the mind and its modifications. The path of Yoga is an inner path whose gateway is your heart. Yoga is harmony between the individual and the cosmos, between thought and action, between soul and God, between Organism and respiration. Yoga is the discipline of a mind, senses and physical body. Yoga helps in the co-ordination and control of the subtle forces within the Yoga and Higher Education 243 body. Yoga brings in perfection, peace and everlasting happiness; one can even have increased energy, vigor, vitality, longevity, resistance, calmness, and good sleep at times by the practice of Yoga. The practice of Yoga will help students to control the emotions and passions and resistance power increases and removes the disturbing elements from mind. It will enable them to keep a balanced mind and remove fatigue and get concentration, self-sufficiency, impertinence, pride, luxury, name, fame, self-assertive nature, abstinence, idea of superiority, evil company, laziness, over eating, meat eating, over work, attachments, too much talking, smoking, drinking are some of the obstacles in the path of Yoga.® Swami Parmahansa Niranjanananda in his book "Yoga Darshan: Vision of Yoga Upanishads" (1993), Bihar observes that the aim of yoga is to take one from the impure aspect of the mind towards the pure aspect, from a state of scattered desire to a state of balanced desire, where the desire becomes positive constructive, and self-elevating, where the desire does not limit us to the external environment only, but also encompasses the inner dimensions. By transcending the impure mind and obtaining purity of mind and by awakening the faculhes of the pure mind, one attains transcendence or mukti. One must go from the impure to the pure, and awaken the faculties of the pure mind in order to attain transcendence.

ASPECTS OF YOGA

The Science of Yoga has its roots in Uparushads, Vedas, Bhagavad- Gita, Yogavashishta of Vashishta, Hathayoga Pradipika, and the Yoga Sutras of Patanjali. However, a detailed classical work could be found in the Yoga Sutras of Patanjali, which dates back roughly 300 B.C. The Yoga Sutras serves as the basic text for an in-depth study on this great science. Patanjali called it Ashtanga Yoga, i.e., science having eight limbs or constituents, viz.,

1. Yama 2. N iyam a 3. A sana 4. P ranayam a 5. P rath y ah ara 6. D harana 7. D hyana 8. S am adhi

yriJisK, i Pantajali Yoga Sutra 2.2.9 244 Extension Education Services

(1) Y am a The first discipline of restraint (yama consists in non-injury (ahimsa), truthfulness in thought and speech (satya), non-stealing (astheya), sexual restraint (brahmacarya), and non-acceptance of unnecessary gifts.** These are negative virtues. Non-injury (ahimsa) consists in the absence of cruelty to all creatures in all possible ways and at all times. It is tenderness, good will, and kindness for all living beings.'® A truthful person must have valid thoughts in his mind, speak them out correctly, excite similar thoughts in the hearer's mind, and his words must be conducive to the welfare of all creatures. Yama is based on the principle that above all religions, human religion is the best. (Abstinences) viz., Ahimsa (Non-injury), Sathya (Non­ falsehood), Astheya (Non-stealing), Aparigraha (Non-acceptance or non­ hoarding of things beyond our bare necessities of life) and Brahmacharya (Non-deviation from one's on personal laws of nature). Steady intellect is a natural and spontaneous state for a man of realization. Since he knows the truth, nothing in this world can disturb him. Even ordinary people and spiritual aspirants can derive immense benefit by cultivating a steady intellect. Intellectual, conviction about Reality may help us to develop a steady intellect to a certain extent. He is a man of steady intellect whose mind is not disturbed by the pair of opposites, namely, happiness and misery, victory and defeat, gain and loss, praise and blame, attachment and hatred, honour and dishonour, heat and cold." Sri Krishna has given a beautiful illustration in the Bhagavad Gita (2.70), of a steady intellect.

'Water enters into the sea from all directions but the sea remains full and unchanged.'

(2) N iyam a These are the observances viz., Shoucha (Purity), Santhosha (Contentment), Tapas (Austerity), Swadyaaya (Self Study), Eswara Pranidhaana (Total surrender to the Supreme). Thirst for knowledge is inherent in man and no one likes to be ignorant. Knowledge alone can remove ignorance. A beautiful verse in Chanakya Niti (XVII-17) says:

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'What distinguishes a man from an animal is his capacity to acquire knowledge. Without knowledge men are equal to animals.' Yoga and Higher Education 245

Spiritual knowledge comes through direct experience of Truth, but very few can reach that state. Others have to follow the path of discrimination, using their intellect. There is a popular saying;

"The king is honoured only in his kingdom whereas a learned person is honoured everywhere.'^ This is a great psychological truth discovered by the Yoga system long ago. It is a commonplace of modem Ethics. Mackenizie says, "It is generally better to escape from our defects, not by thinking about them and trying to elude them, but by fixing our attention on the opposite excellences. It certainly seems a more effectual method as a rule to expel our evil propensities by developing good ones rather than by seeking directly to crush the evil ones.'^

(3) A asana This Involves practice of physical Postures for correcting any deformities or physical ailments. Hatha Yoga Texts claim that there are as many as 84000000 postures. The third discipline is bodily posture (asana). It is a steady and pleasant posture of the body. It should not move. It should not be painful. It should not distract the mind. There are many kinds of postures, padmasana, virasana, bhadrasana, svastika, and the like. The various postures of the body are the means of controlling it and keeping it healthy arid fit. They tone up the nervous system. They can be learnt from experts. The control of the body is the basis of the yoga discipline. They are controlled by means of practice and non-attachment. Patanjlai Yogasutras.'^ Practice is the repeated effort to follow the disciplines which give permanent control of the thought-waves of the mind.'^ Practice becomes firmly grotmded when it has been cultivated for a long time, uninterruptedly, with earnest devotion.'^ The practice of yoga prevents psychosomatic disorders/diseases and improves individual's resistance and ability to endure stressful situations. As a primary prevention, yogic exercises should be advised to drive the benefits of prevention of diseases, promotion of health and for therapeutic purposes.

(4) Pranayama This limb deals with practice of breathing exercises involving rechaka, puraka, antara kumbaka and bahya kumbhaka (inhalation, exhalation, internal retention and external retention) thus exercising our lungs—the ventilators of our body. The fourth discipline is breath control (pranayama). It consists in 246 Extension Education Services controlling natural breathing and subjecting it to a definite law. It consists in slow and deep inspiration (puraka), retention of breath (Kumbhaka), and slow expiration (recaka).'® These three functions should be performed for definite periods. The time of inspiration, the time of retention of breath, and the time of expiration should be in the p roportion: 1, 4 an d 2. Breath control is conducive to concentration of mind. It removes the crust of affliction from illumination of the sattarva of the mind. It removes the demerit which observes discriminative knowledge. Breath control is the supreme austerity. It purges the mind of impurities and generates illumination of knowledge.’*’ The term pranayama is derived from the Sanskrit term 'prana' which means the 'vital principal'. The vital principle permeates the brain and the nervous system of an individual. It is the source of volition, enthusiasm, spontaneity and happiness in an individual. He spreads the same in the environment which also becomes pure.'^ Pranayama is the method of rhythmic regulation of breath. It produces stability in the body, and equanimity in the mind of an individual. The subtle physiology of an individual gets purified through regular practice of pranayama. The body of an individual becomes free from leanness, obesity, crookedness, etc. through regular practise of pranayama. Swami Vishnu Devananda states;

Pracchardana-vidharanabhayam va pranasya

It is also achieved by the expulsion and retention of the breath. This is a reference to the practice of pranayama as a method of purification. Regulation of the breath gives control over the thought waves, for control of breath is directly related to control of mind. There are many pranayama exercises, each of which has a special effect on the autonomic nervous system and the psyche.’® We do not pay any serious attention to breathing, the most important of all our bodily functions. It has never occurred to us that a great deal of our physical and mental troubles are due to the fact that we do not breathe correctly. Life and breath are synonymous. We live as long as we breathe. We start our life with the first breath and end it with the last breath. We never stop breathing whether we are awake or asleep. We can exist without food for weeks and without water for a few days but without air we cannot exist even for a few minutes. Air is the most important nourishment for our blood. All the activities of body from digestion to creative thinking depend upon the oxygen supply through breathing; yet we treat breathing with utter indifference. If there is a deficiency in the supply of oxygen, the process of ionization will be incomplete and the food is partially assimilated. Nearly 50 percent of delinquency in minors is due to oxygen starvation which is the result of shallow breathing and lack of fresh air. Yoga and Higher Education 247

The habit of shallow breathing is one of many unnatural habits that modern civilization has forced upon us. It has been proved that in the civilized world only babies can breathe in a natural way. Shallow breathing is directly or indirectly responsible for a number of physical and mental diseases ranging from nervous disorders to common colds. To function properly the brain requires three times more oxygen than the rest of the body. If it does not get its due allotment, it exacts it from the body supply. TTiat is why brain workers often possess a poor physic and a bad health. Deep breathing not only nourishes the whole system but also cleanses it. Prana is not mere breath but it is cosmic energy. It is a life giving principle which pervades the whole atmosphere. It is manifested in every form of existence-organic and inorganic. By breathing exercises it is possible to raise the degree of circulation of Prana in the body. The surplus of Prana is stored in the solar plexus which is the battery of human body.

5. Prathyahara If the mind is withdrawn from external sensible objects, the external senses are automatically withdrawn from them. They do not follow their objects, but they follow the mind. They are fixed on those objects only on which the mind is fixed. The restraint of the external senses depends upon the resbraint of the mind. It can be acquired by repeated practice, resolute will, and sense control.*’ The five disciplines of restraint (yama), observance (ruyama), bodily posture (asana), breath-control (pranayama), and sense-control (pratyahara) are the external aids to yoga (bahirangasadhana). The last three disciplines, fixation of mind (dharana), meditation (Dhyana) and absorptive concentration or ecstasy (samadhi) are the internal aids of yoga (antarangasadhana). They directly lead to conscious ecstasy (samprajnatasamadhi).^'’

6. D h aran a This involves concentration of mind. It is true that the main stumbling block in increasing our knowledge is lack of concentration. The ever-increasing aberrations in the mind with the advent of age would really worsen the situation unless the mind is cultured through yogic techniques. Everything is possible to those who can concentrate, and so we are encouraged to preserve, to break through the barriers of ordinary sense perception and to press forward fearlessly in our search for inner knowledge. The physical strength gained in a gymnasium can be used later for practical purposes. The mental strength gained through these exercises in concentration can be used for the most practical purpose of all; to urute ourselves with the Atman. 248 Extension Education Services

7. D hyana Dyana involves relaxed dwelling of the mind for a longer duration on the object of meditation. Fixation of attention on an object to the exclusion of other objects leads to meditation, if the cognition produced by it continues unbroken for a long time. There is a continuous stream of similar cognitions of the contemplated object undisturbed by dissimilar cognitions.^’

8 . S am adhi The meditation involves the continuous flowing of mind energy and steady focusing on the object of meditation effortlessly for a longer and longer time. The very essence of yoga is merger of individual soul with that of universal soul, a state of super consciousness. This essence is achieved through Samadhi only. Fixation (dharana), meditation (dhyana), absorptive conceruration (samadhi), and obsorptive concentration (samadhi) on the same object together are called samyama. They are the internal aids (antarangasadhana) to conscious ecstasy, while restraint, observance, bodily posture, breath control, and withdrawal of the senses from their objects are the external aids (bahirangasadhana) to it. But they are the external aids to super conscious ecstasy.^ Swami Sivananda in his article, "Religious Education and Practice of Yoga" mentions the causes of stresses and strains and suggest meditation as has been laid down in all our ancient Sanskrit scriptures. "Watch your mind very carefully. Be vigilant. Be on the alert. Do not allow the waves of irritability, jealousy, hatred and lust to disturb you. These dark waves are enemies of peaceful living, meditation and wisdom. To some it is very difficult to keep the mind unruffled and pure, the causes being deep-rooted worldly Samskaras, unfavourable surroundings, and the predominance of extrovert tendencies. To some, of course, evil thoughts are not a problem at all. They appear occasionally as a passing phase without doing much havoc. The very fact that evil thoughts give you mental suffering is a sign of spiritual progress; for many do not have that much of sensitiveness." In nutshell Meditation is the process where the mind of a person is attracted towards God without interruption and is always keen to set in prayer from the core of heart. Prayer and Japa always help in supplementing and complementing meditation.

CLASSIFICATION OF YOGA

There are four yogas—Bhakti Yoga, Karma Yoga, Jnana Yoga and Raja Yoga—to realize the Divine, where is the need to practise Buddhi Yoga? The answer is that even to practice the four yogas one has to take the help of Buddhi. Shri Krishnan says in the Bhagavad Gita (18:57): Yoga and Higher Education 249

II

"Resigning mentally all actions to Me, regarding Me as the supreme goal and resorting to Budhhi Yoga, ever fix your mind on Me.

1. Bhakti Yoga Devotion mixed with discrimination is an ideal path. Without discrimination devotion ends in mere sentimentalism or emotionalism. Therefore, the place of Buddhi in Bhakti yoga is very significant. When the Lord is pleased w^ith His devotees, he bestows His grace in the form of pure intellect. Sri Krishna himself promises in the Bhagwad Gita (10.10):

?cnf^ ^ ■KTgqi4if^ % ii

"To those who are ceaselessly devoted to Me and who worship Me with immense love, I grant Buddhi yoga by which they come to Me." A concentrated mind alone is a fit instrimient for prolonged and deep meditation on the Divine. Intellect alone can do this since it is superior to the mind and the ser\ses.

2. Dhyana Yoga The mind is superior to the senses and the intellect is superior to the mind. Through the constant practice of meditation, we gain control over our senses and mind, which helps us to develop the power of concentration.

3. Karma Yoga No one can renounce work but if we leam the skill of performing work, the same work will release us from the bondage of Karma. Sri Krishna clearly says that even to perform work in the right spirit one must exercise his intellectual faculty. Even a little work, done with the spirit of self-sacrifice and dedication, gives a sense of fulfilment. Therefore, intelligent people always choose the path of selfless work using their discriminative faculty. To work and yet to be free from the effects of work requires subtle understanding of the secret of work and such understanding comes from Buddhi.

4. Jnana Yoga Discrimination between the real and the unreal is called Viveka. Buddhi alone has the capacity to determine the real nature of an object. In the path of knowledge, the aspirant has to realize the Truth by constant reasoning and through Buddhi alone this can be done. Sankaracharya emphasizes this view in the Vivekachudamani (versa: 16): 250 Extension Education Services

An intelligent and learned man skilled in arguing in favour of the Scriptures . . . is the recipient of the knov^^ledge of the Atman."^^ Ordinarily we speak of four Yogas, the royal roads to Reality, viz. Jnana, Bhakti, Raja and Karma Yogas. Strangely enough, the Bhagavata does not recognize Rajayoga as an independent path. It speaks of only three. Sri Krishna says to Uddava: "I have propound three Yogas for the welfare of mankind. They are Jnana, Karma and Bhakti and there is none other anywhere. Jnana Yoga for those who are disillusioned with the world and have given up Karma; Karmayoga for those who hanker after worldly pleasures and are attached to Karma; and Bhaktiyoga for those who happen to hear about Me and My sports and are attracted by them, yet are not totally free from worldly pursuits nor are very much attached to them.''^" (Bh. 11.10, 6.7.8.) Though the Bhagavata does not accord an independent status to Patanjali's Yoga, it recommends and incorporates all its limbs in the practice of meditation. Yama, Niyama, Asana, Pranayama and the whole host are there, may be in a slightly modified form.“ (Vide Bhag. 11.14.32- 35; and 11.19.33.35).^^ According to Aurobindo's Yoga is to want to transform oneself integrally, it is to have a single aim in life, such that nothing else exists any longer, that alone exists. And so one feels it clearly in oneself whether one wants it or not; but if one doesn't one can still have a life of goodwill, a life of service, of understanding; one can labour for the work to be accomplished more easily—all that—one can do many things. But between this and doing yoga there is a great difference. And to do Yoga, you must want it consciously.

IMPACT OF YOGA ON LIFE OF STUDENTS IN THE SYSTEM OF HIGHER EDUCATION

The ancient literature is full of philosophy, science and techniques of charmelising the potential energies of students and their life long journey. But how? The answer is compulsory education of Yoga from school to university level in graded manner. Let us mention some of the facts which can be developed by Yoga Education to improve the personality of students.

(a) Holistic Development of Personality Holistic Development of Personality, i.e. physical, mental and spiritual. This coincides with the definition adopted by World Health Organization. Health is a state of physical, mental and social well-being and not merely the absence of infirmilv- Yoga and Higher Education 251

The concept of 'mental equanimity' is more satisfactory than the concept of mental health because the former alone can produce spiritual development in an individual. Swami Vishnu Devananda states:

When consciousness of subject and object disappears and only the meaning remains, it is called samadhi. Samadhi is a merging of the mind into the essence of the object of meditation. Nothing exists but that pure awareness.^*’ Mind is the most powerful part of the human system. It is a Super Computer. Teachers in the higher systems of Educahon don't realize its potential or devise ways and means to harness this most important source. Higher Education system can achieve excellence, provided they know the secret of tapping students' mind. We generally notice that most of the students not mentally in position as one or the other problems concerning their educahon continuously bogs them down. Many of them become mental wrecks and a liability on the Higher Education system. The higher education systems instead of solving their problems, cause further deterioration. 25 percent of students in every higher educahon system are a liability and the other 75 percent are not contributing as per their potential. Teachers should try to create positive mental attitudes among the students. Positive mental attitude is a state of mind that reflects the strength of students' belief in what they do. It generates irmer and voluntary emotions which enhances motivation, resulting in positive thoughts. Positive thinking is the key to development and is result- oriented. The ancient Indian philosophers laid stress on mental equanimity for the general well-being of individuals. The mind of an ordinary person is usually very restless. Myriads of desire produce upheavals in the mind of an individual. Over and above this, the mind of an ordinary person is afflicted by several tensions. The ancient Indian Philosophers maintained that if the mind of an individual usually remains in a disturbed state, he is very likely to develop pathological symptoms. An individual with pathological mental symptoms quite often develop certain pathological organic symptoms because there is very close relationship between the body and the mind of an individual. The mind of an individual becomes free from anxiety and miseries, if there is peace in his mind. The mind is a reservoir for numerous powers. By utilizing the resources which are hidden within it, one can attain any height of success in the world. If the mind is trained, made one-pointed and inward, it also has power to penetrate into the deeper levels of our being. It is the finest instrument that a human being can ever have.^^ Holistic approach to health represents a revisioning of the human endeavour to restore order in the organismic functioning, that has 252 Extension Education Services occurred in the past several centuries with the medical profession. The holistic health movement is the reflection of the growing dissahsfaction among the professional as well as lay people about the capacity of modern medicine in delivering the health care. A shortcoming of modem medicine is its failure to recognize the interactive nature of the different aspects of human existence, viz. physical, psychological, social and spiritual in the etiology of illnesses and in the maintenance of health and well-being. Since modern medicine is itself a development within the framework of science, many have argued that the change needs to be brought about in the very framework. Thus, holistic movement is viewed as a by-product and marufestation of the contemporary thrust on the revision of the scientific framework. One can find this trend in the works of behavioural, natural and social scientists which are contributing for major change in the worldview. It involves a fimdamental shift in cognition leading to radical alteratior\s in the belief and assumptions about the nature of the universe, about the human nature, about organism environment interachon, and about the nature of consciousness. The newly emerging worldview is described as holistic paradigm. In the final analysis, the physical, social, mental and spiritual balance is the most desirable for holistic health. Unless a person is physically fit and active; he cannot perform at his best level. On the other hand, it is the mind, which accounts for 80 percent of physical and social problems. These are called psychosomatic diseases. Lastly, it is the spirit which ultimately directs the mind and through it to the body. The teachers should devise ways and means to ensure synergy of the physical, social, mental and spiritual capabilities, which would release the infinite potential powers of the students and generate efficiency and happiness in the organization.

(b) Control of Negative Thought Waves in the Mind When Patanjali speaks of "control of thought waves", he does not refer to a momentary or superficial control. Many people believe that the prachce of yoga is concerned with "making your mind a blank"—a condition wWch could, if it were really desirable, be much more easily achieved by asking a friend to hit you over the head with a hammer. No spiritual advantage is ever gained by self-violence. We are not trying to check the thought-waves by smashing the orgaris which record them. We have to do something much more difficult—to unlearn the false identification of the thought waves with the ego-sense. This process of urJeaming involves a complete transformation of character, "revewal of the mind", as St. Paul puts it.

(c) Creation of Positive Attitude To attain success in life and to reach the desired goal one must have a positive attitude. Faith in oneself and in God, courage, strength Yoga and Higher Education 253 and fearlessness are the characteristics of a positive intellect. For a man of intense faith nothing is impossible in this world. That person alone who is ready to undergo any amount of suffering and face any difficulty can reach the goal. One should never harbour negative thoughts, like 'I am only a householder', 'I am a sinner', 'I am good for nothing', 'I am weak'. Such negative thinking can do tremendous harm to our personality.^ Swami Vivekananda stressed this idea again and again. He was very particular that our younger generation must cultivate positive ideas. He says, "He is an atheist who does not believe in himself." The old religion said that he was an atheist who did not believe in God. The new religion says that he is an atheist who does not believe in himself.

(d) Vast Intellect Visala Buddhi is that characteristic of the intellect, which transcends all narrow and selfish ideas and embraces the whole world. When a person lets go his individuality and identifies himself with the whole existence, he is called a man of vast intellect. We bow down to the great sage Vyasa because he possessed this vast intelligence.

I (Gita Dhyana Sloka, 2) Swami Vivekananda wanted our people to develop such an intellect. In one of his lectures delivered in Madras he said, 'We want that education, by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one's own feet.' Further he said, 'Expansion is life, contraction is death.' A person who is only interested in himself is like a prisoner. He remains confined within the four walls of his house, without any concern for the outside world. He is quite happy with himself and is not aware of his spiritual dimension. There is no expansion of heart. A little spiritual growth will help us to expand our intellect. The same Divine dwells in the heart of everybody and we are one spiritually. Therefore, we must change our attitude towards others. Sri Krishna shows us how to develop this vast intellect (6.32);

'He who judges pleasure and pain everywhere with the same standard as the one he applies to himself, that yogi is thought to be the highest. The idea is, the man of vast intellect (Visala Buddhi) empathizes with the joys and sorrows of all beings as his own. He understands the sufferings and shares the happiness and miseries of others. Through this teaching Sri Krishna exhorts us, to love others as we love ourselves. Be 254 Extension Education Services full of kindness and compassion, identify yourself w ith others and partake of their joys and sorrows. Why? Because unity underlies this apparent diversity. The man of vast intellect breaking all barriers embraces the whole w orld. A selfish man on the other hand feels miserable when others are happy and feels happy when others are suffering. This is called Bheda Buddhi. He always wants to preserve his separate identity. Such a man does not hesitate to harm others for selfish purposes. Because of his deluded intellect, he divides people into different categories, depending on their caste, creed, religion, sex, social status, just to exploit them for his selfish motives. W hat happens to such a man?” A ll the great religions of the w orld have come out of one Truth. If we follow religion without practicing the Truth, it is like the blind leading the blind. Those who belong to God love all. Love is the religion of the universe. A compassionate one trar\scends the boundaries of religion and realizes the undivided, absolute Reality.

(e) Decisions Based on Deep Thinking O ur decisior\s, m otives, actions should always be guided by serious and deep thinking and not by mere impulse or emotion. A calm and study m ind alone is fit to discriminate between right and wrong. We find a beautiful verse in the Katha Upanishad which can guide our intellect to make the right choices (1.2.2);

'Both the good and the pleasant present themselves to a man. The calm soul examines them w ell and discriminates. He prefers the good to the pleasant; but the fool chooses the pleasant out of greed and avarice.'*

(f) Strengthen Spiritual Power Spiritual strength is the highest strength, the next being intellectual and the last, physical. Those who have made considerable progress in spiritual life alone can experience spiritual strength; till then we have to depend upon intellectual strength. Intellectual conviction is possible only through right understanding. Regular study of the scriptures, teachings of great luminaries and discussions on spiritual matters help us to develop right understanding. The Taittiriya Uparushad says (1.19):

Do not be careless, about learning and teaching. Since it is difficult to keep the m ind always on the spiritual plane. Yoga and Higher Education 255 it is better to engage it in intellectual pursuit, lest it should go dow n to the physical and sensual level. Thirst for knowledge is inherent in man and no one likes to be ignorant. Knowledge alone can remove ignorance. A beautiful verse in Chanakya N iti (XVII-17) says:

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W hat distinguishes a man from an anim al is his capacity to acquire knowledge. W ithout knowledge men are equal to arumals. Spiritual knowledge comes through direct experience of Truth, but very few can reach that state. Others have to follow the path of discrim ination, using their intellect. There is a popular saying:

The king is honoured orJy in his kingdom whereas a learned person is honoured everywhere.^’

(g) Helps in Sorting out Psychological Problems Born out of Tensions, Conflicts, etc.” W hat m ost psychologists ask their patients to do is to yield to the demands of the vmconscious. In some cases this may release the inner terisions. But this may not be perm anent and m ay even be more harm ful. The super conscious is at present unknow n to us, but that does not mean that it is the same as the unconscious m ind of the psychologists. It can be attained through spiritual disciplines. It is the source of supreme peace and bliss. M ore than all, it gives m an the feeling of wholeness, the feeling of supreme fulfilm ent.

(h) Strengthen W ill Power Development of w ill power is a problem that is often faced by everyone of us. If we can exercise our body and build-up its strength gradually, there is no reason why the same carmot be done w ith our mind! By denying ourselves small pleasures and temptations to begin w ith, we can gradually but surely build-up our w ill power. The example given by the H oly M other of the farm er who could lift a bull because he used to carry it daily since the tim e it was a sm all helpless calf, can give us much-needed encouragement here also.“ Fear is the greatest of all foes. It is a devil residing with. Fearlessness is the first rung on the ladder of freedom. To cultivate the quality of humility is one step toward enlightenment. By being humble we gain m uch and lose nothing. Prayer 256 Extension Education Services and contemplation strengthen our w ill power in cultivating this inner q u a l it y .

(i) Understanding the Purpose of Life Swanu Rama feels that "If a human being remains constantly aware of the purpose of his life and directs all his actions toward the fulfilm ent of that purpose, there remains nothing impossible for him. Those who are not aware of the purpose of life are easily caught by the w hirlpool of miseries." A human being is fully equipped with all necessary healing powers, but does not know their usage. The moment he comes in touch w ith the healing potentials w ithin, he can heal himself. A ll the powers belong to only one God. A human being is only an instrument.

(J) N utrition for Yogic Persons Swami Vishnu Oevananda in his book, "M editation and M antras" has rightly said that. W hat is consumed by the human body correlates directly to the efficiency w ith which the brain functions. Recent studies show that certain red food colouring creates hyperactivity in children, and that refined sugar can cause em otional iristability. These are just tw o examples of substances that are often heedlessly consumed without understanding their effect on the body and m ind. Several years ago vegetarianism was, in a sense, an im der-ground practice. A person who refrained from eating meat was viewed w ith a certain am ount of curiosity, if not suspicion. Today, it is quite a different story. Health food stores and vegetarian restaurants are prevalent. There is a growing awareness that our health is directly affected by what we eat. M any diseases can be cured by a change in diet or a short period of fasting, w ith no medicatioris at all. This is true not only of physical disorders, but of many mental difficulties as well. It is particularly im portant that pregnant mothers have this awareness; too often they do not realize the effect of their diet on the developing fetus. There is no doubt that, "You are what you eat", a subtle part of what is consumed becomes the consciousness. Those who have changed from a meat to vegetarian diet notice a corresponding change in consciousness. There is a certain grossness that disappears, and the awareness becomes finely tuned. In the Bhagavad-Gita three types of food have been mentioned w hich produce three different types of dispositions in individuals. A person becomes healthy, m oral, religious, intelligent and creative by regularly taking, sattvika food. Sattvika spreads sattvika and the cum ulative effect is purity of environm ent:

3 11^ : I

7FIT: ^ aHBKI: II xvii/8 Bhagavad Gita ^oga and Higher Education 257

Foods which promote longevity, intelligence, vigour, health, lappiness and cheerfulness, and which are sweet, bland, substantial and \aturally agreeable, are dear to the Sattvika type of men.

3 1IS H T xvii/9 Bhagavad Gita

Foods which are bitter, acid, salty, overhot, pungent, dry and m m ing, and which cause suffering, grief and sickness, are dear to the ?ajasika type of men.

urarapi Tiroi ^ ^ i

xvii/lO Bhagavad Gita

Food which is half-cooked or half-ripe, insipid, putrid, stale and polluted, and which is impure too, is dear to men of a Tamasika iisposition.

STUDIES ON YOGA

P.K. Hassanagas et al. in their article, "Yoga in the Culture of ..abour" based on research have come out with the following :onclusions:^

1. Prachsing yoga helps in im proving the general health of the volunteers. 2. The psycho conditiort is reinforced and the m ental capabilities are increased. The concentration and the memory are developed. Self-confidence, self-discipline and working capability are increased. 3. The capability for removing the psychophysical fatigue is in c r e a s e d . 4. The influence of the harmful factors from the working conditions to health is decreased because the im m unity and the resistance of the body is reinforced and the participants learn how to protect themselves. 5. The num ber of the injuries is decreased as a result of increase of the self-consciousness, self-control of the body and the b r a in . 6 . The num ber of absences due to illness is decreased. 7. The efficiency and the productivity increases leading to p r o f it s . 258 Extension Education Services

Nedimgade V. Haridas in his article, "Physiological and Philosophical aspects of Yoga" states that:^^ Yoga science is a w ell proven treasure and it is up to us to tap the yoga power to relax and rejuvenate our m ind, increase our physical strength, expand our spiritual awareness, im prove our concentration, help our body use oxygen and nutrients more effectively and to prevent illness and retard old age. In conclusion, a quotation is taken from His Holiness Swamy Vishnudevananda, "Health is wealth— peace of m ind is happiness— yoga shows the way." Pavlos K. Hassanages et al. in their article, "Yoga and Cardio Vascular Diseases", state:“ O ur results show remarkable influence of yoga on elim inating and alleviating of chronic psycho stresses, increasing of self-control, self- confidence and self-discipline which help to elim inate other risk factors and to undertake responsibility for im proving one's own health and the quality of living which in turn helps in preventing coronary disease. Dr. (Mrs.) Hemalatha M urthy in his article, "Management of Respiratory Diseases by Yoga",^^ states that yoga gives us solace, confidence, redeems all our miseries, obsession and conflicts. It is suitable to all and all times. It helps the persons to change their attitude and bring a tremendous change in way of life which is simple and which is very necessary, urUess, there is no true solutions to all the problem s and illnesses. Right knowledge of yoga burns out the likes and dislikes, ego and ignorance and there is establishment of Pure Bliss, w hich is natural state of a being. For the management of stress in order to combat the so-called stress-induced disorders all the above discussed areas should be tapped. Yoga w ay is more holistic, w hich offers the life style of bliss, efficiency, em otional equipoise, mental clarity, intellectual sharpness and physical well-being. Swami Harshananda in his article, "Attainm ent of Yoga" mentions that know ingly or unknowingly, all of us are struggling to get peace. As long as our m ind is in pieces and the pieces are in ceaseless m utual conflict, peace eludes us. It is orUy when we leam to put these pieces together so as to make the m ind whole and integrated that we gain the peace of Kaivalya. This is easier said than done. However, with competent guides like Patanjali who are ever eager to help out of infinite compassion, this task should not be that difficult. Patanjali, the great master of the Yoga system, calls these pieces of the m ind as vrttis, modifications, which are ever arising and never subsiding. Yoga or union of the individual self w ith the Supreme Self w ill result through Yoga or Samadhi, when these Vrttis are controlled, suppressed and elim inated, by the right kind of discipline and training. This discipline and training is also Yoga.^ Dr. S.C. Manchanda, Professor and Head; Department of 'oga and Higher Education 259

Zardiology, A ll India Institute of Medical Sciences, New Delhi has lepicted the role of Yoga lifestyle in Coronary Artery diseases in his 'Research Study of Reversal of Coronary Heart Disease through Prekasha Meditation w ith Reference to Coronary Atherosclerotic Reversal Potential )f Yoga Lifestyle Intervention." According to the study, forty-tw o male jahents (mean age 51.0 + 9.5 range 32-72 years) w ith angiographically jroven CAD were included. Patients in the control group (n=21) were nanaged on conventional medical therapy (w ith control of risk factors, \H A step 1 diet, moderate aerobic exertion), while those in the yoga proup (n=21) were advised strict lifestyle m odificatior« and yogic sxercises as detailed below. The yogic lifestyle intervention program m e insisted of:

(a) Yogic Lifestyle Methods— (i) Health rejuvenating exercises: a set of movements for im proving the general tone of the body and to im prove coordination. (ii) Relaxation exercise (Kayotsarg): a method of complete relaxation to prepare the body and m ind for mediation. (iii) Breathing exercises (Prar\ayama). (iv) Yogic postres for stretch relaxation (Asanas). (v) Preksha m editation (preksha means seeing deeply w ithin). (vi) Reflection on m oral values (Anuvrat and Anupreksha.) (b) Stress Maiuigement (relaxation, breathing exercises and Preksha m editation). (c) Dietary control. (d) M oderate aerobic exercises.

The change in the lesion severity was classified into regression 10% absolute reduction in diameter stenosis), no significant change c<10% change in diameter stenosis) or progression (>10% absolute ncrease in diam eter stenosis). In the Yoga group, 3(5%) lesions showed jrogression, 46(75%) lesioris showed no change w hile 12(20%) lesioris showed regression. In the control group 22(37%) lesions showed progression, 36 (61%) showed no change w hile 1(2%) showed regression. Yoga lifestyle intervention is beneficial in im proving the sym ptom s m d exercise capacity, lowering weight and serum lipid levels. It also •etards the progression of coronary atherosclerosis in patients w ith severe :oronary artery diseases and reduces revasularisation procedures. In ancient India the early Yogis were a group of mystics and scientists to whom the relationship between the mortal man and an m m ortal spirit was of great interest. They set about to find ways and near\s of uniting these two during the earthly life of man. They spent lot decades but centuries in making their experiments w ith different methods of concentration, meditation and relaxation; w ith various ureathing processes, postures and foods. W hen they finally succeeded in 260 Extension Education Services

their experiments, they systematized the result of their firxlings and called it the science of Yoga. The aim of Yoga is to achieve reintegration of the individual consciousness w ith the cosmic consciousness.^’ The aim of Yoga is to completely alter one's personality and outlook so that he is able to face all problems of life w ith equanim ity, w hile pursuing to achieve the ideals w hich he cherishes. It is a complete break w ith norm al waking consciousness. It is neither a condition of vain pursuits and frustrations of waking life, nor a condition of mere dream ing, nor even condition of absence of quality as in deep sleep, but a condition of calmness and tranquility of m ind in daily pursuits. As Gita describes w ith an analogy, he is one into whom all desires enter as waters into these and is ever motionless though constantly being filled (11.70). He enjoys and suffers like all hum an beings; he has passions, fears and rages like all human beings; but unlike the ordinary human beings, he is able to m aintain tranquility through them all.^°

YOGA EDUCATION

Universities and colleges can translate the potential benefits of Yoga through Yoga education. W ithout Yoga education, the benefits of Yoga cannot be obtained. So, it is essential for universities and colleges to start "Yoga departments to impart theory and practice of Yoga Education through m orning or evening classes. From the time you are quite young, the w ork of your educators is to teach you to control your impulses and obey only those which are in conformity w ith the laws under which you live or w ith the ideal you wish to follow or the customs of the envirorm ient in which you are. The value of this mental construction which w ill govern your impulses depends a great deal on the surroundings in which you live and the character of the parents or people who educate you. But whether it be good or bad, mediocre or excellent, it is always the result of a mental control over the impulses. W hen your parents tell you, "You should not do this", or when they say, "You have to do that", this is a begirm ing of education for the m ind's control over the impulses. Usually education, all culture, all refinem ent of the senses and the being is one of the best ways of curing instincts, desires, passions. To elim inate these things does not cure them; to cultivate, intellectualize, refine them, this is the surest means of curing. To give the greatest possible developm ent for progress and grow th, to acquire a certain sense of harm ony and exactness of perception, this is a part of the culture of the being, of the education of the being .... EducaHon is certainly one of the best means of preparing the consciousness for a higher development. M ental culture, intellectual education changes the constitution of your brain, enlarges it considerably, and as a result the expression becomes more complete and more precise. Yoga and Higher Education 2 6 1

In yoga one can do in a very short time what takes otherwise an interm inable time. But it is always in the body and always upon earth that it is done, not elsewhere. That is why when one is in a body one must take advantage of it and not waste one's time, not say, "A little later, a little later." It is m uch better to do it im m ediately. A ll the years you pass w ithout making any progress are wasted years which you are sure to regret afterwards. Thirst for knowledge is inherent in man and no one likes to be ignorant. Knowledge alone can remove ignorance. Spiritual knowledge comes through direct experience of Truth, but very few can reach that state. Others have to follow the pa

1. Starting part-tim e courses for shidents and general public in theory and practice of yoga. 2. Starting Diplom a courses. 3. B.A., M .A. and Ph.D. in Yoga philosophy and science.

Though Yoga Education, the Institutions of higher education w ould find the change in atomosphere, i.e. from indiscipline and restlessness to intellectual and peaceful environm ent where there is bliss alround. The students can enjoy not only their life in universities and colleges but the rest of life in a highly dignified way.'*'

ROLE OF UGC

The UGC initiated a scheme in 1993 for promotion of Yoga Education and Practice in Universities. This scheme aims at assisting universities in setting up Yoga Education and practice centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the country. Assistance is provided to universities for m eeting the recurring expenditure incurred on managing the Yoga center. The recurring expenditure consists of the am ount the university w ould be required to pay to the Yoga Institutions whose instructors would manage the Yoga center and conduct Yoga classes, or pay directly. The university w ould be required to levy a fee of Rs. 50 per m onth per person from the participating teachers/students for meeting the needs of consumables and for maintenance of the Yoga center. The Com mission had constituted an Expert Com mittee to consider the proposals for financial assistance for the establishment of Yoga centres in universities during the N inth Plan period. On the recommendations of the Committee the Commission approved the revision in the guidelines of the scheme for providing financial assistance to Yoga centres, which is also applicable to the already existing Yoga centres during N inth Plan w.e.f. 0.01.2000 as under; 262 Extension Education Services

SI. Item(s) Existing Proposed No.

(a) Initial Furnishing, equipm ent and contingency (one time grant) Rs. 50,000 Rs. 1,0 0 ,0 0 0 (b) Honorarium to Instructors for A and B class cities Rs. 6,000 p . m . R s . 7 ,5 0 0 p . m . (c) Honorarium to instructors for rem aining places Rs. 5,000 p.m. Rs. 6,500 p.m.

The Commission also approved the following guidelines for the appointm ent of Instructors priority-wise:

• Post-graduate degree (full time course) in Yoga/Yogic Science/Yoga Therapy/Yoga Studies, etc. from Universities. • Post-graduate Diploma (full time one year course) in Yoga/ Yogic Science/Yoga Therapy/Yoga Studies, etc. from Universities. • Post-graduate Diploma (full time course) in Yoga/Yogic Science/Yoga Therapy/Yoga Studies, etc. from eminent Institutions other than the Universities.

The Commission has approved, so far, 42 imiversities for the establishment of Yoga centres. The Commission further decided to support at least ten universities for establishing/strengtherung of Departments of Human consciousness and Yogic Science w ith the follow ing staff:

1. Professor One 2. Reader One 3. Lecturer Two 4. Lab. Assistant One 5. Lab. Attendant One 6 . Computer Operator One

The financial assistance to run the Department of Human consciousness and Yogic Science w ould be available as under:

(a) Non-Recurring (i) Lab (Hvmian Performance) Rs. 5,00,000 (ii) Computer Lab Rs. 4,00,000 (b) Recurring ( i) S a la r y A c t u a l (ii) Book and Journals Rs. 1,00,000 Yoga and Higher Education 263

The Expert Committee identified ten universities out of the proposals received from 50 universities for creating an independent Departm ent of Hum an Consciousness and Yogic Science. T h e s e a r e :

1. Andhra University, Visakhapatnam (A.P.) 2. Bharathidasan University, Tiruchirapalli (T.N.) 3. Dr. H.S. Gour University, Sagar (M.P.) 4. G urukula Kangri Vishwavidyalaya, Haridwar (Uttaranchal) 5. Jawahar Lai Nehru University, New Delhi. 6 . Karnataka University, Dharward (Karnataka). 7. Mahatma Gandhi Gramodaya Vishwavidyalaya, Chitrakoot (M.P.). 8 . Mangalore University, Mangalore (Karnataka). 9. Mum bai University, M um bai (M.S.). 10. University of Allahabad, Allahabad (U.P.).

A grant of Rs. 10,000 lakhs each to all the above universities was also released during the financial year 2000-01 for starting the Departm ent of Hum an consciousness and Yogic Science. The courses and the syllabi for the Department of Human Consciousness and Yogic Science as approved by the Expert Conrimittee/Com mission have been sent to all the concerned universihes for implementation.'*^

CONCLUSION

Systematic and regular prachce of Yogic techniques viz. Postures, Pranayama, M udras, Bandas, Shat-Kriyas, Concentration, m editation and diet regulations im der experts guidance and certairJy not from books alone, w ill go for to build up the lost muscle tone of various organs, glands, nerves, etc. m ental clarity, positive attitude towards life, and in rem oving physical and m ental restlessness and physiochem ical process as the stress creates nerves disorders due to m odem hectic, pressurized, frustrated living. It has been reported in the ancient literature that Yogic practice brings change in various hormonal and physiochemical process in the human body by operating at the higher levels in the nervous system.^

"Yoga helps in m aintaining good health and gives resistance, stamina, vitality and vigour to the body. Yoga is the best curative and preventive medicine Yoga leads to chittanasa which is moksha Yoga practitioners should not become Bhogi If no Yoga— no health, no peace, no life." 264 Extension Education Services

N o t e s a n d R e f e r e n c e s

1. Xth Plan of University Grants Commission, New Delhi, 2002, p. 51. 2 . The Daily Trihiine, Sept. 12, 2002. 3. Aliyar, 2002, op. c it., p . 62. 4. YB (ii) 2. 5. YS (i) 2. 6. YS (i) 12. 7. R.H. Singh, "Yoga and Health, Science and Philosophy of Indian Medicine', Baidyanath Bhawan, Nagpur, 1978. 8. Dr. C.H. Sudarshan, Yoga for Better Health, in Nisargopcar Varta, National Institute of Naturopathy, Pune, May 2001. 9. Y.S. H. 30. 10. Y.B. R.M. (ii) 30. 11. Swami Srikantanada, The Intelligent Way to Yoga, Sri Rama Krishna Math, Chennai, 2001, pp. 30-31. 12. Swami Srikantananda, op. c it., p . 66. 13. Manual of Ethics, 1935, p. 341. 14. Y.S. R.M. YB (i) 46. 15. Y.S. (ii) 49, 50. 16. YS ii 53, UB RM ii 52. 17. Swami Sivananda, Practice of Yoga Quoted in Swami Devananda, op. c it., p . 60. 18. Swami Vishnu Devananda, op. c it., p . 1 6 1 . 19. YS Y B MP ii 54. 20. YB iii, YS, YB iii 7. 21. RM iii 2. 22. YS YB iii, 4, 7, 8. 23. Swami Siddhinathananda, Yoga in Srimad Bl.agavata, Yoga and Its various Aspects, Sri Ramakrishna Math, Madras, pp. 160-61. 24. Swami Srikantananda, op. c it., p p . 7 - 1 1 . 25. Swami Siddhinathananda, Yoga in Srimad Bhagavata, Yoga and Its various aspects, Sri Rama Krishna Math, Madras, pp. 160-61. 26. Swami Vishnu Devananda, op. c it., p . 1 7 7 . 27. Bata K. Day, Ethics: Maladies and Remedies, in IJPA, July-Sept. 1995, p. 46. 28. Swami Srikantananda, op. c it., p . 5 6 -5 7. 29. Ib id ., p p . 4 0 -4 1. 30. Ib id ., p . 1 7 . 3 1. Ib id ., 65-66. 32. Swami Yatishwarananda, Meditation and Spiritual Life, Ramakrishna Ashram, Bangalore, 1983, pp. 17-18. 33. Ibid. 34. P.K. Hassanagas, "Yoga in the Culture of Labour based on Research”, Arya Vidya Sala Kottakhal and University of Calicut, Holistic Life and Medicine, Sixth World Congress on Holistic Life and Medicine held at Calicut, Kerala, 5-7 July 1996, pp. 127-28. 35. Nedungade, V. Hardias, Physiological and Philosophical Aspects, of Yoga. 36. Ib id . p . 150 . 37. Dr. (Mrs.) Hemlatha Murly, "Management of Respiratory Disesase by Yoga", National Institute of Naturopathy, Pune, op. c it., p . 12 . 38. Swami Harshanand, "Attainment of Yoga: Maladies and Remediese", in Yoga and its various aspects, Sri Ramakrishana Math, Madras, pp. 203-04. Yoga and Higher Education 265

39. Manchanda, S.C. et a l, "Research Study of Reversal of Coronary Heart Disease through Preksha Meditation with reference to coronary atherosclerotic reversal potential of yoga lifestyle intervention", A Research Study conducted by AIIM S, IDeptt. of Cardiology, New Delhi, pp. 1-8. 40. Swami Prabuddhananda, Yoga in Daily Life, In Yoga; Its various Aspects, Shri Ramakrishna Math, Madras, pp. 121-22, and 70-71. 41. Swami Srikantananda, op. cit., p . 66. 42. UGC Annual Report, 2001-02, New Delhi, p. 89. 43. Dr. C.H. Sudarshan, op. cit., p . 20. 266 Extension Education Services

Appendix 7.1

THE UGC SCHEME FOR PROMOTION OF YOGA EDUCATION AND PRACTICE AND POSITIVE HEALTH IN UNIVERSITIES

1. Introduction Yoga prom otes physical and mental health. It disciplines the m ind and im proves the power of concentration. Therefore, it is ideally suited for those who are involved in intellectual pursuits. The concepts of positive health and lifelong learning are relatively new and need to be strengthened. Yoga is a discipline, based on meticulous practice and requires very modest infrastructure and money. The Commission has form ulated a scheme for prom otion of yoga education and practice in the Xth Plan and a new component of positive health is being added to this s c h e m e .

2. Objective To im part special education in various areas like yoga, positive health, career, personality developm ent, etc. for the overall developm ent of students, teachers and non-teaching staff of universities.

3. Eligibility/Target Groups A ll eligible universities w hich are included under Section 2(f) and have been declared fit to receive central assistance under Section 12(b) of the UGC Act of 1956, are covered under the scheme. The target group is students, teachers and non-teaching staff of universities.

4. Nature of Assistance The UGC w ill provide grants to the selected vmiversities upto the end of Xth Plan period only, i.e. 31st M arch, 2007. Thereafter the scheme is required to be taken over by the concerned universities under its maintenance budget. The UGC w ill provide financial assistance as under:

Yoga:

S i Items Financial Assistance under the scheme No.

1. Equipment/Furnishing Rs. 1,00,000 (one time grant) 2 . Honorarium to instructors— Rs. 1,80,000 p.a. @ Rs. 7500 p.m . maximum two (2) (Rs. 7500 X 12 X 2 = 1,80,000)

The Universities may charge Rs. 50 p.m. per head as a token fee from the students/teachers non-teaching staff interested to participate in its yoga center activities for meeting the recurring expenditure. Yoga and Higher Education 267

The m inim um qualifications for yoga instructors shall be as under:

1. Post-graduate degree (full time course) in Yoga/Yogic Science/Yoga Therapy/Yoga Studies, etc. from a recognized uruversity. O r 2. Post-graduate diplom a (full tim e of at least one year course) in Yoga/Yogic Science/Yoga Therapy/Yoga Studies, etc. from a recognized university or an em inent institutior\s w ith a w ell established reputation in the field of yoga, w ith a m inim um experience of two years in yoga teaching and practice.

Positive Health Assistance w ill be provided for organizing 3-5 days awareness programme by inviting guest speakers/experts, etc. These programmes could be from amongst the following:

1. General counseling 2 . A I D S 3. Drug Abuse 4. Sex education and reproductive health 5. A rt of healthy living 6 . S tr e s s m a n a g e m e n t 7. Sound Body and mental health

Any other programme on similar subject/nature can also be c o v e r e d .

SI. Activity Financial Assistance No.

1. For organizing 3-5 days Rs. 25,000 per program m e awareness programme

Source: UGC: The Scheme for Promotion of Yoga, New Delhi, 2003.

C h a p t e r 8

AESTHETICS IN HIGHER EDUCATION

M an is neither mere intellect, not the gross anim al body, nor the heart or soul alone. A proper and harmonious com bination of all the three is required for the m aking of the whole m an and cor\stitutes the true economics of education. —Mahatma Gandhi

8

CHAPTER

A esthetics in H igher Education

"W e want that education by which character is formed, strength of m ind is increased, the intellect is expanded and by which one can stand on one's ow n feet. Education is the marufestation of the perfection already in m an." —Swami Vivekananda

We cannot continue doing W hat we have always done Tom orrow carmot be just more of yesterday W e need flexibility and Pragmatism As much as iim ovation But the stress m ust invariably be on Action

Personal visits to Universities and colleges reveal that the authorities in educational institutions not pay attention to sm all matters causing irritation in the m inds of teachers, students and adm iiustrative staff. Vice-Chancellors rarely make a personal visit to check these problems. The students who come to educational institutions are influenced a great deal by the environment. In order to have a good im pact on their personalities, the first and foremost im portant thing is the need of tip-top environment. However, what we see is that the students do not find the environm ent congenial. This is a great neglect which need to be given first priority. The teachers spend the productive tim e of the day w orking for the Uruversities/colleges to earn their livelihood and w ork for their career development. However, most teachers consider academic and official w ork as a drudgery to be avoided and postponed on one pretext or the other and this makes their life dull, insensitive and non-creative. In contrast, if the teachers take pleasure in discharging their duties, they 272 Extension Education Services can rem ain active, healthy and efficient. Life w ould thus rem ain always joyful. Em ploym ent provides extra opportunity to meet and share views w ith colleagues as w ell as w ith the students. The quality of job content and the situational context are equally important for gaining job satisfaction. W hile m uch has been w ritten about the first aspect enough attention has not been paid to the am bience/environm ental factors w hich are so critical for ensuring the desired outputs. It is com m only seen and felt that the higher education authorities in Universities and colleges as well as teachers do not seem to be bothered about the place they are working, its surroundings and the general atmosphere. A visit to most Universities/Colleges would reveal the following:

(i) The outlay of the Universities/Colleges is dull, shabby and disorderly. Various pieces of furniture do not match, and are so positioned that it appears to be lying scattered and uncared for. (ii) The bath rooms are shnking, making it unbearable and unusable. Besides, drinking water of good quality is not available, w hich leads to m any diseases. (iii) Disorderly parking of vehicles outside the premises cause inconvenience to visitors and the whole place looks like an unorganized m arket area. (iv) The teachers come to the University at their own time, disregarding all norms of punctuality, depicting an attitude of apathy and indifference. (v) Building maintenance is poor and it appears that teachers have no concern w ith the surroundings. M ost of the walls and floors have been spoilt by spitting, throw ing refuse, painting and pasting posters/slogans, etc. (vi) We find many useless articles, equipments, papers, etc. scattered all over, causing repulsion for any visitor. There is no display of aesthetic sense in decorating the building and its exteriors w ith plants, flowers, etc. (vii) Most of the teachers are always busy in one meeting or the other, leaving very little time for substantive w ork or even interaction w ith the students. (viii) W e find that most teachers start quarreling w ith the students on one pretext or the other, assuming themselves to be the owners of the Universities/colleges rather than being public servants/facilitators. (ix) W e often find teachers talking on a telephone for long, thus wasting office tim e and reducing efficiency. (x) The teachers draw more and more peons and clerical staff to their personal establishments in keeping w ith their status and 'prestige'. This deprives the office of its productive hands Aesthetics in Higher Education 273

leading to decrease in overall efficiency. (xi) There are no occasions for intellectual discussions, lectures, symposia, etc. wherein the teachers can open up and suggest ways of im proving the office outlook, work culture and adm inistrative practices. (xii) Holidays are observed on important days without having even adequate knowledge about them and the necessity is not felt for celebrating them.

The question is how to manage all these inputs? H ow to make the quality services available? Although above issues are considered to be peripheral and incidental yet these are actually the pre-requisites for building an efficient University/college. For example, a good layout helps in the following: These are considered to be unim portant but otherwise, these are the pre-requisites on which to build efficient Universities/colleges.

1. Proper utilization of space. 2. Effective work flow. 3. Speedy communication. 4. Better use of equipments. 5. Proper supervision. 6 . Necessary com fort and reduced fatigue. 7. High morale of the personnel. 8 . Im proved overall efficiency of the teachers.

UGC has been providing building grants to universities and colleges. However, obtaining good office accommodation and luxurious furnishings may not be sufficient unless it is kept clean and tidy, free from bad odour and infection. Let us discuss some of the areas of management to develop aesthetic sense among the teachers in Universities/colleges and to prom ote happiness and efficiency am ong the staff and students. M ost of the Universities/Colleges have become very old, i.e. 50-75 years and these are working in the same buildings/environm ent which are not safe. There is a need for devoting huge funds for infrastructure developm ent so that educational institutions rem ain fit for teaching and research. (See C hart 8.1)

A. BUILDING MANAGEMENT

Buildings should be w ell m aintained to keep the m inds of teachers and students happy and creative as w ell as to create good image in the minds of the visitors. Most of the educational buildings are in dilapidated conditions, construction offices in a University/college created to m aintain and upkeep these buildings has failed to discharge 274 Extension Education Services

C hart 8.1

Healthy Internal and External Environment of Institutes of Higher Education

'Buildings •Furnitures and Equipments •Redundant Articles •Public Convenience •Potable Water Supply •Vehicles Develops Positive Promotes Organisational •Telephones Organisational Behaviour, Efficiency, i.e. i.e. Good governance and Harmonious relations Management Techniques for Inculcating Aesthetic Sense responsive university between students administration of institution and faculty •Personal Staff of higher studies •Punctuality •Meetings •Behaviour •Celebration of Festivals •Beautifications of Environment

Kindles Exciting Organisational Climate for Academic Excellence

its duties because of corrupt practices as w ell as shortage of staff and finances. W hat can be done to m aintain buildings?

(i) Each building should be placed under the control of a caretaker, and even if more than one departm ent exists in that building, the responsibility of maintaining that building should be w ith a single person. The care-taker m ust examine the building at regular intervals and note all the problems being faced. (ii) A committee should be constituted and empowered to effect the required changes. (iii) W hite-washing and painting of walls and doors respectively should be done as and when required instead of fixed intervals. M aintenance contracts need be awarded accordingly. (iv) Safety of the buildings should be regularly examined and those found unfit for occupation should either be demolished or reclaimed in order to prevent danger to the life and p r o p e r t y . (v) Adequate lighting and fan arrangements may be made as per the need of each room /sea ting patterns rather than sticking to uniform standards of space. (vi) Leakages in buildings may be checked in tim e so as to avoid Aesthetics in Higiier Education 275

permanent damages. (vii) Class-rooms should be spacious, airy, well lighted w ith a m odern black-board and facility for Audio-visual aids. (viii) All the heads of the Departments must er\sure proper cleanliness of class rooms as the dust on the benches w ould spoil the clothes of students. (ix) M odifications/alterations may be made only under the advice of architects having innovative ideas for efficient and effective use of space.

B. MANAGEMENT OF FURNITURE AND EQUIPMENT

Furniture is essential to provide com forts and w orking atmosphere to teachers and students. Furniture costs money and hence m ust be used carefully and maintained properly. We can take the following steps to make the furniture serve our purpose:

(i) Proper assessment of the needs of furniture of all class rooms/teachers rooms may be done before ordering new equipment. It has been seen that because of lack of coordination furniture at one place is lying surplus w hile at another place it is in demand causing artificial scarcity. Sometimes the stores are full of old furruture which can be made of good quality w ith m inor repairs and polishing while the orders are placed for buying fresh furniture. (ii) Peor\s em ployed for the upkeep of furruture need be trained in the upkeep of furniture through regular dusting, spraying to avoid rusting, and keeping them in good conditions. (iii) Furniture should be neatiy arranged to provide aesthetic outlook and look presentable. (iv) Every year/every single article of furruture should be physically counted and examined for repairs or polish or condem nation, etc. (v) Furniture, which is imserviceable and beyond repairs, needs to be condemned rather than piling them up in stores and wasting precious spaces. (vi) The staff should be convinced about the importance of cleaning, inspecting and keeping equipm ent in good order; of reporting defects im m ediately; and of returning equipm ent to its correct place after use. (vii) There is no easy way to convince the staff of the need to clean equipment and to keep it in good condition. The best way is for the supervisor to set a good example by ensuring that equipments are cared for, kept in a good condition (dirty or dam p equipm ent deteriorates more rapidly than when it is kept clean and dry). 276 Extension Education Services

(viii) An inspection check-list and inspection schedule should be drawn up and duties decentralized among responsible teachers irrespective of their adm inistrative charges. These officials should help in detecting discrepancies and taking rem edial action.

Thus, good management takes care of the management of equipments by—

• instructing and motivating staff and students to feel responsible for the equipm ent they use, • ordering supplies w^hen needed, • storing them safely, and • controlling their use.

The salient advantages of such a system w ould be:

(a) Reduction in idle time and continuous availability of e q u ip m e n t . (b) Increased life of the equipment. (c) Continued service. (d) Less operational costs. (e) Satisfactory quality of services. (f) Safety of operation.

C. MANAGEMENT OF REDUNDANT ARTICLES

University Departments and college class-rooms are full of redundant articles and no one takes pains to write them off. These articles on one hand present an ugly look and on the other hand block the space, especially in Universities and colleges in m etropolitan cities, where the value of space is quite prohibitive. Thus, articles/papers/ equipm ents w hich have become useless need to be discarded as early as possible. How can we go about it? We suggest a few measures as f o llo w s :

(i) There should be stock taking in every department, once a quarter to identify of what is relevant and what is not. This exercise w ould help in disposing of unwanted articles. (ii) The auctioning of discarded items should be speeded up. The depreciated value rather than book value should be the criteria for evaluating the auction bids. (iii) Removal of redundant articles should thus be a continuous p r o c e s s . (iv) There may be many articles like fans, tube lights, heaters, boilers, etc. which have become outdated or inefficient. These Aesthetics in Higher Education 277

need to be discarded on regular intervals and substituted by efficient models.

D. MAINTENANCE OF PUBLIC CONVENIENCES

Bath rooms and toilets in universities/colleges are the most essential infrastructural component for teachers/students as well as visitors. They should be kept clean, as cleanliness is next to godliness. M any of the diseases are the product of insanitary conditions prevailing in many universities/colleges besides causing physical discom fort and inconvenience to the users. We suggest here the following actions to keep them clean:

(i) Sweepers engaged for cleaning bath rooms may be given training by pinpointing the importance of cleanliness in the upkeep of bath rooms. (ii) Necessary m aterials like phenyl, cleansing agents, etc. m ay be supplied regularly. (iii) Some persons may be appointed to supervise the upkeep of bath rooms regularly and m aintaining a record of the action t a k e n . (iv) Bath rooms may be constructed away from sitting places so that the stink does not adversely affect the working of teachers and students. (v) Teachers and students may be requested to keep the bath rooms clean. (vi) Sufficient water arrangements may be made. (vii) Privatisation of cleanliness of bath rooms can be tried.

E. SUPPLY OF POTABLE WATER

W ater is the basic requirem ent of every hum an being. M ost of the teachers/students get health problems and infections because of poor quality of water. They cannot afford bottled water available at a high cost. The Universities/colleges should attend to management of supply of good water for all teachers, students and visitors. The follow ing can be done in this direction:

(i) W ater storage should be done in clean tanks. Besides tanks should be washed on Saturdays/Sundays when educational inshtutions are closed. Besides insecticides like potassium permagnate may be used once a month to keep the water infection free. Tanks which have become too dirty should be d is c a r d e d . (ii) Teachers, students and visitors should be requested not to waste the precious resource, i.e. water. Taps m ay not be kept 278 Extension Education Services

o p e n . (iii) Plastic jugs and glasses used for taking water in the rooms are mostly dirty. They need be regularly cleaned and well m aintained. (iv) Contract for mineral water at cheap rates may be tried if fe a s ib le . (v) W ater testing may be got done through laboratories once in six m onths to assess its quality.

There is no proper handling and upkeep of equipm ent for storage and transmission of water resulting in dirty quality of water. Costly Equipm ents purchased have become junk for lack of maintenance causing loss of finances as w ell inconvenience to teachers and students. M ost of the persons handling these equipments are not trained and need to be trained. Preventive maintenance is systematic maintenance procedure, wherein the condition of the equipm ent is constantly watched through a systematic inspection programme and prevenhve achon taken to reduce the incidence of breakdown.

F. M A N A G E M E N T O F V E H I C L E S

This is an age of vehicles as most of the teachers, students and visitors use cars/scooters to come to educational institutions. Parking of these vehicles has become a big challenge and even nuisance. W e suggest the follow ing to manage vehicles:

(i) Parking zones may be earmarked separately for cycles, scooters and cars so that there m ay be clear-cut demarcation. (ii) Vehicles of the staff and students who are to park for the whole day should be done separately from visitors as their movement would be lim ited. (iii) Parking rules may be framed and in case of violation, huge fines may be imposed as a deterrent. (iv) Persons may be engaged to guide the vehicle owners. His salary can be paid from the collections made from vehicle o w n e r s .

The old vehicles are a liability to the Universities/colleges since they generally consume more money on repairs and maintenance as w ell as on fuel. They tend to be highly uneconomical and m uch less efficient in operations. Further, these old vehicles create a num ber of budgetary imbalances in utilisation of funds. In this context, condem nation of old vehicles in a phased manner following the principle of "eight years of age" or "1.60 lakh km . run" should be done. Besides age of vehicle and kilom eters run, the Departm ent may also consider the operational factors like fuel consumption, maintenance costs, etc. for condemnation. The Aesthetics in Higher Education 279 present practice of scrapping/condem ning the vehicles is not very much conducive to the quick disposal of the condemned vehicles and to its efficiency. It is a pity to see large number of vehicles getting rusted w ithout either m aking them useful or condemn them. There is a need to form a joint comm ittee of Transport Departm ent representative alongw ith the financial and adm inistrative representatives to arrive at a logical d e c is io n .

G. MANAGEMENT OF TELEPHONES

Telephones have been installed to facilitate the com m unication and save the time of teachers in seeking inform ation, clarification, etc. However, we notice that telephones are used for personal purposes and that too for unnecessary activities wasting time and money. We can enforce discipline by introducing follow ing measures:

(i) Private calls may be allowed only in emergencies. These may be entered into the register indicating the num ber, purpose, etc. Modern EPABXs have the call tracking facilities to m onitor the frequently called numbers. The users w ould have to justify the official purpose of the calls if needed. (ii) The need for frequent use of telephones or seeking inform ation/clarification m ay be studied in depth to point out the lacunae in the existing MIS. Telephone should be used only when necessary. (iii) Telephone should not become a distraction for non-users sharing the room. Hence, its location needs to be worked out accordingly. (iv) Pay phone w ith private enclosures should be provided in educational institutions premises to encourage teachers and students to make their private calls outside the office room. (v) Recent studies have pointed out that 30-40% of the time, senior executives tend to spend over phone. H alf the time, things could have been attended by subordinate levels. Autom ated exchanges could be used screening the incom ing calls and ensuring that the call goes to the right person. This could save the time of the students as w ell as of teachers, if planned properly.

We can save a lot of expenditure by m aintaining a discipline on the use of telephone as w ell as save time for productive work.

H. MANAGING PERSONAL STAFF

It has become a fashion to engage a large num ber of personal staff who misuse the name of officers on whose behalf they talk and work. In 280 Extension Education Services this connection we should do the following:

(i) Personal staff should be m inim um to avoid confusion. (ii) Training may be given to personal staff of their duties and responsibilities. (iii) Activities of personal staff should be checked so that they may not misuse the powers of the officers. (iv) Personal staff should act as a filter and funnel for the officers. (v) Personal staff should be polite.

I. PUNCTUALITY

Punctuality which was cherished by all has become a casualty causing great problems. It is good for better time management. Prime M inister Atal Bihari Vajpayee strongly emphasised that, "The people want to see action, and not to hear words of prom ise repeated again and again"? How to ensure punctuality? We suggest some techniques to ensure punctuality:

(i) Head of Deptt. should show seriousness about this issue by calling for all teachers to be punctual as a preventive and educational measure. (ii) Induction training may be given to all teachers to be punctual as preventive and educational measure. (iii) Late arrivals should lead to deduction of half day casual leave and 3 cor\secutive defaults invite censure and advise entry in SRs and ACRs. (iv) Punching of cards to mark attendance can be introduced. (v) Habitually non-punctual teachers may be served warning/ censures/stoppage of increment and even suspension including term ination. (vi) Extra-benefits in the form of deputation for training, other assignments, etc. may be refused to those who are not p u n c t u a l. (vii) Strict m onitoring may be done to prohibit late coming.

The Adm inistration Reforms Commission (ARC) has rightly stated that, "the healthy functioning of the adm inistration depends not only on the competence of its persormel, but also on the maintenance of a high standard of personal conduct and the observance of discipline. It is, therefore, essential that there should be a clearly enumerated code to correct official behaviour and a provision for the punishm ent of those who deviate therefrom. There would, of course, also be provision for punishing slackness and inefficiency." Punctuality enforcem ent is not a difficult task provided the culture of non-punctuality is discouraged. Teachers are being paid for devoting Aesthetics in Higher Education 281 time and time is money. How can we pay them if they are not producing. The Indian Adm inistration is suffering a lot on this count. Government of India and state Governments must give top priority to this issue as we find that because of non-punctuality of doctors, teachers, adm inistrative staff, people suffer a great agony in w aiting for them. The government must be harsh and no leruency should be exhibited to persons who are not punctual. This is the first and forem ost requirem ent of any adm inistrative success and responsive adm irustration.

J. MANAGEMENT OF MEETINGS

Meetings have become essential to sort out many issues and problems. Meetings are generally held without much forethought and preparation, resulting in wastage of resources. Serving of tea/coffee and refreshments has become a major preoccupation. Sarcastically, people interpret 'Com m ittee' meeting as 'come for tea' meeting. Besides, huge expenditure is incurred by governm ent in rurm ing departm ental canteer\s to cater to a chain of meetings. Some officials even abuse this as a pretext for not being available in their office to the visitors etc. Most often the meetings indicate the starting tim e and are open ended. This jeopardizes the working schedule of most participants. Besides, most meetings are ad hoc and do not give sufficient notice to the members. This often causes clash of activities and priorities. O fficials have to give greater priority to the superiors' meetings than to the comm itments of the clients/citizer\s. W hat can be done to reduce the niunber of meetings? How can we make them useful? Let us mention some action points:

(i) Agenda should be well prepared in advance w ith clear-cut spelling out the details of the points. (ii) Members may be given sufficient time to go through the agenda in order to participate/contribute m eaningfully. (iii) A ll the members should be encouraged to participate in a business-like manner. (iv) M inutes of meetings should be recorded faithfully. (v) Decisions arrived at may be commurucated quickly. (vi) M eeting should be held only when there are some real issues otherwise formalities could be completed by circulation of material among the members. (viii) Serving of tea/coffee should be avoided when the duration is less than an hour. (viii) No meeting should be fixed when the teachers have classes.

The Mirustry of Persormel, Public Grievances and Pensions (Department of Adm inistrative Reforms and Public Grievances) in its report: Initiatives and best practices of Goverrvment of India for effective and responsive adm inistration suggested the following: 282 Extension Education Services

(i) A meetingless day on every W ednesday should be observed strictly. The designated officer or his/her immediate subordinate should be accessible on this day and for em ergent com plaints at stipulated hours on other days. (ii) The receptionists, security personnel and peons should be given suitable instructions about the meetingless day so as to allow the members of the public to meet officers without prior appointm ent. This should be enforced also in respect of all the attached offices and public agencies vmder the supervision of the M inistry/Departm ent. (iii) The name, designation, room number, telephone num ber, etc. of teachers should be displayed prom inently at the reception and other convenient places in the university/college b u ild in g s .

K. BEHAVIOUR MANAGEMENT

Most of the problems today are the result of rude behaviour of m ajority of teachers towards students and their own colleagues. Their behaviour has alienated the students from good teacher-student relationship. How to go about it. We may suggest the following r e m e d ie s :

(i) Training may be imparted in the art and science of comm unication. (ii) Teachers using filthy language should be dealt strictly by imposition of fines or recording the demeanour in the confidential reports. (iii) A column about behaviour should be incorporated in ACR. (iv) Teachers should be encouraged to be polite, nice and courteous. Superiors should set a personal example by observing same standards while dealing w ith their bosses as w ell as subordinates or members of public. (v) Supervision should be done strictly and if required dialogues of students and teachers depicting— different situations very negative, negative, positive, very positive, be recorded for training purposes. To quote Aristotle, "Anyone can become angry that is easy. But to be angry w ith the right person, to the right degree, at the right time, for the right purpose and the right way is not easy." (vi) A new concept called "Equilibrium Thinking" has been tried out w ith police trainees both w ith veterans having thirty years experience and freshly recruited officer trainees. Several of the trainees reported remarkable breakthroughs in managing anger and other emotions. Equilibrium is produced when positive values or vices are balanced. The positive values need Aesthetics in Higher Education 283

to be affirm ed or reinforced and the negative values need to be denied, weakened and uprooted.

Current success literature talks only of the power of positive thinking but mere positive thinking does not generate sufficient power to overcome the challenge of ingrained negative attitudes, habits forces and values. Mere positive thinking does not produce an equilibrium that comes from a habit of self-realisation. ITie method is quite simple. ConHnuously hold the words Beat it to Beat it in one's m ind. In order to overcome anger, continually issue the follow ing commands to self:

1. Be calm Beat anger 2. Be gentle Beat stress 3. Be peaceful Beat tension 4. Be patient Beat impatience 5. Be poised Beat imbalance 6. Be tactful Beat tactlessness 7. Be cheerful Beat depression

It takes orJy about 10 seconds to run the series of commands through one's m ind. So even if one repeats the exercise ten times a day it w ill take only 100 seconds. The repetitive reinforcement on a daily and continuous basis w ill help in Internalizing values and overcoming flaws and weaknesses. Equilibrium thinking lends itself to the all round development of the human personality and character. Prabhat Kumar, the then Cabinet Secretary of India in his Article, "A Responsive and Effective Government" rightly stresses the need for making the adm iiustration ser^itive to the citizens needs. To quote him ; We are now on the threshold of the twenty-first centiuy. In the new m illermium, above all, the government would need to re-invent itself to become citizen-centric and citizen-friendly. It w ould need to lim it its role to core functions such as security, law and order, social services, creation of infrastructure and macro-economic management. Greater delegation and some decentralisation of authority and responsibilities would need to be introduced at all levels. A combination of Citizens' Charters and the Right to Information would ensure greater accountability in the adm inistrative systems. The process of cor\sultation w ith the participation of citizens in decision-making w ould gradually become more pronounced in order to ensure accountability. A t the same time, good citizenry would also need to be emphasised for all round development of the society. Besides enjoying their rights, the citizerw w ould need to behave respor\sibly and perform their duties to the state. Clearly defined ethical standards w ould also need to be adopted by the civil servants as well as by politicians. In order to achieve all this, innovative use of inform ation technology w ould be critical. 284 Extension Education Services

L CELEBRATION OF FESTIVALS AND IMPORTANT EVENTS

In order to promote patriotism, national integration and enlightened citizenship, it is essential that the educational institutions should celebrate festivals and important events for small duration wherein, the follow ing activities can be undertaken:

1. A brief lecture about the purpose of festival/event. 2. Cultural programme. 3. Discussions. 4. Simple tea and snacks.

Such acts would promote the bond of friendship among the personnel in the organization and help in building a good team. This w ould also take care of regionalism , caste and narrow loyalties.

M. BEAUTIFICATION OF ENVIRONMENT

Internal and external physical environm ent should be soothing and stim ulating to generate enthusiasm, activity and high spirits. The internal environm ent of any educational institution essentially consists of the files w hich act as a m edium for transaction of office w ork. The sections generally are overflowing w ith files and files of papers which have literally gathered dust for ages. Although there is a regular mechanism of weeding out of the files, most of the m aterial does not get classified into the redundant category, e.g. books/publications/printed m aterial/registers. The task of binding the files before sending to record room is to be perform ed by daftaries. For m any reasons, this never gets done. As a result, not only space constraints and congestion arises but smooth functioning of the current w ork is also hampered. Thus, unless the supervisory authority inspects and regulates the records/files management and sensihzes the staff for the need to keep the office envirorunent spic and span, this situation is likely to perpetuate.

(i) Plants in pots may be kept at various locations. These m ay be changed according to the season. The weeds should also be regularly removed through contract arrangements. (ii) Proper spraying may also be done to ensure infection free atmosphere. Some sprays w ith fragrance may also be used. Spread of rodents, flies, mosquitoes should be checked. (iii) Proper play cards may be displayed for the guidance of v is it o r s . (iv) Dustbins and waste paper baskets may be provided to avoid littering and proper disposal of waste material. (v) Preparation of Tea/Coffee or any other article may be banned in the individual rooms. Tea/Coffee, etc. can be had only in Aesthetics in Higher Education 285

the canteen. Canteen should be equipped w ith proper exhaust fans to avoid pungent smells. (vi) Good ideas may be written on the board specially provided for the purpose at the entrance of the building to infuse good thoughts am ong teachers/students. (vii) If there is space surrounding the educational ir\stitutior\s, it should be w ell m aintained. There should be regular rem oving of the congress grass and weeds and planting of flowering plants depending upon the season. The dynamics of educational instituhons can thus be summ arized in a graphical form as below: (See Chart 8.2 below)

Chart 8.2

Dynamics of Managing Higher Educational Institutions Aesthetics

Beautification of internal and external environment —I Feeling of pride and belongingness Teachers/ students' welfare H > Sense of well-being and job satisfaction Essential facilities Inculcation of values of punctuality and good behaviour_j Responsive, accountable and students' centric administratioi Efficient conduct of meetings _l Proper use of time and money Joint celebration of ^.-stival events ^ Team Spirit Input Output

The task before the higher educational institutions today is to manage the appropriate inputs in such a way that the Universities/ colleges strive towards excellence. We can thus conclude that the dynamism in the educational institutions cannot be declared by fiat, nor can it be generated artificially im posing systems, procedures, and job demands. The enthusiasm and the aesthetic sense of teachers express about their jobs, about each other and about their Universities/colleges is a priceless corollary of effective management. W ithout it, the whole management effort can easily become a kind of drudgery, never moving beyond a mechanical process w ith little sense of personal involvem ent. The teachers and students have a great potenhal which need be optimised through the development of their attitudes and philosophy through aesthetic development.

Chapter 9

ADULT EDUCATION (CONTINUING EDUCATION AND EXTENSION AND FIELD OUTREACH)

"A U niversity in order that it m ight realize the aims of social service, should endeavour to bring w ithin its scope and influence not only scholars who are able to live w ithin the colleges and halls, but also such adult members of the com m unity as have been deprived the benefits of University training by poverty, age, or lack of opportim ity. In every society the number of persor^s who are able to afford a im iversity educahon must form a very small percentage. Exaggerated class consciousness, springing from the feeling that higher education is the m onopoly of the well-to-do, is one of the visible dangers of a democracy." — The Committee on the form ation of a University in the erstwhile princely State of Travancore.— 1925

9

CHAPTER

Adult Education (Continuing Education and Extension and Field Outreach)

"Institutions of higher education must participate in programmes of adult hteracy not only for their contribution to the educational and other developmental needs of the underprivileged sections of the society, but also to assim ilate a greater part of such insights w ith the process of their curriculum planning and youth development." ~ U G C

(A) INTRODUCTION (See Chart 9.1)

Education holds the key to development and is vital for the stability and m aturity of a democratic country. A ll our scriptures and Plans emphasize the positive correlation between education and development. M inistry of HRD, in its Annual Report on the Departm ent of Education rightly stressed the need of Education. To quote/ "Literacy is now accepted as an indispensable component of Hum an Resource Development. It is an essential tool of com m unication and learning, for acquiring and sharing of knowledge and inform ation, a precondition for an individual's growth and for national development." Swami Vivekananda, attached great im portance to Education. He rightly felt that the only service to be done for our people is to give them education to develop their individuality. They are to be given ideas and their eyes are to be opened to what is going on around them and they w ill w ork out their salvation. The challenge of Education, a Document of the M iiustry of HRD, rightly observes that it is also a truism that the nation w ould not move towards the tw enty-first century on tw o legs unless illiteracy is banished and a universal learning environm ent is created.^ 2 9 0 Extension Education Services

Chart 9.1

Adult and Continuing Education

...... ^ To provide literacy to adults who were deprived of normal education Supported by NPE & i ^ Priority by MHRD POA1992 UGC in 1960 took initiative to involve universities and colleges Endorsed by Vice- <----- P NGO’s keen interest Chancellors’ Conferences Top priority in five year plans, Xth Plan is to achieve full literacy by 2005

The committee for Review of National Policy on Education, 1986 "Tov^ards an Enlightenment and Hum ane Society, subm itted its reports on 26 Dec. 1990. The committee recommended the following: "Despite efforts at social and economic development since attainment of Independence a m ajority of our people continue to remain deprived of education, which is one of the basic needs for hum an developm ent." It is also a m atter of grave concern that our people comprise 50 percent of the w orld's illiterate, and large sections of children have to go w ithout acceptable level of prim ary education. Governm ent accords the highest priority of education—both as a human right and as the means for bringing about a trar\sform ation towards a more humane and enlightened society. There is need to make education an effective instrum ent for securing a status of equality for women, and persons belonging to the backward classes and m inorities. M oreover, it is essential to give a w ork and em ploym ent orientation to education ..." The perspective of the Committee as regards Adult Education carmot be presented more effectively than by the follow ing extract of the perspective paper on education released by the comm ittee in September, 1 9 9 0 . "The content and process of adult education, as distinct from adult Adult Education 291 literacy, is to be reorganized. The questions of survival, developm ent and justice are to be interw oven into contact, pedagogy and learning situation of adult, letting literacy come in organically in the process when, and if, it becomes the felt need of the adult learners. This im derstanding w ould help in avoiding the disproportionate emphasis on literacy campaigns. A major objective of these campaigns should be to enthuse the adult illiterates to send their children for school education. Other objectives may include education for democracy and Panchayati Raj and for eschewing violence, casteism, comm unalism , gender bias and all other forms of discrim ination . . . ." Therefore, there is a great need to remove illiteracy from the country through Adult Education and effechve Elementary Education S y s te m . According to Xth Plan, Government of India: There was a considerable degree of awareness of the im portance of adult education in the pre-independence period though efforts at adult education during this period were modest. This led to the gradual emergence at the policy level of the view that the State m ust shoulder the primary responsibility in this regard. The strategy followed im m ediately after Independence and in successive Five Year Plans to provide education to the masses made a distinction between universalisation of elementary education (UEE) and adult education. O verriding priority was given to prim ary education on the assumption that the exparision of prim ary education w ould autom atically take care of problems of illiteracy. It was only in 1977-78 that the government decided to accord due weightage to adult education along w ith the programme of UEE, and the National Adult Education Programme (NAEP) was launched on 2 October 1978. For the first time, adult education was put on the agenda of the nation and thereby made central to the development approach that was pursued. However, the NAEP was not very successful because it was traditional, honorarium-based, hierarchical and governm ent-funded and controlled.

(A) RATIONALE

The Basic questions which need answers are: W hat is the need for it? W ould these efforts yield positive benefits? If yes, what are these benefits. Let us examine them.

(a) Essential to Develop Personality and Status in the Society Illiterate people are exploited by vested interests in many ways. They feel hum iliated in the presence of educated people. Thus, education is essential to create confidence in them and to get a rightful place in the society. This is more significant in case of females as their status can be im proved through literacy and thus can become catalytic in the solution of inter-connected problems. 292 Extension Education Services

(b) Vital for the Success of Development Programmes Development Programmes engaged in Socio-economic Development, have not been a great success in India both at the union and State levels. The most im portant cause of the less success of these programmes has been the illiteracy and ignorance of the people. It has been rightly said that:^ "There is adequate evidence that adult education can and has to be used as an instrum ent for the bulk of the population w hich m ay have never been to school in order to educate them about the programmes of fam ily welfare, hygiene, im m unisation and child-care. On the other hand, the correlation between illiteracy and high infant m ortality, high rate of growth of population, female infanticide and poverty has also been established." Guidelines for Department/Centre for Adult, Continuing Education, Extension w ork and Field Outreach for IXth Plan period have beautifully put the necessity of Higher Education system to involve itself in Development programmes. Education, and particularly higher education is envisaged as an instrument of social transformation. Universities are, therefore, expected to perform an im portant role in prom oting social change, if they are to retain their legitim acy and gain public support. They need to facilitate the developm ent of capabilities of the community for the overall development of the nation and help people to im prove the quality of their lives. Education viewed in this context is a life long process and not a term inal point at the stage of acquiring degree or diplom a. Social developm ent of people needs organic lirxkages between education and society. The Kothari Commission on Education had stressed the need of such linkages in its report enhtled "Education and National Development." UNESCO has now pleaded for adult literacy as a human right. It has set before itself the goal of "Education for A ll." This creates a com pelling need for universities to broaden their operation to reach a m uch w ider section of society beyond enrolled students. In this way, the concept of life-long learning needs greater acceptance for bringing it into operation. Our educational system and its human resource development activities need to focus on appropriate programmes for the total population related to the socio-economic development of the country. This w ill facilitate linking of higher education w ith the development process, conform ing to the UGC policy of considering extension as the third dimension of higher education. This process calls for a new approach through programmes which are need-based, flexible and catering to a large number of people w ith diverse needs. A recent dim ension concerns the Panchayati Raj system, w hich has now come to stay. One-third of its membership under a constitutional am endm ent consists of wom en. Universities m ust m aintain close relations w ith Panchayats at all levels, as most development schemes are being implemented by Panchayats, whose membership includes women and other weaker sections of society.^ Adult Education 293

Ambrose Pinto has also stressed the same view point. There is a need to link centres of higher education w ith the com m unity. It is not sufficient that colleges critically examine issues. They should be made to involve themselves in projects and issues around the vicinity to make education relevant. Students in Social Science should assist the com m unity by enlightening people on social issues and developmental activities. The Com merce students could assist in setting up cooperatives, seed banks and other financial and savings schemes. Students of science could involve themselves w ith pollution control. Such involvem ent w ould equip the students for the fulfilm ents of the objective and purpose of higher education— to be instrum ents of social transform ation. Inspite of all the consultations held, the 1986 policy was a policy of the central government. W hen the state drafts a policy it does so in keeping w ith its ow n vision of society and the goals state has to achieve. W hat we need now is a people's policy for higher education. For this what is essential is a nation-wide movement, involving the intellectuals; intellectuals who are sufficiently autonom ous standing between the State and the people w ith a strong com m itm ent to the weaker sections of the s o c ie ty .^ Nandita Narain in a document, "Restructuring of Under-graduate Education" suggests the need of linkages of higher education w ith the society. To quote; under-graduate courses should be structured in such a way as to ensure—

(a) exposure to certain core discipline .which essenhal for integrated development; (b) flexibility’ in the choice of specific discipline, which would enable students to discover their own potential and vocation rather than 'lock' them into a single subject; (c) w ork experience and/or exposure to the practical applications of their disciplines, by coordination o f the colleges/ departments with potential employers such as industry, media, NGO's research institutes and the University itself; a n d (d) exposure to under-privileged sections of society, rural areas, women through 'social contact' programmes and projects devised by the higher education system to be picked up by different colleges. This, taken further, could be a novel and w orthw hile way of students 'paying back' to society what the government spends on their education (rather than the unimaginative 'loan repayment' proposals which reinforce economic inequalities and have no educational value).*

(c) Necessary to make People’s Participation a Reality A ll our five year plans and other documents suggest the need of people's participation to strengthen democratic values and traditions. 294 Extension Education Services

From the point of view of political participation, w hich is the bed-rock of democracy, adult education has been seen to play a vital role.

(d) Supports Efficiency in W ork through Sl

(e) Makes General Life Interesting and Useful Literacy can provide newness of life as it opens new vistas in the life of the people. Literate people feel independent and can come out of boredom of life. Besides, literacy takes away people from superstitions and social evils.

(f) W omen’s Education Vital for the Success of Family Planning Programme through Fertility Reduction Several studies (Coale, 1965; Bogul, 1967 and Kirk, 1969) have come to the conclusion that education accounts for four times the variation in fertility as compared to other Socio-economic variables in the developing countries and is thus considered to be the dom inant factor in reducing the fertility level. P.K. Bhargava and P.C. Saxena have found that the educational level of wom en was the m ain predictor variable in determ ining the variation in their fertility. The variable explained 6.1 per cent of the total variation in the fertility of women.^ Education promotes better understanding of the reproductive process and access to m odern and effective contraceptive methods. In a population briefing paper No. 20, June 1988, it has been rightly said that "Education is one of the greatest forces for change in wom en" lives. Since education influences a woman chances of paid employment, her earning power, her age at marriage, her control over child-bearing, her exercise of legal and political rights, and even her ability to care for herself and her children, increased access to education is often the pre-runner to a host of expanded opportunities for women.® The positive linkage between female literacy and annual exponential grow th rate in percentages and infant m ortality rate can be seen w ith reference to some of the states of the Indian Union. (Based on 1991 census) Kerala w ith a female literacy rate of 86.93 per cent has an exponential growth rate of 1.34 per cent and an infant m ortality rate of 17. O n the other hand, Haryana w ith female literacy of 40.47 per cent has an annual exponential growth rate of 2.42 percent and an IM R of 68. Punjab w ith a female literacy rate of 50.41 per cent has an exponential grow th rate of 1.89 percent and an infant m ortality rate of 53. Therefore, Education of wom en is of greater importance than men. Thus, adult education through making people literate can yield high dividends and thus is a right investment. L.P. Baradford rightly mentions that Adult Education is a voluntary, serious, and frequently Adult Education 295 organised effort of adult individuals and groups to find through educational means, information, attitudes, understandings and skills helpful in diagnosing and solving their vocational, avocations, personal and civic problems (Adult Education, Nev^ York, American Book, 1936, p. 4.) The 10th Plan document of the University Grants Commission stated that the universities and colleges v^ould continue to play a dominant role in social change through outreach activities. The third dimension of universities need to be further expanded and be supported to take large variety of activities in the fields like adult education to equip them with skills and enhance their utility and continuing education for people in profession to enhance their expertise and skills. Outreach activities to be organized in women's studies, environment, human rights, value education, duties education, traditional language, yoga and personality development. In the complex and rapidly changing society, higher education must contribute to the initiation and strengthening of the process of development with equity, justice, solidarity and liberty as key elements. To attain this objective, the core mission of Adult and Continuing Education and Extension—to educate, to train, to undertake research and to provide service to the community—must be preserved, reinforced and further expanded. The healthy growth of any nation requires educated citizens with skills and expertise. The universities and colleges need to be used as focal points of activities to spread and sustain skills and expertise through the torch of lifelong learning.

(C) GENESIS AND GROWTH

For the illiterate adults, the National Adult Education Programme was launched on October 2, 1978 on Gandhiji's birth anniversary throughout the country as a national programme to cover 100 million adult illiterates in the age group of 15-35 so that they can play an active role in social and cultural change. Subsequently, the adult education programme was taken up by the States and by some voluntary organisations. The objective of the programme was to improve the socio­ economic status of the rural poor by educating the adult illiterates in the age group of 15-35 years. More specifically, the programme sought to provide basic literacy skills; upgrade vocaHonal skills and to raise the level of awareness among the illiterate adults.’ The programme was meant mainly for rural areas with a special emphasis on coverage of women and persons belonging to scheduled castes, scheduled tribes and other backward sections of society. The National Adult Education Programme (NAEP) envisaged to cover all the adult illiterates in the age group of 15-35 years by the year 1990. In view of its crucial significance in social transformation, the NAEP was included in the 20-Point Economic Programme of Goverrm\ent of India as 296 Extension Education Services also in the M inim um Needs Programme in the Seventh Five Year Plan. By 31st M arch 1990, A dult Education was being provided through a total 2,70,519 centres— 1,31,618 Rural Functional Literacy Program m es, 1,10,733 State Adult Education Programmes, 20,962 Voluntary Agencies, 3540 N ehru Yuvak Kendras, 3666 centres in University/Colleges. Besides there were 2,41,059 Non-form al Education Centres by 1988-89. The experiment of Adult Education has not been successful. The attendance at the Centres created to rvm A dult Education programmes was very poor and there was large drop-out rates. M any centres were closed after some weeks of their start. In many research studies, economic and domestic factors and lack of consistent and persistent interest on the part of learners were stated to be the m ain reasons for irregular attendance and large number of drop-outs. Besides the low salary and status of instructor and im proper supervision added to these p r o b le m s . Unfortunately, the impact of Adult Education programmes has, thus far, been far from impressive. This may be because, by and large, these have concentrated on a narrow objective of literacy, m aking only token concessions to the idea of delivering relevant knowledge to the target population, for im proving their economic performance as w ell as their quality of life.'”

(D) RECENT DEVELOPMENTS

Based upon the analysis of the National Adult Education Programme, the National Literacy Mission (NLM ) was launched as a Societal and Technology M ission on 5th M ay 1988 w ith the objective of im parting functional literacy to 80 m illion illiterate adults in 15-35 age group by 1995. As stated in Eighth Five Year Plan, by 1991-92, the post-literacy programme was institutionalised in the form of 32,000 Jan Shikshan Nilayams QSN). Apart from the introduction of Improved Pace and Content of Learning (IPCL) method, which reduced the duration of learning from 500 to 200 hours, technology demonstration programmes were initiated in 42 selected districts. The Scheme of Sharamik Vidyapeeths (SVs) was reviewed, suggesting a need for expansion. The number of State Resources Centres (SRCs) increased from 19 to 20. A National Institute of A dult Education (NIAE) was set-up in January, 1991 to augment the technical and academic resource support to adult education and to undertake quality research and evaluation studies. A JSN caters to 4-5 villages w ith nearly 5000 populaHon. The Prerak (mobiliser and motivator) selected from the com m unity is the principal functionary to organise and supervise programmes. By March 1992, tw enty-five districts had achieved total literacy (in the sense of 85 percent literacy) and TL campaigns were at different stages of progress in 80 districts in Andhra Pradesh, Bihar, Gujarat, Haryana, Himachal Adult Education 297

Pradesh, Karnataka, Madhya Pradesh, Maharashtra, Orisssa, Punjab, Rajasthan, Uttar Pradesh and West Bengal covering over 3 crore illiterates w ith the help of about 30 lakh volunteers. W ith the rapid expansion of TLCs and PLPs, the demand for skill development has increased. Therefore, the Jan Shikshan Sansthans scheme w ould aim at im proving the effective skills and the quality of life of its beneficiaries. During the Tenth Plan, this w ill be done by the follow ing measures:

• The scheme w ill concentrate on rural areas prim arily targeting neo-literates, semi-literates, wom en and the SCs/STs; • A t least 30 per cent of the beneficiaries of the scheme m ust be neo-literates; • The literacy contents in Jan Shikshan Sansthan courses w ill be increased. A non-literate or neo-literate joining a vocational training course should get an opportunity to strengthen his or her literacy skills through the Jan Shikshan Sansthans; • The teaching-learning m aterial for vocational training and skill development programmes w ill be planned in consultation w ith the SRCs and Zilla Saksharta Samitis; • The Jan Shikshan Sansthans would take up vocational programmes which have em ploym ent potential in consultation w ith the Zilla Saksharta Samitis; • It w ill provide academic support to the Zilla Saksharta Samitis in organizing vocational programmes in the continuing education scheme. • The Jan Shikshan Sansthans w ill be encouraged to undertake innovative programmes; and • The Jan Shikshan Sansthans w ill have to run 10 to 15 CECs and at least one NCEC directly under it in consultation w ith the Zilla Saksharta Samiti.

The success achieved of the Total Literacy Campaign (TLC) in District Ernakulam (Kerala) in January 1990 prompted for further expansion. Let me illustrate w ith an example of Dakshin Kannada. The TLC in Dakshin Kannada was launched on 2nd October, 1990 covering 2.44 lakh persons in the 0-35 age-group involving 30,000 volunteers during the period from October 1990 to June 1991. M ost of the volunteers were school children who were given intensive orientation and training before the commencement of the campaign. The TLC was m eticulously planned and well structured through sub-projects and people's committees at all levels. The Zila Parishad took active interest by stipulating that priority was given to the neo-literates in all the development programmes. Eminent artists like B. Sivaram Karanth lent pow erful support by composing songs, skits and designing titles for neo- literates. The district was declared fully literate at a function held on 28th 298 Extension Education Services

December, 1991. The TLC is area-specific, tim e-bound, delivered through voluntarism , cost-effective and outcom e-oriented. A dult education has been accorded a high priority during the 8th Plan. An allocation of Rs. 1400 crores has been made for this program m e during the Plan period to cover an estimated 104.00 m illion illiterate persons in the 15-35 age group. It was expected that by the end of the Plan period 345 districts or roughly 75% of the districts in the country w ould be covered by the Total Literacy Campaigns and it is hoped that w ith the combined efforts of other programmes of adult education and universalisation of elem entary education, the overall literacy rate should reach 70 percent, a level considered crucial for achieving total literacy in the subsequent 2-3 years. This emphasis during the Ninth Plan was on restoring the lost momentum of the adult education programme and making it more effective by clarifying the administrative and financing roles of the Centre, the States, Zilla Saksharata Samities, Panchayati Raj Institutions (PRIs), other local bodies and Non-Govemm ent Organizations (NGOs). Therefore, the focus was on decentralized and disaggregated planning and im plem entation of literacy, post-literacy and continuing education programmes. The proposed measures to do this were devolution of power from the National Literacy M ission Authority (N LM A) to the State Literacy Mission Authority (SLMA) for financial sanction to projects under the Total Literacy Campaign (TLC) and Post Literacy Campaign (PLC) and empowerment of PRIs and urban local bodies to achieve universal literacy. O ther steps included increasing the range and depth of NGO involvem ent in literacy campaigns; meeting the special needs of scheduled castes/scheduled tribes (SCs/STs) and reducing rural-urban and male-female disparities in literacy through the campaign mode. Some of the specific initiahves proposed for the Tenth Plan i n c lu d e :

• To tackle residual illiteracy in districts w hich have entered the post-literacy and continuing education phase, basic literacy programmes would be taken up along with continuing e d u c a t io n . • Flexibility would be built into the operahon of the scheme and innovative programmes designed to meet specific requirements of tribal pockets, areas w ith low literacy, including pockets w ith low female literacy. • Exchange visits between different districts for sharing of experiences and educating voluntary instructors of new districts w ould be encouraged. • Cooperation would be sought from all sections like educational, social, cultural, religious and other institutions tc' make the adult education programme self-reliant in terms ot finance, im plem entation and m onitoring. Adult Education 299

• Institutional linkages w ith other departments like those of Youth Affairs and Sports, Rural Development, Health and Family W elfare would be developed so that infrastructural and manpower requirements are complemented. • N LM would integrate literacy w ith vocational and technical skills and w ith income generation activities and programmes to im prove the quality of life, all of which have a significant im pact on generating demand for literacy. To achieve this, strategic plans would be drawn up in a time-bound marmer so that the requirements and sensitivities of the target group are taken into account. For the development of innovahve programmes, the assistance of NGOs, SRCs, Jan Shikshan Sansthans, PRIs and other local bodies w ould be taken. • There w ould be greater decentralization of adm inistrative and managerial activities of N LM to SLMAs. The latter w ould be required to frame policy guidelines based on district-specific requirem ents. The decentralization w ould be carried further to the panchayat level and action plans would be prepared based on the demand coming from the people themselves. • The Adult Education Programme and the Sarva Shiksha Abhiyan w ould go hand in hand to facilitate a w ider process of comm unity development and empowerment.

Post-Literacy and Continuing Education" L i t e r a c y per se is a minimal and imperative entry point to the w orld of inform ation and com m unication. It is a basic step towards adult education which is a process of life-long learning. This entry point w ill have to be carried forward, sharpened and refined to enable learners to enrich their knowledge, to adquire skills for im proving their functional capability keeping in view the latest developments and to apply literacy skills for solution of their day-to-day problems and im prove their w ell­ b e in g . At present. Post Literacy Campaigns are being planned as a separate activity than Total Literacy Cam paign which need analysis and review. Dr. Kuldip Singh Tanwar, Chairman, Himachal Cyan Vigyan Samiti-cwm-Literacy Consultant, National Literacy M ission Authority (NLMA), Government of India rightly observes that any literacy campaign planned w ithout a corresponding Plan for post-literacy is sure to be an exercise in futility. Post-literacy has to be an integrating, learning process to assist neo-literate to retain to im prove and apply their basic knowledge, attitude and skills to the satisfaction of their basic n e e d s . {Tribune, July 31, 1993). Binoy Kumar, Collector and District Magistrate, Nizam abad (AP) in his Article, "Total Literacy Cam paign and District Adm inistration— The Nizamabad Experience" in I]PA, J a n u a r y - M arch 1993 (pp. 82-83) rightly observes that "TLC is not an end in itself. It is only the beginning of a process. Its success w ill depend upon the 300 Extension Education Services success of Post-Literacy Campaign (PCL) . . . PLC, if taken seriously, may bring to reality our dream of a more just Social Order wherein every one enjoys basic human values and dignity free from any kind of deprivation, discrim ination, dispossession and poverty." D uring 1992-93, 32 Post-Literacy Centres had been set-up covering 56 Districts w ith a total neo-literate coverage of 132.43 lakh persons. The government accepted the recommendation of an expert group on "Post- Literacy and Continuing Education" under the Chairmanship of Satyen M aitra for providing rem ediation, continuation and application of skills. The m ain aim of Post-literacy Campaign'^ is enabling the neo-literate to acquire skills for economic self-reliance, such skills also including m anagerial and entrepreneurial skills. Besides, the NPE 1986 suggests the follow ing to ensure continuity:'^

(a) establishment of continuing education centres of diverse kind to enable adults to continue education of their choice; (b) workers' education through the employers, trade unions and governments; (c) w ider prom otion of books, libraries and reading rooms; (d) use of radio, TV and film s— as mass as w ell as group learning m e d ia ; (e) creation of learners' groups and organisations; and (f) programmes of distance learning.

(E) ADMINISTRATION

Directorate of Adult Education The Directorate of A dult Education (DAE), a subordinate office of the Departm ent of Education functions as the National Resource Centre in the areas of adult education and total literacy campaigns. The m ain activities of this Directorate are:

1. Preparation of Materials and Surveillance, 2. Training, 3. Developing Management Inform ation system for m onitoring and control, 4. Media and Communication Support, 5. Arranging National Level Competitions on themes of Adult Education, and 6 . Publication.

M onitoring and Evaluation M onitoring and evaluation are essential to evaluate and should be in-built and need be systematic, simple, intelligible and technically sound. Based upon the acceptance of Dr. R.H. Dave report in July 1992, (set-up in January 1992) it was felt necessary to make a declaration for Adult Education 301 the evaluation of learner outcome to ensure accountability, general awareness and political support towards education. Evaluation should be based on the levels prescribed by N LM for literacy.

R e a d in g

Reading aloud w ith normal accent a simple passage on a topic related to the learner's interest at a speed of 30 words per minute. Reading silently small paragraphs in simple language at a speed of 35 words per minute. Reading w ith understanding road signs, posters, simple instructions and a newspaper for neo-literates. A bility to follow simple w ritten messages relating to one's w orking and living envirorunent.

W r i t i n g

• Copying w ith understanding at the speed of seven words per m i n u t e . • Taking dictation at a speed of five words per minute. • W riting legibly w ith proper spacing and alignment. • W riting independently short letters and applications/form s of day-to-day use.

N um eracy

• Doing simple calculating w ithout fraction', involving addition and subtraction up to three digits and m ultiplication and division by two digits. • W orking knowledge of metric units of weights, currency, distance and area, and units of time. • Broad idea of proportion (without fraction) and its use in w orking and living conditions.

New Approaches Based upon the experience, new approach was developed to achieve the targets of A dult Education. Some of the im portant features of the new approach are:

(i) Area Approach The earlier approach adopted for adult education was scattered and fragmented. The yardstick of progress was the creation of centres and enrolment of learners. This was changed to Area Approach which entails the following:'"' 302 Extension Education Services

• A compact and contiguous area of operation; • Thrust on attainment of predetermined norms of literacy and numeracy and not on enrolment; • Selection of good, reliable and committed functionaries by special selection procedures; • Learner to be the focal point in the entire process; • Measurement of learning outcome to be continuous, inform al, participative, non-threatening and correctional; and • Introduction of a close knit system of m onitoring at all levels backed by a system of intensive test checks to ensure credibility of inform ation.'^

(ii) Improved Pace and Content of Learning Shot Programme duration can motivate the learners provided the learners can perceive the pace and progress of learning. W ith this end in view, a motivation-centred technique, namely, "the Im proved Pace and Content of Learning (IPCL)" has been designed.

(Hi) Environment Building Appropriate environm ent is essential for the success of any total literacy campaign. The successful complehon of Bharat Cyan Vigyan Jatha (BGVJ) has prom pted the people to think of literacy as a basic need like drinking water. Environment building activities should precede actual instructional w ork, w ith the objective of m obilising public opinion, creating a demand for literacy and m obilising the volunteers as w ell as the learners. For this purpose all types of media and art form s could be used to disseminate the message and village cam paign committees could be coristituted.

(iv) Micro-Planning M eticulous Plarming need be done through intensive door to door survey, identifying potential sites before starting any literacy campaign.

(v) Monogement Structure The reorganised projects are small, compact and contiguous and having 100 centres each under the charge of a Project Coordinator. Each project is im plem ented in two cycles a year. The staff, viz.. Instructors and Preraks are properly selected keeping in view their experience and track-record. (vi) Involvement of only those Voluntary Agencies which have good track-record of Social Service It is expected that the NGOs would take up more innovative projects, which w ould serve as examples for m aking policy changes in the NLM . The SRCs w ill, over the time, have to develop more experhse in training and im plem entation of Continuing Education Schemes, which w ould start in most districts by the end of fhe Tenth Plan. The functions Adult Education 303 of the SRCs in the Tenth Plan period are envisaged as;

• Development of literacy materials (primers for TLC/PLP), neo-literate m aterial (books, booklets, etc.) and other form s of literature; • Development of training manuals for different levels of functionaries; • Imparting training for key resource persons, preraks, voluntary instructors, master trainers and district coordinators; • Development of audio-visual aids for adult education programmes; • Coordination with the media (both electronic and print m e d ia ) ; • Monitoring and evaluation of literacy programmes being im plem ented by Zilla Saksharta Samitis, NGOs, etc.; • Conduct research studies for the im provem ent of strategies for adult education programmes; and • Innovations in the field of adult education.

It has been decided that no autom atic extension w ould be given in future to the traditional centre-based programme. Instead, overriding preference w ould be given to those voluntary agencies who have a good track-record of social service in general and experience in the field of adult education in particular and who are w illing to take up area specific, tim e-bound, volunteer-based, cost effective, and result-oriented plans for eradication of illiteracy.

(vii) Monitoring and Evaluation A suitable M IS need be designed for effective m onitoring. Process evaluation w hich is internal, is for the purpose of evaluating the learning outcome and the impact evaluation by external agencies for an independent assessment of the management of the programme.

Role of UGC In 1960 UGC introduced Adult Education Departments in Universities. In 1978 UGC recognized the importance of Extension services. It was in 1978 that the Universities involved themselves in a big way in the National Adult Education Programme of the Government of India. The Conference of Vice-Chancellors in M ay 1981 endorsed fully the concept of continuing and extension education as an integral function, besides teaching and research of the Universities. In the revised guidelines on A dult and Continuing Education and extension issued by the UGC in 1982 it was suggested that "In order to facilitate comprehensiveness and integration, it is necessary to bring all aspects of continuing education, adult education, and population education, planning forums, etc., under a single um brella and adopt a 304 Extension Education Services

uniform nomenclature for the department, viz. Departm ent/Centre of Continuing Education and Extension W ork. This Department/Centre should have the same status for the representation on academic bodies of the universities, recognising its interdisciplinary nature and functions. In concrete terms the Director of this Departm ent/Centre should enjoy the same status and privileges of any other university disciplinary subject head. The objectives were listed as follow^s:

1. To enable the UruversiHes to establish the necessary linkage w ith the com m unity w ith a view to fostering social change: through meaningful relationship and interactions which are mutually beneficial by offering need-based and relevant educational programmes that may ultim ately facilitate self- r e lia n c e . 2. To provide opportunities for disseminating knowledge in all walks of life in different segments of population to enable individuals and groups to fill up the gaps in their intellectual growth, professional and technical competence and understanding of contemporary issues. 3. To cater to the felt needs of all sections of society but specially to the needs of the less privileged and under­ privileged section in order to secure their effective participation in developm ent process. 4. To enrich higher education by integrating continuing and adult education programmes and extension work in the system and thus provide opportunities to rem ove its isolation. 5. To provide an opportunity to the faculty and the students to an explosion of field experiences and to sensitize themselves w ith the problem and realities. 6 . To ensure faculty and students' participation in extension research and action research in selected areas in relation to major problems of development in co-operation with Government.

The Conference of Vice-Chancellors held in M ay 1984 emphasized that "A dult Education/Continuing Education should not be an ad hoc programme, but should continue to be an integral part of University activity and should get institutionalized. University/College doing this work should aim at concentration of their efforts at selected areas to achieve tangible results in literacy, economic developm ent, reduction in population growth and poverty." NPE and POA 1986 also stressed that extension programmes w ill include mass education as well as systematic courses of continuing education including post-literacy. It was also suggested to "m axim ize involvem ent of students and consider literacy w ork as study services, viz. specific projects taken up as part of work experience and social/national Adult Education 305 services w hich should be reflected in the shidents final result sheets." The UGC Review Committee in 1985 in their report recommended and called upon all Universihes to make Adult/C ontinuing Education and Extension Departments as a Statutory Departm ent and a Non-form al Education faculty. This Thrust prompted the course in Adult Education like M.A. Adult Education and Diploma in Adult Education. UGC IXth Plan guidelines beautifully discusses the concept and thrust of extension education as: Extension as the "Third Dimension" is an umbrella term which includes adult education, continuing education, population education and community education through field outreach activities. This third dim ension aims to prom ote a m eaningful and sustained rapport between the universities and the community. From the beginning the UGC has emphasized the area-based com m unity approach. Com m unity education as a programme as well as approach is intended to help sustain the linkage w ith all sectors of the com m unity, consisting of all age groups. It is important to adopt an integrated approach of treating the com m unity as a composite social structure in which all its segments complement each other. It aims, firstly, to extend knowledge and other institutional resources to the com m unity and secondly, to gain insights from contacts between knowledge resources and socio-cultural realities w ith a view to reflecting these in the entire curricular system of higher education including teaching and research. It is a two-way process between the experts and the people, an intellectual intervention in the community's living problems which need to be overcome through an educational process. It is that education w hich helps students to face life and its challenges and creates an ambience for a learning society.

M ajor Thrusts The m ajor thrusts include:

• Accepting the philosophy of continuing education as part of the total education programme of the institution so that management, teachers and students are fully involved in continuing education, extension education and field work based on com m unity outreach programmes as mentioned in the introduction. • Bringing closer integration between formal and non-formal education and out of school learning processes. • Reaching out to the larger sections of adults through the university system, and especially the deprived groups for the purpose of equalization, of educational opportunities. • Enriching the learning process of faculty ar>d students through exposure to com m unity needs, problems, issues and reaching out to socio-economic and cultural groups. 306 Extension Education Services

• M aking educational content relevant to the learner's needs and giving feed-back to the university for curriculum reforms, based on the experience gained by such interaction w ith the larger community of people, learners and employers and prom oting learner centred learning process, particularly in preparation of learning materials.

Attending to major development issues like:

• Adult literacy, drop-outs from school, non-enrolment in prim ary schools, failures, etc. • Bonded labour, child labour, street children. • Ill-health, poor nutrition, sanitation, potable water and environm ent problems. • Gender issues w ith a stress of gender equity. • Family life education, population education, drugs and AIDS— Hum an rights education. Consumer rights issues. • Communal harmony and cultural integration. • Increasing incomes and skills for entrepreneurship and self- em ployment through m icro-credit programmes. • Transfer of technology and application of appropriate technology.

Annual Report of UGC 2000-01 observed that in order to discharge the responsibility of nation-wide programme of eradication of illiteracy from the country, the University Grants Commission, since 1978, has been implementing various programmes in Higher Education system, namely. National Adult Education Programme (NAEP— 1978 to 1983), Adult, Continuing Education Programme (ACEP— 1983 to 1990), 16/20 Point Programme of Government of India (1983 to 1989), Area Based Approach Programme (ABAP— 1989 to 1992), and Total Literacy Campaign Programme (TLCP— 1992 to 1997) from time to time by involving the centres/departments of Adult Education of Universities/ institutions. These institutions, in turn, involving students and teachers have organized programmes such as Literacy, Post-literacy, Continuing Educahon, Science for People, Environm ent Education, Legal Literacy and Technology Transfer. During N inth Plan, a Programmer of Adult, Continuing Education and Extension and Field Outreach has been im plem ented (1997-2002) by envisaging the follow ing three approaches:

(i) The Continuing Education programme should be targeted towards those who have had the benefit of university education but need to return, either for updating their knowledge or skills or acquiring new skills. These could include groups/participants from industry and the services. Adult Education 307

These courses could be short-term or offered as certificate/ diplom a courses. They could be for those already in service or for the unemployed to im prove their em ployability. (ii) A dult and Extension Education should include programmes of training of a short-term nature aimed at various groups who would not normally be entrants in the university system. These courses could be skill-based such as skills for income generation, entrepreneurship development, family life education, value education and social issues. (iii) Community outreach activities would include the responsibility to reach out to society, whether it be specific disadvantaged groups, viz. bonded labour, child workers, street children or organizations such as prim ary health centers or municipal/zila parishad school or a geographical com m unity such as urban slums or a village.

The IXth Plan of ACHE and FO provided the follow ing roles to be a c h ie v e d ;

A. Catalyst Role

• Acting as Focal Agency in university system. • Serving as 'Technical Resources Centre' for university's com m unity activities. • Assessing the needs of the university of the com m unity/ g r o u p s . • Developing curriculum and m ulti-disciplinary programmes involving faculty and students from various disciplines. • Stim ulating other departments of the university to undertake sim ilar activities w ith respect to their discipline for continuing education of graduates, extension education and field o u t r e a c h .

B. Teaching, Training and Research

• Teaching programmes/courses in adult and continuing e d u c a t io n . • Conducting need-based continuing education courses not undertaken by other departments of the university. • Conducting activities/program mes described under 4.1 and 4.2 of the Guidelines. • Undertaking action research in adult and continuing education— Conducting refresher courses. • Developing and conducting continuing education courses for neo-literates under CECs. 308 Extension Education Services

C. Collaborating and Networking

• Collaborating with NLM, SLM, ZSS and Government departments and other agencies. • Networking with NGOs, Development Agencies and others and participating in national and international events in the f i e ld . • Providing resources support to ZSS for im plemenhng target specific programmes by ZSS. • Evaluating TLC/PLC/CE programmes and ongoing adult and continuing activities. • Cooperating with Rural Development Department of the Government of India and other departments for conducting training activities related to training rural youth for employment under TRYCEM and other development programmes of agencies, such as, the District Rural Developm ent Agency (DRDA) particularly of field experiences to enrich theory.

D. Documentation Particularly of Field Experiences to Enrich Theory and Dissemination of inform ation

• Preparing material. • Disseminating inform ation. • Use of computers and internet. • ' Publications.

E. M onitoring and Evaluation

• M onitoring and evaluating the Departm ent's activities as well as ongoing extension w ork in the university. • Reporting to Nodal University.

F. Strategies Adoption of model(s) enumerated under 6.0 of the Guidelines.

G. Overviewing the Population Education Activities of the University

H. Strengthening the Third Dimension

I. Facilitating Academic Departments to Provide for Extension W ork through Offerings, Projects, Research Field Activities, etc.

The organization for ACEE and FO consists of a standing committee at UGC level, statutory board or Advisory Committee at University level. Im plementation Committee at local level. In addition. Adult Education 309

UGC has identified Nodal Universities which would serve as a link between UGC and universities. Monitoring is done through well designed formats. The University Grants Com m ission has been providing financial assistance to the centres/departm ents of A dult Education for both their activities/program m es and salary of the staff w orking therein up to 31st March, 1997. In the N inth Plan, the assistance for the staff salary was made available to 73 departments/centres out of the development grants up to 31st March, 2000. Since 1st April, 2000 onwards, the UGC has w ithdraw n its liability of financial assistance for the staff salary and orJy paying grants for their activities/program m es for the rem aining period of the N inth Plan. Since begirm ing of the N inth Plan, the Com mission has also been deputing teachers from universities/colleges to w ork w ith Bharat Gyan Vigyan Sam iti (BGVS) and Bharat Jan Vigyan Jatha (BJVI) respectively. During 2001-02, the UGC has not awarded any fellowship to teachers.

(G) ISSUES AND PROBLEMS

We have discussed briefly the genesis, growth and aspects of Adult Educahon in India. We mention here some facts and suggestions which can help in im proving Adult Education Performance.

(a) Need of Action-oriented Adult Education Programme Departm ent of Education should ensure action and not mere paper planning. W ords w ritten or spoken are of no use unless put to action. The gap between intention and action need be bridged.

(b) Need of Sound Adm inistrative Set-up A ll programmes of A dult Education require a sound adm inistrative set-up from the M inistry of HRD to village level. The mechanics of working need be streamlined to avoid paper work.

(c) Need of Dedicated W orkers Adult Education is a challenging task and the workers have to w ork in difficult situations. The workers can overcome problem s through dedication and hard work. Besides, the workers must have faith in the ideals of A dult Education, be w illing to accept hardship and be prepared to work in the spirit of service. Their am bition and enthusiasm should not be dampened by local conditions which may not provide them w ith the necessary facilities.

(d) Developing Environmental Linkages (Environm ent Building) It is understood that the implication of Adult Education program m e is a quiet complex process in which cultural, psychological, social, economic, adm inistrative and even political factors are involved and interm ingled. An Organisation of A dult program m e m ust respond to 310 Extension Education Services and react to the change in environment and establish environmental lin k a g e s .

(e) Built-in-Device to Gain Confidence of the People The success of the programme depends upon the built-in- confidence and faith of the people in the responsiveness and effectiveness of the Adult Education Programmes at all levels. This needs to be assured at all levels.

(0 Developing Good Rapport with the Opinion Leaders We can bring these members in the comm unication network w ith the help of a four-step strategy mentioned below:

(i) provide the opiruon leaders w ith the inform ation necessary for a full understanding of the rationale of A dult Education Programmes including its relationships to national and particularly local development; (ii) invite their suggestions for local activities; (iii) involve them in the purview of radio and television programmes; and (iv) invite them to open discussion about utility of Adult Education whether form ally or inform ally.

(g) Coordination w ith Allied Agencies Inter-organisation coordination is desirable when the activities of the various organisations concerned are of a complementary nature. NPERC recommended that the Department of Education should coordinate w ith the Department of Rural Development and M inistry of Labour and organize programmes for vocational skills for the adult illiterates— facilitating flow of funds from programmes like TRYSEM (Training of Youth for Self-employment). Com m unity Polytechnics should also be involved in a large scale in im parting vocational skills amongst the adult illiterates. (This w ill enhance the em ployability of the adult illiterates and thereby create awareness regarding basic needs and issues of life, in the process generating demand for adult literacy as a felt n e e d .)

(h) Involvement of Voluntary Agencies and other Organs of Education S y s t e m Voluntary agencies can play a positive role if properly screened. Effective involvem ent of good, com m itted and reliable voluntary agencies interested in taking up campaigns for total literacy in sm all and compact areas where total literacy campaigns are not being implemented and bringing them under the umbrella of TLC wherever a TLC is being undertaken w ith a view to securing their support and services for the c a m p a ig n . Adult Education 311

Besides there is a need for mobilising and harnessing all components of the educational system at the university, college/school level for prom oting literacy as part of their social obligation.'*

(i) Developing a Creative Academic and Technical Resource Support Though the State Resource Centres are providing academic inputs, but this is not adequate. This need to be made more effective. Academic input need be cost-effective, viable and practical. The State resource centres should help in im proving technopedagogic inputs.

(j) Relevant Research Research m ust be conducted to solve the problem s in all the areas of adult education. It should be specific, tim e-bound, relevant and cost- e f f e c h v e .

(k) Understanding of Communication Process The art of developing common understanding among people is vital to bring about change of attitudes and behaviour vital for the prom otion of adult educaHon. Sociologists have classified the diffusion process which leads to a widespread acceptance of the program m e into five stages:

• Awareness (the individual's first introduction to a new idea or p r a c t ic e ) . • Interest (the stage at which he actually seeks further inform ation and background data). • Evaluation (the stage of assessment on theoretical grounds). • Trial (a lim ited phase of experiment), and finally acceptance or adoption.

Naturally the duration of the process depends upon personality factors which differs w ith individuals. Mass-media helps in creating awareness, in providing stim ulation and m otivation and in giving ready access to inform ation. But at the specific stage of evaluation, trial and adoption, inter-personal, face to face, com m unication counts for much more and the inability of the mass media to maintain a two-way dialogue with regular feedback restricts their utility. Therefore, no m edium of com m unication is as effective as one hum an being talking to another. The UNESCO has rightly stated: The process of social and economic development is a process of hum an development for people are the targets as w ell as the essential variable in development. Communication being a two-way process, provides for participation whatever stage of enlightermient of the individuals com posing a society find themselves. Change agents are key factors in both the com m unication developm ent processes since they are instrum ents for getting facts to the people upon w hich decisions can be 312 Extension Education Services based.’^ This function is to be performed mostly by the field workers engaged in adult education. A t present, the field workers are not fully equipped to do this inter-personal communication resulting into much m isinform ed criticism of the programme.

Need of Data and Information NIEPA has rightly observed that although Adult Education and Non-Formal Education are two im portant programmes of educational development in the coimtry, little is known about the coverage and achievement under these programmes. There is a need to devise methods to collect data for Planning and Evaluation of A dult Education.'® The following recommendations have been given by Ramamurh Review Committee:

(i) Im parting of literacy should be placed in the context of the developmental needs of the adult. Adult education programmes should be accompanied by a wide range of measurers relating to health, nutrition housing, and em ployment needs. They should also address themselves to issues of fundam ental rights, laws scularism and democracy. After creating awareness in respect of these essential needs and issues the adult learners him self should be expected to ask for adult literacy as a felt need. Instead of starting w ith adult literacy, the start should be in respect of creation of awareness for essential needs and from there w ork backward to adult literacy. (ii) W hile the mass campaign strategy may be tried out further, the alternative model being employed by the department of Education through Mahila Samakhya may be closely m onitored and its application for adult literacy examined— considering that the objective of this project is to create awareness regarding issues of survival and thereby generate felt needs. (iii) The mass campaign strategy as well as the M ahila Samakhya model may be objectively evaluated to look for mearungful lessons for the future. (iv) O n most of the developmental problems and matters relating to fundam ental rights, social justice, etc. the m ajority of the illiterates more often than not find themselves in positions of conflict w ith the official authorities. Therefore, genuine initiatives for adult education program m es, voluntary agencies community groups, political parties and their mass organizations should be facilitated. (v) W hile N LM goes ahead w ith its planned literacy campaign in the Eighth Five Year Plan period, an independent study Adult Education 313

groups should be commissioned to evaluate the programme, particularly w ith a view to arrive at an understanding of what m ay be appropriate strategies to rem ove adult illiteracy in the quicker possible time. The evaluation may also look into the various alternative models and study their relevance w ith respect to diverse socio-cultural and political conditions in different parts of India. The m inim um objective of this study should be to find out on objective basis what approaches do not yield results, so that, five years later, at least those m odels may not be encouraged. (vi) The Department of Education should coordinate w ith the Department of Rural Development and M inistry of Labour and organize programmes for vocational skills for the adult illiterates— facilitating flow of funds from programmes like TRYSEM (Training of Youth for Self-Employment). Com m unity Polytechnics should also be involved in a large scale in imparting vocational skills amongst the adult illiterates. (This w ill enhance the em ployability of the adult illiterates and thereby create awareness regarding basic needs and issues of life, in the process generating dem and for adult literacy as a felt need)

(G) CONCLUSION

We may not be pessimistic. We should hope that the present momentum built-up since 1988 would continue. The Central and State governments, political parties and their mass orgarusations, the mass media and educational institutions, teachers, students, youth, voluntary agencies, social activist groups, and employers, m ust reinforce their commitment to mass literacy campaigns, which include literacy and functional knowledge and sldlls, and awareness among learners about the socio-economic reality and the possibility to change. W e should not hesitate to bring about innovative changes to make the programme realistic. We cannot afford to allow the programme to go slow as the program m e is a source of strength to all other schemes of socio-economic development, whatever may be their im mediate goal. P. Gopinadhan Pillai feels that the core faculty of the Centres/ Departments of Adult Continuing Education and Extension, i.e. the Director, Assistant Director and Project O fficer could be redesignated as Professor, Reader and Lecturer. They w ill be treated on par w ith the other teaching faculty. They w ill be entitled to all the privileges and facilities available to teachers in other departm ents of the University. In order to give greater stability to the programmes, the core staff should preferably be included in the plan proposals of the concerned vmiversities. The state universities w ill have to obtain the state governments, concurrence to give permanency to posts. 314 Extension Education Services

Xth Plan feels that a firm view needs to be taken on the content and the reach of the A dult Literacy Programme. Through the schemes of continuing education and distance education it has to be ensured that all the neo-literates do not lapse into illiteracy. Equally im portant w ill be the need to enhance the opportunities for their vocational training to enable them to earn a living after they have achieved literacy.

N otes and References

1. Annual Report of the Ministry of HRD, 1992-93, Part I, p. 135. 2. Challenge of Education, p. 93. 3. I b id .,. p . 94. 4. Xth UGC Guidelines, p. 1. 5. Ambrose Pinto, W hither Education Policy, 1986, in journal of Higher Education, N e w Delhi, UGC, Summer 1996, pp. 227-28.

6 . Nandita Narain, Restructuring of Under-graduate Education, in Journal of Higher E d u c a tio v . UGC, New Delhi, Summer 1996, p. 276. 7. P.K. Bhargava and P.C. Saxena, "Determinants of the Status of Women and Fertility in Greater Bombay", in the Indian Journal of Social Work, Vol. XLVII, No. 1, April 1987, pp. 71-81.

8 . Population Briefing Paper No. 2, June 1988, Population Crisis Committee, N.Y., Washington, DC. 9. Economic and Statistical Organisation, Planning Department, Haryana, Evaluation Study of Adult Education Programme in Haryana, Chandigarh, 1989, p. 33. (Publication No. 452, Evaluation Study No. 94). 10. Challenge of Education, pp. 93-94. 11. POA, 1992, p. 25. 12. Ib id ., p. 25. 13. NPE with modifications undertaken in 1992, p. 16. 14. Annual Report of the Ministry of HRD, Part I, 1991-92, pp. 139-40, 15. N P E R C , p. 201. 16. POA, 1992, p. 22. 17. UNESCO, Communication in Support of Population, Family Planning and Development, E/F/S.75 XIII, 5, p. 482. 18. NIEPA: Education for All: A Graphic Presentation, by P.A. Tyagi, New Delhi, 1991, p. V III. Chapter 10

WOMEN AND HIGHER EDUCATION

"Ensure equal access to education. Eradication illiteracy among women. Im prove wom en's access to vocational training, science and technology, and continuing education. Develop non-discrim inatory education and training. Allocate sufficient resources for and monitor the im plem entation of educational reforms. Promote lifelong education and training for girls and w o m e n . "

— Strategic Objectives, B .I- B . 6 Platform for Action

10 CHAPTER

W om en and Higher Education*

"The ultimate goal in life is to have happiness and peace and utilize the in-bom talents to the best advantages of the fanuly and society. This is possible only when men and women understand each other, live together as affectionate husbands and wives, bring up intelligent and able children with moral, ethical and spiritual values, bring out their talents and live helping each other. CHir education, in general, and higher education in particular, should be conducive to such a harmonious view of life." —N. Mahalingam

The National Policy on Education (NPE) reformulated in 1992, is committed to a "well conceived edge in favour of women." The NPE recognizes that the empowerment of women is possibly the most critical precondition for the participation of girls and women in the educational process. The cor\sequent Programme of Action which includes Education for Women's Equality, looks at the role of education as an irwtrument to bring about change in the status of women. Departing from the First National Education Policy of 1968 which was committed to the provision of equal educahon opportimity, the NPE brought the fundamental issue of women's equality at center-stage.' The NPE has rightly envisaged that the national education system should play a positive interventionist role in the empowerment of women through the following action strategies:

• building a posihve self-image.

* See Appendix 10.1: UGC Tenth Plan Guidelines. Infrastructure for women students, teachers and non­ teaching staff in Universities, pp. 1-3. 318 Extension Education Services

Fig. 10.1

• developing ability to think critically, • building up group cohesion and fostering decision-making, • ensuring equal participation in the process of bringing about social change, and • providing the v^herewithal for economic independence.

Women's emancipation must ultimately be wromen responsibility. Said the Buddha:

Be Ye lamps unto yourselves Do not depend on external help Rely on yourselves The more you depend on yourselves The more your potentialities be realized. Women and Higher Education 319

J.K. Pillai in his article, "Empowering Women in India: New Roles for Education" states that Empowerment is an active, multi-dimensional process which should enable women to realise their full identity and powers in all spheres of life. It would consist of greater access to knowledge and resources, greater autonomy in decision-making, greater ability to plan their lives, greater control over the circumstances that influence their lives and free them from shakles imposed on them by custom, belief and practice. Generally, development with justice is expected to generate the forces that lead to empowerment of various sections of population in a country and to raise their status. But, power is not a commodity to be transacted. Power carmot be given away as alms. Power has to be acquired and once acquired, it needs to be exercised, sustained and preserved. Women have to empower themselves. Unless they themselves become conscious of their oppression, show initiative and seize the opportvmities, it would not be possible to change their status.

The empowerment mechanism is easily enumerated higher literacy and education better health care for herself and her children higher age at marriage greater work participation in modernised sector necessary financial and service support advancement into higher positions of power better consciousness of their rights self-reliance, self-respect and dignity among women.^

Rajmamal P. Devadas rightly defines Empowerment of Women and states its characteristics. Empowerment implies:

• a state of mind and attitude of a person. An empowered woman has a positive self-image and takes an active part in decision-making related to herself, her family and the community, • greater access to knowledge and resources, greater autonomy in decision-making and greater ability to overcome restrictions and constraints imposed by customs, beliefs and practices, and • self-confidence and understanding of the importance of human values, rights and privileges, conducive for a more dignified and satisfactory way of life.^

The National Policy on Education, 1986, had emphasised "Education for Women's Equality", envisaging that the National Education System would play a positive interventionist role in the empowerment of women. The National Policy on Education saw 320 Extension Education Services

education as an agent for change in the status of women, and their empowerment as a critical pre-condition for their participation in the development process. Education must function as an equaliser in providing equality of opportunities in education so that no individual is denied access to quality education, solely on account of personal attributes or primordial identities. However, inequality of educational opportunities exists throughout the world and more so in India. The Committee therefore, desire that equal opportunities be er^ured to all citizens and nothing be allowed to obstruct their path to development, particularly of the underprivileged, the disadvantaged, the disabled and women.'* The main objective in the Tenth Plan is to raise the enrolment of women in higher education of the 18-23 year age group from the present 6 percent to 10 percent by the end of the Plan period. The strategies would focus on increasing access, quality, adoption of state-specific strategies and the liberalization of the higher education system. Emphasis would also be laid on the relevance of the curriculum, vocationalization, and networking on the use of information technology. The Plan would focus on distance education, convergence of formal, non-formal, distance and IT education iristitutions, increased private participation in the management of colleges and deemed to be uruversities; research in frontier areas of knowledge and meeting challenges in the area of Internationalization of Indian education.^ The UGC, the apex body responsible for the development of higher education in the country, has been providing financial assistance to all eligible central, state and deemed university, both under-plan and non­ plan heads, for improving infrastructure and basic facilities. The grants- in-aid would be used for setting up central tmiversities especially in states that do not have one, more autonomous colleges and providing support to private colleges. Attempt would be made to ensure that the socially, economically and geograpliically disadvantaged sections are able to have access to higher education. To encourage more women to pursue higher studies, the number of counseling/study centers, day care centers for children and hostels will be increased during the Tenth Plan. Similar steps will be taken for scheduled castes/scheduled tribes (SCs/STs) students and minorities. Besides, the activities of distance/open universities will be supported to increase access for the north-eastern and backward areas.

FACILITIES BY UGC FOR WOMEN IN HIGHER EDUCATION

I. Introduction of Technological Courses For Women in Universities During Ninth Plan period, the Commission has introduced a new scheme, "Technological Courses for Women in Women Universities" with an objective to provide an opportunity for women in areas perceived to be prestigious and lucrative and also to reduce gender imbalance in the Women and Higher Education 321 sphere of Engineering and/Technology. Under the scheme, the UGC has been providing financial assistance for introduction of Under Graduate (UG) Courses in emerging areas under Engineering and Technology under recurring and non-recurring items for a period of 5 years from the date of implementation of the course. During the Ninth Plan period, the Commission considered the proposals of three Universities under the above scheme, viz. (i) S.P. Mahila Visvavidyalayam, Tirupati, (ii) Avinashilingam Institute for Home Science, Coimbatore, (iii) SNDT Women's University, Mumbai, out of which the Commission approved the proposal of SNDT Women's University for establishment of Department of Technology with the following three courses: (i) B.E. (Electronics and Communication) (ii) B.E. (Computer Science) (in) B.E. (Information Technology) The grant released so far to the SNDT Women's University for the Department of Technology is as under Table 10.1.

Table 10.1 Grants Released (Rs. in lakh)

Year Allocation Grants released

1997-98 100.00 Nil 1998-99 100.00 94.00 1999-00 100.00 200.00*

Total 300.00 294.00

* The excess amount released was adjusted within the overall allocation. No grant was provided under the schenfie during the year 2000-01 and 2001-02. Source; Annual Report UGC, 2001-02, p. 294.

In the Tenth Plan proposals formulated by the Commission, it has been decided that the technological courses for women imiversities may be extended to all the Universities and has formulated a new scheme 'Promotion of Professional Education for Women'. Even Xth Plan is devoting more attention to vocationalisation.

2. Special Scheme for Construction of Women's Hostels With a view to increase enrolment by providing a safe environment and to encourage the mobility of women students to pursue 322 Extension Education Services

higher education in the universities and colleges of their choice, the Commission introduced a special scheme during the latter half of the Eighth Plan period for the construction of v^^omen's hostels. It has been decided to continue this scheme during the Ninth Plan period also. Although the scheme is very much in demand, it was not possible to increase the amount to provide more accommodation in each hostel due to shortage of funds. Therefore, the colleges/universities and deemed universities Vk^ere provided assistance limited to 60 per cent of the total cost of the hostel and subject to ceilings given belov;^: (Table 10.2)

T a ble 10.2 Hostels

(Rs. in Lakhs)

Women’s Enrolment Amount

(a) Up to 250 7.00 (b) 251 to 500 10.00 (c) More than 500 15.00

Source: Annual Report of UGC, 2001-02, p. 295. The Commission has made slight modification in its norms concerning this scheme giving relaxation of Women's enrolment by 10% to all of those Uruversities and Colleges located in tribal, hilly and border areas (State Government notified for the purpose) all over the country.

3. Promotion of Studies on Women In Universities and Colleges

Growth in Enrolment of Women in Higher Education There has been a phenomenal growth in the number of women students enrolled in higher education, since independence. Women enrolment was less than 10 per cent of the total enrolment on the eve of Independence and it rose to 39.84 per cent in 2001-02. The pace of growth has been particularly faster in the last two decades. As the data in Table 10.3 show that the number of women enrolled per hundred men registered a five-fold increase during the period 1950-51 to 2001-02.

T able 10.3 Women Students Per Hundred Men Students

Year Total Women Enrolment Per Enrolment (VOOs) Hundred Men

1950-51 40 14 2001-02 3514 66 Women and Higher Education 323

4. Distribution of Women Enrolment by State, Stage and Faculty

(a) State-wise Distribution of Women Enrolment Distribution of women enrolment by state shows that there has been a marginal increase of 2.19% in the enrolment of women as a percentage of total enrolment in all the states during 2001-02 over the preceding year. Among the states, Kerala with 60% topped in terms of women enrolment as a percentage of total enrolment in 2001-02, followed by Goa (58.6%), Punjab (52.9%), etc. There were 18 states which had higher enrolment of women than the national percentage of 39.84 per cent. In the rest of the states, the percentage of women er\rolled was less than the national level, with Bihar recording the lowest women enrolment of 23.0 per cent only.

(b) Distribution of Women Enrolment by Stage of Education During the decennial period 1992-93 to 2001-02, the enrolment of women as a percentage of total enrolment has been consistently going up at all stages of education—Graduate, Post-graduate, etc. (Table 10.4)

Table 10.4 Stage-wise Percentage of Women Enrolment to Total Enrolment Year/Stage Graduate Post-Graduate Research Diploma/ Certificate

1992-93 33.0 34.9 37.4 26.0 2001-02* 40.9 42.2 38.9 35.8

* Provisional, Source: Annual Report of UGC, 2001-02, p. 298.

A noteworthy of women enrolment is that their incidence is the highest at the Post-graduate level as compared to other levels.

(c) Distribution of Women Enrolment by Faculty The faculty-wise distribution of women enrolment during 2001-02 is as given in Table 10.5. Table 10.5 shows that women enrolment in the faculty of Arts has been 51.79 per cent of total women enrolment, followed by the faculty of Science (19.90%), the faculty of Commerce (16.56%), etc. There was no much change in the percentage of women enrolled in any faculty in 2001-02 as compared to 2000-0 1.

5. Women Colleges The number of women colleges, as shown in Table 10.6 shows that there has been a substantial increase during the last decade, i.e. 1992-93 3 2 4 Extension Education Services

Table 10.5 Women Enrolment by Faculty: 2001-02 SI. Faculty Enrolment* Percentage No.

1. Art 18,20,134 51.79 2. Science 6,99,376 19,90 3. Commerce/Management 5,81,993 16.56 4. Education 59,394 1.69 5. Engineering/Technology 1,31,792 3.75 6. Medicine 1,23,006 3.50 7. Agriculture 9,137 0.26 8. Veterinary Science 3,163 0.09 9. Law 56,934 1.62 10. Others 29,521 0.84

Total 35,14,450 100.00

Source: Ibid. to 2001-02 and thus resulting in increase of women enrolment as a whole.

Table 10.6 Number of Women Colleges during 1992-93—2 0 0 1 -0 2 Vear Number of Women Colleges

1992-93 994 1993-94 1033 1994-95 1107 1995-96 1146 1996-97 1195 1997-98 1260 1998-99 1359 1999-00 1503 2000-01 1578 2001-02 1600*

Source: Ibid., p. 299. 6. Cells to Combat Sexual Harassment In addition to the above, the UGC has issued two circulars dated Women and Higher Education 325

30.5.2001 and 2.5.2002 to all the Indian Universities to set-up a permanent cell in each university for combating sexual harassment to women in the university campus as per the direcHves of the Supreme Court of India. Only 20 universities have so far informed the UGC that they have constituted a permanent cell in the university and rest of the universities have been reminded to set-up such a cell to combat on the issues of violence and sexual harassment against women in the university campuses.

7. Part-time Research Associateships for Women The scheme of Part-time Research Associateship for Women is intended to provide opportunities to the women, who are employed or unemployed, to take up research work in Humanities including Languages, Social Sciences, Sciences, and Engineering and Technology independently and on project basis. The duration of the associateship is five years with no further extension. The Part-time Research Associateship for Women existed in Eighth Plan. The scheme was revised in the Ninth Plan with certain modifications. Earlier, the scheme was meant only for unemployed women. The revised scheme is opened to unemployed as well as employed women. Under the revised scheme, selections were made in the year 1999. In March 2004, 100 part time associateships were released. No physical target was set for this scheme as well. During the first selection in the year 1999, 165 candidates were selected and 162 are working at present. During 2001-02, an amount of Rs. 135.32 lakhs was released from the allocated budget of Rs. 150.00 lakhs. The year-wise position of release of grants to Part-time Women Research Associates during the Ninth Plan period is as shown below:

(Rs. in Lakhs)

Year Grants Released

1997-98 160.39 1998-99 190.62 1999-00 129.26 2000-01 137.50 2001-02 135,32

Total 753,09

8. Day Care Centers in Universities Under the scheme, day care facilities are provided at the campuses for children of three months to six years age group, whose parents (university employees/students/researchers) are away from home for the 326 Extension Education Services day. During the year 2001-02, grants amounting to Rs. 12.00 lakhs were released to six State Universities and Rs. 6.00 lakhs to three Deemed to be Universities.

9. Leadership of Women in Higher Education and Administration Inspite of efforts of UGC and Ministry of Human Resource Development, position of women has not improved. K.B. Powar in his inaugural address at Alagappa University rightly mentions the present status of women in Higher Education. To quote him: "The position of women in Higher Education has become a matter of interest, if not of concern, all over the World. The surveys that have been carried out in different countries reveal a pattern of under­ representation of women at higher levels. A study by Chliuonik (1997) on leadership in higher educaHon shows that even in the United States there is a clustering of women at the lower level, and there are also disparities in salaries. A 'Times Higher Education Supplement' survey of 1998 indicates that in the United Kingdom women's academic career prospects are improving at only a snails pace. A recent survey carried out by Commonwealth Higher Education Management Service shows that in the Commonwealth, as a whole, women's representation is only about 25%. We have to look at the problem of under-representation of women in higher education as a global problem, and not something unique to India. In fact, you will all be pleasantly surprised to know that the Indian situation is better than that obtained in the United Kingdom.* Vighnesh N. Bhat in his article, "Women's Participation in Indian Higher Education: Some Critical Reflections" rightly submits that the lower rate of participation of women in Indian higher education—both as consumers of educational services and emissaries of the academic furtherance should certainly cause anxiety among the educational planners of this heterogeneous and multi-layered society. Some of the more genetic causes may be pondered over. A major hindrance to the higher rate women participation is the Indian sex-role ideology directed by the traditional norm of patriarchy. A large number of Indians still think that if a woman wants higher education to enhance her opportunities for a full-time career, then family and children must be unimportant for her. But, of course, no one would make the same assumption about a man, a clear proof of the prevailing double standard of judgement. Unlike the woman, no matter how much the man loved his family, no one would expect him to sacrifice his chances for a career including acquisition of new skills and training, in order to stay with the family full-time. No one would change him of selfishness or lack parental feelings, supposedly natural among the feminine qualities. In a situation like this, it is not astonishing that opportunities in higher education are not fully used up by women. The unequal division of labour at home is another related hurdle.^ Sneha Joshi and Pushpandham K. in their Article,® "Empowering Women and Higher Education 327

Women for Educational Management" in University News, January 22, 2001 rightly discuss that we need to deliberate on how to ensure adequate representation of women in positions of leadership in education? What changes in policies and professional training may be required to attract and retain women in educational leadership positions. K. Rukmani in her article, "Women in Administration" rightly feels that all efforts should be focused on getting more women nominated to policy framing and decision-making bodies in universities, such as the syndicate, senate, boards of studies and various committees. Special training programmes may be periodically organized for women in educational administration. A network of women administrators in higher education may be formed for effective exchange of views and expertise on matters of interest to women.’

INCENTIVES

1. Main-Streaming Women Education As has been recommended in Beijing Conference in 1995, women issues should be integrated in all discipline (areas relevant to that discipline). It would be better if we take up 12 areas identified by Beijing conference.

2. Preference to Women Colleges by UGC UGC may give more grants to girls colleges and declare some of them doing excellent work as colleges of excellence. They may be given extra financial resources.

3. Preference to Women Candidates by the Universities Universities may be encouraged to give preference to women candidates whether it may be the case of admission or appointment or scholarship.

4. Need of Associating one Women on Search Panel for Vice- Chancellor and other Expertise UGC should appoint women on search panels to select Vice- Chancellor so that they can recommend the names of women Vice- Chancellors whose number is negligible. UGC should associate more and more women as experts in all the areas of activities under the purview of UGC.

5. Union Government and UGC should set Examples by Appointing Women Vice-Chancellors in Central Universities Central universities had not women Vice-Chancellors which is within the purview of Union Government It is a strange matter. UGC should send letters to chancellors describing them the real facts about Vice-Chancellors and request them to encourage women Vice- 328 Extension Education Services

Chancellors. 6. In UGC, if the Chairman is a man, then Vice-Chairman must be a woman or vice-versa. In short, the Higher Education Systems should have an inbuilt mechanism for empowerment, the parameters of empowerment being a positive self-image, self-confidence, ability to think critically and equal participation in the development process. The following are the suggestions to alter the prevailing situation and as responses to the questions raised above;

• Promoting the advocacy concerning the access of women to higher education and their participation in management. • Establishing and promoting gender management systems at national levels to main stream gender into national sectorial policies by increasing capacity in gender training and gender policy appraisal. • Considering women's rights as human rights, elimination of violence against women, protection of the girl child and outlawing of all forms of trafficking in women and girls. • There is a need to make special provisions for women with young children at the work place especially regarding time. This would require that we openly acknowledge and help women combine having a baby with their career. • Recent advancement of information technology, be it the cordless telephone, computer, fax machine, e-mail or paging, has freed the executive from having to be confined to the office for operational purposes. Women managers with children could operate from the home. Real productivity has to be measured. And not the time spent in the office. Flexible office hours may become the order of the future. • There is a need for scientific and systematic career planning and career advancement policy that will enable aspiring, committed and qualified women to rise to top positions in their career without any discrimination against them on the basis of gender. The prevailing perception is that women's commitment to careers is not taken seriously by many. A reversal of this mindset will be brought about only when the numerical strength of career women in the country goes up in the years to come. • There is a need to encourage young career women to be more mobile rather than remain in the first job that they land in. In order to quickly rise in the hierarchical ladder one needs to move quite a bit, at least initially. Women and Higher Education 3 2 9

PROMOTION OF WOMEN STUDIES

The UGC programme for promotion of women's Studies envisages financial assistance to universities and colleges for setting up centers and cells for Women's Studies. The Centers/Cells are required to undertake research, develop curricula and organize training and extension work in the areas of gender equity, economic self-reliance of women, girls education, population issues, issues of human rights, social exploitation, etc. These activities are expected to contribute not only to social awareness and change but also to academic development. However, the women's Studies Centers are not expected to be like other conventional departments of university, in that they are not required to run courses that lead to an under-graduate or post-graduate degrees, although they could do so. Under the Programme, the UGC set-up women's Studies Centers in 34 universities ( 21 old Women Studies Centers continuing from Seventh Plan and 13 new Centers approved during Ninth Plan). These Studies Centers are only established in such universities which come under the purview of the UGC Act, 1956 and these are only beneficiary institutions. No college was considered for setting up Studies Centers during Ninth Plan. The UGC allocated an amount of Rs. 1.00 crore for the promotion of women's studies for the year 2001-02. A total grant of Rs. 97.62 lakhs was released to the existing study centers from 1.4.2001 to 31.3.2002 for carrying out their activities/programmes and salary of project staff appointed on contractual basis. H. Kalpana in her article, "Women's Studies Programmes and Higher Education" in University Neivs (Dec. 21, 1998) states that the general query from most people would be what would a department devoted to women's studies in a university do. It is an extension of home science or does it have a disHnct role and obligation? What is the benefit of having such a department when most women-related issues are dealt with, by various government and non-government agencies? The role of the women's studies department is to conduct research and teaching in all areas pertaining to women, society and their inter­ relationship. The department is also expected to attempt to understand the nature of oppression and subjugation undergone by women in the contemporary society. Women's studies programmes should help women to learn to feel for themselves and understand their role in society. It should explicate women's contribution to the social processes; evaluate women's perception of their own lives in the broader social perspective; and explain the role and status of women in various social, economic, political, legal, educational and historical processes. A good women's studies programme should help raise questions from faculty as well as students pertaining to the role and status of women.’** The University Grants Commission in their Policy frame on higher 330 Extension Education Services education recognized extension as the third dimension of the institutions of Higher Education, in addition to the earlier two-fold dimensions of Teaching and Research in the following words: "If the University system has to discharge adequately its responsibility to the entire education systems and to the society as a whole, it must assume extension as the third important responsibility and give it the same status as research and teaching. This is a new extremely significant area which should be developed on the basis of high priority. Women's studies programmes has 4 dimensions—teaching, research, training and extension. In teaching, the following activities can be taken up:

(i) Incorporation of issues relating to women's status and role in the foundation course proposed to be introduced by University Grants Commission for all under-graduate students; (ii) Incorporation of the women's dimension into courses in different disciplines; (iii) Elimination of sexist bias and sex stereo-types from text books. (iv) To expand the concept, theoretical perspectives and practical application of gender issues through women study centers based on interdisciplinary approach. (v) Identify social, political, educational and economic resources that enhance the self-respect and confidence among women and remove obstacles like violence, etc. (vi) Identify social and historical reasons biases and prejudices that interfere with growth and development of a gender just society and make efforts to remove them. (vii) To develop a resource center through documentation of new researches and other references materials on women to disseminate information on these issues. (viii) Highlighting women's contribution in the developmental process and convince policy-making authorities to provide more resources to women development. (ix) To establish and strengthen networking among goverrunental and non-govemmental agencies with the center for women studies concerned with women's issues and development. (x) Strengthening UGC study centers. (xi) Women study centers can promote the following: • Creating mass awareness about women's rights. • Motivational campaign about women's health and education. • Involvement of women in their own welfare. ■ Preparation of material for girls for personality development, developing self-confidence and vocational Women and Higher Education 331

training, etc. • The university can undertake monitoring programme for various activities relating to women's studies and women's movement run by Government Agencies, Panchayti Raj Institutions (PRIs) system and voluntary organization and find out the strengths and weaknesses of the programme and can suggest to concerned agency for better implementation of women's movements.

Under research, the following steps can be taken:

(i) Encouraging research on identified areas and subjects which are crucial in advancing knowledge in this area and to expand the information base. (ii) Critical appraisal of existing tools and techniques which have been responsible for the disadvantages suffered by them and where necessary reformation of research methodology. (iii) To create awareness, knowledge, problems, and sensitivity in the society about the problems and issues affecting women, especially women from vmderprivileged sections of society. (iv) To publish pamphlets for women attending these programmes. (v) Suggesting the UGC policy actions to restore women's status. (vi) UGC Researches conducted by different study centers may be consolidated.

The following measures can be taken under training:

(i) Dissemination of information and interaction through seminars/workshops on the need for Women's Studies and its role in University education. (ii) Orientation of teachers and researches to handle women- related topics and to incorporate women's dimension into general topics. (iii) Workshops for restructuring the curriculum. (iv) Involving women of the Area. (v) UGC should engage itself in trairung women of PRIs through colleges and universities.

Under extension, we need to encourage educational institutions to take up programmes which directly benefit the community and bring about the empowerment of women. These would include actual implementation of development programmes directly aimed at women's empowerment such as adult education, awareness building, legal literacy, informational and training support for socio-economic programmes of women's development, media. 332 Extension Education Services etc. For this UGC may make a scheme to involve colleges and universities in a well-planned manner to provide extension services. UGC is also funding Adult Education Department in universities. Women Studies Center can take the help of Adult Education Programmes.

ISSUES. PROBLEMS AND SUGGESTION

1. Women study centers are located in most of the universities in metropolitan and semi-metropolitan cities: Need of setting up women study centers in universities in rural areas The w^omen in urban areas are mostly educated and understand about women's issues and how to pursue them. The study centers in Chandigarh, Bombay, Delhi serve limited purpose. There is a need of setting up study centers by UGC in rural universities like Bhagalpur, Chitterkut, Dharbhanga, where women do not know a fringe of their rights. These centers would be very near the women who need them. UGC, in Xth Plan should set-up new centers in rural areas, tribal areas, backward areas to make the maximum impact.

2. Lack of clear-cut objective: Need of defining in details the objectives Women study centers must have clearly spell out objectives, functions, and targets and not leave the matter to the discretion of study centers. These centers are a basic necessity for rural areas. We must set­ up new centers or even transfer some of the centers from urban to rural areas. Women faculty members appointed to head these centers work differently to suit their purposes. There is a need to spell out guidelines so that comparative studies can be made. A little bit flexibility may be allowed to suit the area. UGC at headquarter must draw a blue print for these women study centers in detail with the help of experts from Department of Women and Child Development, National Council for Women, etc. After this, training may be imparted to all the heads of these study centers so that they understand the rationale. Philosophy and purpose of these centers. The UGC headquarter may design a performa through which monitoring can be done and through this exercise, centers not performing well may be advised accordingly.

3. The heads of study centers are mostly engaged in building a self image by inviting influential ladies to preside over the functions in selected gathering of well-off women, i.e. who are already empowered: Need of Fresh thinking Prominent ladies invited add to the grace of the occasion but are a great burden on UGC as they travel by Air and need excellent arrangements. In addition, they are nothing to give through their example. They cannot motivate the women. There is a need to invite such women who are self-made and really respect and honour the Women and Higher Education 333 problems faced by other women. A discussion with the Vice-Chancellors and Registrars revealed that the heads of these centers have made an exchange programme to enjoy holidaying. If one head of a women study center visits another, the clearance of UGC must be mandatory.

4. Courses conducted through academic staff colleges or by the center directly do not result in multiplier effect as the topics are repeatedly the same and teachers as students are non-receptive: Need of making the course attractive The course should be made interesting. The topic is changed to suit the speaker and not vice-versa causing distinterestedness among participants. A field visit can create enthusiasm and make the participants understand the real issues.

5. Lack of Co-ordination: Need of Linkages There is no coordination between UGC, National Council for Women, Department of Women and Child Development resulting in duplication and overlapping. UGC can get the money from NCW for getting the research studies conducted through their women study centers.

6 . Women study centers are functioning in a routine way: Need to develop innovative methods Which may be path breaking for the union and state governments in women development and empowerment. They are repeating what all others are doing. UGC may enquire in detail as to what has been the contribution of these centers towards women development and empowerment. As a member of UGC, my visit to these centers presented a pathetic outlook as some women incharge of these centers have made it their monopoly. They are arranging the programme without doing any cost benefit analysis.

7. Lack of Interest of Women Lack of Interest of Women study centers in training, capacity building and awareness generation to women elected in PRI system. Need of building leadership among women in villages through training. This will strengthen rural local environment. This will be a real contribution of women study centers of UGC. Ten years have elapsed when seats were reserved for women in PRIs but still they lack competence and confidence.

8 . Lack of Monitoring UGC should exercise effective monitoring of the women study centers after giving them a clear cut policy and plan with some local flexibility. Monitoring should not be done in a hurry by UGC officials. It 334 Extension Education Services should be got done by Chairperson of center of UGC of these centers with some other eminent scholars in depth. If they find irregularities, women managing these centers must be changed. At present, university authorities are appointing them resulting into the patronage to the Vice- Chancellor. UGC should use this prerogative and appoint the women teaching staff in universities. There is a need of some change as at present as many of them are working for the last 10-15 years.

Implications and Suggestions Priority and funding to be made available for starting science courses, courses in emerging areas, vocational courses in women's colleges:

• Adequate funding to be allocated for providing and expanding hostel facilities for women students, especially in rural and backward areas; • Principals of both co-educational and women's colleges need to be sensitized and trained for creating a gender positive climate in colleges and initiate activities for capacity building and empowerment of women students; • Teachers, both men and women, to be-oriented towards the special needs of women students and trained to incorporate measures for empowering women students; • Foundation course incorporating women's issues to be made mandatory for all under-graduate students; • Curriculum in all subjects to be revised to include women's issues; • Women's studies centers to be strengthened for undertaking relevant research, training, extension, curriculum development, developing teaching materials, documentation and publications. In brief, to act as resource centers for women's development; • Colleges to be networked with women's study centers who should provide consultancy and guidance in setting up women's cells of counseling programmes in colleges; • Organize legal education and other life skill and capacity building programmes for women students in colleges; and • Provide special funding for promoting these gender positive initiatives in colleges.

Additional Measures to Promote Women’s Education Though there have been achievements but the success of the WSCs have been very limited. Some of the hindering factors are:

• Status and position of the Director, • Selection of Directors left to Vice-Chancellor, Women and Higher Education 335

• Lack of dedication and Enthusiasm, • Too snaall faculty to be viable and ensure full justice, • Provision of very meager resources to provide extension services, • Lack of monitoring by the UGC as no guidelines have been issued under which these function, • Lack of autonomy and accountability for the centers, • Lack of understanding and support from the university authorities about these centers, • No interest among other departments in the uruversity as they consider it superfluous, • Vested interest created in arranging its activities, • No original research has been done, • Stationery v^asted through publishing useless material, and • No expert involved during teaching. Only favourite are considered.

What is needed is that UGC should take a serious note of these centers as these are consuming money and time. It is high time to ensure that these centers run efficiently and the UGC should provide leadership to strengthen women services along with Union and State Goverrunent agencies. UGC can show the way to Government to improve the status of women through its many schemes and women study centers.

Distance Education Keeping in mind the declaration of SAARC Decade of Girls Child, greater thrust was given to the introduction of open school, distance education system and other innovative educational programmes, especially for girls in rural/remote areas and urban slums. It has been observed that a large number of girls are beneficiaries of correspondence courses and also appear as private students.

Technical Education During the past five decades, there has been a phenomenal expansion of technical education facilihes in the country since technical education is considered one of the significant components of human resource development.

Polytechnic Education Participation of women students in polytechnics was one of the thrust areas under the World Bank assisted Technical Education Project, which was implemented in two phases. Tech. Ed. I and Tech Ed. II in 19 states and UTs Women's participation has grown considerably in polytechr\ics from 11 per cent in 1990 to 29 per cent in 1999. During the year 1998-99, 60,104 girls were enrolled in polytechnic institutes of different states and UTs, as against 2,97,070 boys. All the boys' 336 Extension Education Services polytechnics have been converted into co-educational polytechnics. Besides, in existing and new Women Polytechnics, 9535 additional seats have been created for girls and additional hostels to accommodate 7085 girls have been provided.

Community Polytechnics The scheme of Community Polytechnics is aimed at bringing community rural development through science and technology applications and through skill-oriented non-formal training focused on women, minorities, SC/ST/OBCs and other disadvantaged sections of the society. Since the inception of the scheme, i.e. from 1978-79, about 9 lakh persons have been trained in various job-oriented skills. As per the study conducted by Technical Teachers' Training Institutes in 1996-97, it was estimated that 43 per cent of the total beneficiaries were women. As on April 2000, there were seven degree-level institutions and 116 diploma- level technical institutions in the country exclusively for women.

Initiatives of All India Council for Technical Education All India Council for Technical Education (AICTE) has constituted a Board on Women Participation in Technical Education for developing strategies to induct more women in technical education. Special incentives like scholarships, stipends, etc. are to be provided to attract women in professional education.

Mahila Samakhya Provision of educational opportunities for women has been an important part of the national endeavour in the field of education since independence. Though there have been some significant results, however, gender disparities continue to persist with uncompromising tenacity, more so in rural areas and among disadvantaged communities. The National Policy on Education, 1986 (as revised in 1992) is landmark in the field of policy on women's education in that it recognises the need to redress traditional gender imbalances in educational access and achievement. It was decided that education would be used as an agent of basic change in the status of women, the Mahila Samakhya (MS) programme was started in 1989 with Dutch assistance to translate the goals mentioned in the NPE into action. The MS programme recognises the centrality of education in empowering women to achieve equality. Mahila Samakhya has adopted an innovative approach which emphasises the process rather than mere fulfilment of targets. It seeks to bring about a change in women's perception about themselves and the perception of society with regard to women's traditional roles. Under this programme, education is understood as a process of learning to question, critically analysing issues and problems and seeking solutions. The Mahila Sanghas endeavour to create an environment for women to learn at their own pace, set their own priorities and seek knowledge and information Women and Higher Education 337 to make informed choices. This involves enabling women (especially from socially and economically disadvantaged and marginalised groups) to address and deal with problems of isolation and lack of self- confidence, oppressive social customs and struggle for survival, all of which inhibit their learning. It is in this process that women become empowered. The Mahila Sanghas in all the states have taken initiatives to address issues/problems ranging from—

• Meeting daily minimum needs; • Improving civic amenities; • Gaining control over their health; • Actively accessing and controlling resources; • Ensuring Educational opporturuties for their children, especially girls; • Entering the political sphere through participation in Panchayats, etc.; • Articulating their concerns and tackling social issues like violence against women, child marriage; and • Seeking and obtaining literacy and numeracy skills.

The Mahila Samakhya Programme helps to provide a greater access to education; forge links between teachers and the Mahila Sanghas; provide specialised inputs for vocational and skill development; for strengthening women's abilities to effectively participate in village- level educational processes. Several evaluation studies have shown that the MS programmes has:

• Helped generate a demand for literacy; • Increased women's recognition and visibility, both within the family and the community; • Given women the strength and ability to demand accountability from Government delivery systems; • Increased women's participation in Panchayati Raj bodies; and • Created an awareness of the need to struggle for a gender-just society.

The Committee would like to highlight the main deficiency in the education system due to which a large number of degree and diploma- holders in our country remain unemployed. Students come out of universities with high expectations, which are often belied. It is indeed tragic that plarmers have confined their duties to only providing degrees to thousands of students every year, without linking them to employment generation which in turn leads to frustration. It is, therefore, essential that curriculum at the secondary school level should be such that it also technically equips students so that they are able to get jobs 338 Extension Education Services easily and quickly. The need for vocational education and computer literacy cannot be ignored. The Committee desire that the requisite changes/modifications should be effected in the existing curricula to make the courses more professional and job-oriented. Certification should be provided to students who pass the eighth class to enable them to take up academic or vocational courses according to their aptitude. Another shortcoming of the existing educational system is that it has distanced our younger generation from moral, social and ethical values. Although, it is claimed that character-building should become an inherent part of any education system, hardly anything is being done in this regard. The Committee are of the firm view that instead off-loading the students with unnecessary, too detailed and extraneous curricula, the need of the hour is to inculcate in them social and moral values which would make them honest, law abiding citizens and social and civilised human beings. In additions, special provision through Distance Education and Adult Education may be made for women to provide functional literacy. Xth Plan has beautifully proposed that: The bold decision to declare 'Education as the Fundamental Right' reflects the Government's concern and commitment to ensure that everyone bom in this country is literate/educated and thus fulfil the Constitutional commitment of 'Education for All' by 2007. Through the specially targeted programme of Sarva Shiksha Abhiyan (SSA), launched in 2000, efforts will be made to reach the un-reached women and the girl child. Thus, all out efforts will be made during the Tenth Plan to ensure that the SSA achieves its commitment within the time targets set. The Tenth Plan will further endeavour to consolidate the progress made under female education and carry it forward for achieving the set goal of 'Education for Women's Equality' as advocated by the National Policy on Education, 1986 (revised in 1992) by reducing the gender gaps at the secondary and higher education levels. Also, special attention will be paid to the already identified low female literacy pockets and to the women and girl children socially disadvantaged groups, viz. Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), Minorities, Disabled, etc. as they still lag behind the rest of the population with female literacy rates as low as 5 to 10 per cent, while the national average of female literacy stands at 54.16 per cent in 2001. Recognizing the fact that the application of science and technology is vital for the advancement of women and technology is vital for the advancement of women, the Tenth Plan will encourage women to participate in science and technology activities, especially in rural areas as it reduces the drudgery of household chores and provides a better quality of life. These will include measures to motive girls to take up subjects of science and technology in higher education and ensure that development projects with scientific and technical inputs involve women fully. Efforts to develop a scientific temper and awareness will also be Women and Higher Education 339 stepped up. Special measures will be taken to train women in areas where they have special skills like communication and information technology. Efforts to develop appropriate technologies suited to women's needs as well as to reduce their drudgery will be made through the on-going programme of 'Science and Technology Project for Women'. Also, special efforts/provisions will be made to cover the existing gap in disseminating and reaching the technologies to rural women for whose benefit these were designed. Further, to encourage more and more girls to enter into the mainstream of higher education, the Tenth Plan endeavours to put into action the governmental commitment of providing free education for girls upto the college level, including professional courses, so as to quicken the process of empowerment of women. All these efforts will continue during the Tenth Plan with the strength and support of the National Policy on Education, as it extends the most positive interventionist role in empowering women. An Enlightened Woman is a source of infinite strength: "Sanskrita Sri Prashakti." Shikha Misra and Subhash C. Agarwal in their article, "Gender Sensitivity and Barriers in Education—An Overview" in University News, January 19, 1998 observes that although much has been achieved, much still remains to be done. Significant iru-oads have been made in field as diverse as aviation and academics, politics and entrepreneurship, yet all around the world and especially in developing coimtries, the statistics are truly horrifying. Girls are aborted or killed as infants and the surviving few grow up in an atmosphere of neglect and abuse. Of the 100 millior\s children worldwide between the ages of 6 and 11 who do not attend school, 70% are girls. Of the one billion illiterate adults an estimated two-third are women. Under these circumstances the importance of education for women cannot be over-emphasized. It is the first but an essential step towards rehabilitating, restoring and equalizing step towards rehabilitating, restoring and equalizing the po\v^er balances for women who for centuries have been forced to be submissive and docile to whimsical and irrational laws of patriarchal authority. Traditional behavioural patterns today are in a state of flux all over the world. We, in India, have to emerge from the old system of rigid social stratification and become part of a new order in which social status is based on personal achievement. The stringent criteria of age, sex, family membership must of necessity lose their weight in determining a person's place and her treatment in society. The need of the times is greater freedom for the women and her assessment on personal merit— or in the words immortalized in the Constitution of India, "prohibition of discrimination on grounds of religion, race, caste, sex or place of birth"”

CONCLUSION

Women education is of great significance for the women 3 4 0 Extension Education Services themselves, the family, the country and the world. The social change in the society is not possible without educated women participating in the affairs of the society. H.E. Mr. Manmoon Abdul gayoom. President of the Republic of Maldives stated: Gender equality is an issue of primary importance to the welfare and progress of all nations. It is fundamental to achieve people-centerd development. What humanity needs is a world that is free, fair and equal; a world that will have no discrimination, violence or exploitation, a world where opportunity and prosperity are shared by all. As long as women remain unequal, humanity will remain on one limb. Discrimination begins in the minds of people, where gender-based attitudes become a habit of thought and action. In South Asia we exclude over a billion people from decision-making, from employment, from education, from dignity and self-respect at our own cost. The task for South Asian countries was to promote widespread acceptance of the need for gender equality and empowerment of women. Changing deep seated attitudes and views was a moral imperatively. Murli Manohar Joshi feels that although many initiatives for women's development and empowerment have been taken up, still there exists a gap between the goals and directions enunciated in the constitutions, legislation, policies, plans, programmes and related mechanisms on the one hand and the situational reality of the status of women on the other. Vishal Saini, an Agra student states that our ancient scriptures say, "where women are respected, there dwell the Gods." But this maxim, instead of gaining world-wide momentum has lost its value even in India where it originated. When one reads the newspapers in the morning, the news is related to violence especially on women. Physical assault, rape, dowry deaths, murder .... The list is endless. Moreover, most of the violence on women goes unreported, so the crimes that do get reported are just the tip of the icreberg. How can we enter the twenty-first century when half of the world's population comprising women is deprived of basic human rights and is subjected to inhuman and cruel acts of the violence? POA 1992 observes that women's studies is a critical input to promote better understanding of women's contribution to social processes within social, technological and environmental change, their struggles and aspirations, conceptual obstacles that make them "invisible" in many areas of scientific enquiry. The programme aims to investigate and remove structural, cultural or athtudinal causes of gender discrimination, and thus empower women to achieve effective participation in all areas of national or international development. The four dimensions to be supported are;

(i) Research to advance the frontiers of knowledge, develop human resources and produce teaching/learning material in Women and Higher Education 341

pursuit of the above aims. (ii) Teaching to change present attitudes and values of men and women to one of concern for gender equality. Existing biases and deficiencies in curriculum will be addressed. (iii) Training of teachers, decision-makers, administrators and planners to enable them to play a positive interventionist role for gender equality. (iv) Extension or direct involvement of institutions in women's development activities among the community.

In the five years since the Beijing Conference, we have witnessed considerable development in the following areas:

• Drawing up of national plans of action an^ aational policy instruments to implement the PFA. • Moving towards legal reforms and strengthening of laws. • Expansion of institutional mechanisms for securing gender equality and equity. • Increased commitment and development of plan of actions to combat gender-based violence and trafficking of women and children. • Intensification of efforts to make national statistical systems, sex-disaggregated and reflective of women's contribution. • Increased NGO activism, and networking, and mobilzation of the women's movement around key gender concerns. • Increasing consensus in favour of and efforts at affirmative action to secure greater representation of women at local levels.

Inspite of such achievements there are serious challenges in almost all our countries with respect to the realization of the Beijing vision and commitments:

• Lack of transparent and accountable governance. • Negative impact of structural adjustment programmes and globalization on women. • Increased incidence of gender-based violence, acid throwing, incest, sexual abuse and sexual harassment, trafficking of women and children. • Continuing invisibility of women in higher levels of governance, political leadership and civil service and the continuing resistance of mainstream political parties to provide space for women. • Marginalization of the Women's Ministreis: gender continuing to be seen as a "women issue" and as responsibility of Women's Affairs Ministries only. 342 Extension Education Services

• Insufficient human, technical and financial resources and political will to implement national plans of action and for addressing gender concerns in particular. Inadequate sex disaggregated data and analysis. • The serious lack of co-ordination and horizontal linkages among different agienuies, both government and non­ government, w^orking in the area of gender. • Conhnuing gender gaps in education and health. Non-responsiveness of media tov^^ards gender issues. • Lack of gender perspectives in macro-economic policies and national budgets and investment decisioris.'^

Notes and References 1. National Policy of Education, 1986, M odified, 1992. 2. J.K. Pillai, Empowering Women in India: News Roles for Education in Education and W omen's Empowerment", AIU, 1999, New Delhi, p. 36. 3. Rajmal P. Devasas, Introduction, Education and W omen's Empowerment, AIU, 1999, New Delhi, p. ix. 4. The Report of the University Education Commission, M inistry of Education, GOI, New Delhi, 1962, p. 33. 5. Zabir Hussain, The Dynamic University, Asia, Bombay, 1965, p. 103. 6. K.B. Powar, Inaugural Address, at Alagappa University in AIU, Women Participation in Higher Education, New Delhi, 1999, p. i. 7. Vighnesh N. Bhat, Women's Participation in Indian Higher Education: Some Critical Reflections, in AIU, W omen Participation in Higher Education, 1999, New Delhi, p. 12. 8. Sneha Joshi and Pushpandham, K,, Empowering Women for Education M anagement, University News, January 22, 2001. 9. K. Rukmani, Women in Administration in AIU, Women Participation in Higher Education, 1999, New Delhi, p. 63. 10. H. Kalpana, W omen's Studies Programme and Higher Education, University News, D e c . 1 9 9 8 . 11. Shikha Misra and Subhash C. Aggarwal, Gender Sensitivity and Barriers in Education—An Overview, University News, January 19, 1998. 12. NIFEM, Carrying the Beijing Torch: Promoting Gender Equality in South Asia, New Delhi, 2001, pp. 68-69. Women and Higher Education 343

Appendix 10.1

UNIVERSITY GRANTS COMMISSION: TENTH PLAN GUIDELINES FOR INFRASTRUCTURE FOR WOMEN STUDENTS, TEACHERS AND NON-TEACHING STAFF IN UNIVERSITIES

1. Introduction Women's education is a priority sector in the goverrunent's policy planning and special initiatives have been taken to enable women to pursue higher education. The National Policy on Education, 1986 states that education will be used as an agent of basic change in the status of women in society. Education for women is a vital component of the overall strategy of securing equity and social justice for women. Special support services are needed to remove the obstacles inhibiting the access of women to higher education. Lack of adequate infrastructure required to meet the special needs of the women students and teachers, including non-teaching staff, is one of the major factors responsible for obstructing the greater participation of women in higher education. A large number of institutions do not have proper infrastructure for women. In certain institutions there are no common rooms and even separate toilets for women students, teachers and non-teaching staff members. A general feeling has been expressed at different forums that the availability of facilities for women would improve their enrolment, attendance and participation in higher education. The Commission has, therefore, designed this scheme of assistance for infrastructure for women students, teachers and non-teachers in universities.

2. Objectives To provide assistance for creating and strengthening infrastructure for women students, teachers and non-teaching staff members in universities.

3. Eligibility and Target Group All universities that are included in Sections 2(f) and 12(b) of the UGC Act of 1956 are eligible to receive grant under this scheme. The target group is women students, teachers and non-teaching staff of all eligible universities.

4. Nature of Assistance Under the scheme, a maximum of Rs. 10 lac as a one-time grant in the plan period will be provided to a university for creation and upgradation of infrastructure as per ratio mentioned below: 344 Extension Education Services

SI. Facility Percentage of No. allocated grant

1. Ladies' toilets (both Indian and Western) with possible self-flushing facilities. Preferably one toilet per 100 women (including students, teachers, and non-teaching staff/researchers. 30 2. Women’s common room with adequate furniture for sitting, working and for special needs. 30 3. Gym. Facilities, separate for female students and teachers, equipped with treadmills, cycles, etc. and sufficient place for other exercises, including yoga. Lockers as well as a shower room may also be provided. 30 4. For maintaining/upgrading existing infrastructure meant for women. This grant may also be utilized for making appropriate arrangements for special needs and for any medical infrastructure requirements for women 10

This scheme will end with the Plan period.

Source: UGC: Tentti Plan Guidelines for Infrastructure for Women Students, Teachers, and Non-Teaching staff in Universities, 2003. Chapter I I

ETHICS IN HIGHER EDUCATION SYSTEM rtWEgtRW W>f % I

(16/24 Bhagwat Gita)

One ought to understand what is duty And what is forbidden in the regulations laid down by the scriptures (Shastras) Knowing such rules and regulations, one Should behave accordingly

Asato Ma Sadgamaya Tamso ma Jyotirgamaya Mrityour Ma Amritamgamaya

O Lord, Lead me from Untiuth to Truth Ignorance to Enlightenment Death to Immortality —Mantras from Brihadaranyaka Upanishad

11 CHAPTER

Ethics in H igher Education System

irf t R r T: I

W S'Tfaj) ^ FatmStH II (16/24 Bhagwat Gita)

"Dharma protects those who protect it. Those who destroy Dharma get destroyed. Therefore, Dharma should not be destroyed, so that we may not be destroyed as a consequence thereof." Lord, make me an instrument of your peace. Where there is hatred, let me sow love, where there is injury, pardon; Where there is doubt, faith; where there is despair, hope. Where there is darkness, light, where there is sadness, joy O Divine Master, grant that I may not so much seek to be consoled as to console. To be tmderstood as to understand; to be loved as to love. For it is in giving that we receive, it is in pardorung that we are pardoned; and it is in dying that we are bom to eternal life. —Prayer of Saint Francis of Assisi

INTRODUCTION

Essentials of Ethics are depicted in the word WATCH

W WATCH YOUR WORDS A WATCH YOUR ACTIONS T WATCH YOUR THOUGHTS C WATCH YOUR CHARACTER H WATCH YOUR HEART 3 4 8 Extension Education Services

We are passing through crihcal times when the environment all around is unethical. K.R. Narayanan, President of India, while delivering his address, on the eve of Independence Day, on 14th August, 2000, was critical of the nexus between politicians and criminals, who are, in the process polluting the environment of the country. The malpractices in every sphere have become cancerous and are engulfing the entire system geared to provide good standard of living to people, T.N. Chaturvedi in his Editorial on the Special Number on Ethics in Public life remarked.' The potential damage and threat to the political fabric of a system is not dependent on the character of government, i.e. whether it is an activist or limited in scope. History shows that neither a capitalist nor a socialist nor a welfare state is immune to the corrosive evil of corruption. The standards of conduct and behaviour of people in political authority have their malignant influence in other walks of life in society. The ethical dimensions of how influential and powerful people conduct themselves in private life and the public domain set a precedent for the lesser human beings and groups in society to follow or to seek justification for their own self-seeking or even scandalous conduct. The perniciousness ripple-effect encompasses all segments of society. It is not only the public systems that are under attack. The people harbour grievances against trade, industry, business, academia, medical and other professional groups and organizations. The evil within and outside the government circle, is thus, not limited to any narrow confines. Similarly, the influence of ethical conduct in positive terms is also not contained or concerned with only some specific sections and select groups but is relevant to the entirety of society and its wider network of relationships. As is often said, the moral basis for the unity and stability of society demands that ethical restraints must operate not only in respect of individuals but also organized groups—^be they industrial, business and trade associations, labour unions, political parties, military and civil services, judiciary, non-governmental organizations, academic or professional associations, agriculturists organisations, etc. apart from government itself. The all-pervading and inter-locking nature of ethics in public life is to be comprehended in all its manifestations and dimensions. This is borne out by history in different times and ages and also by the prowess of civilization today. The scandals and cases of corruption, kickbacks, bribery, extortions, lying and deception by government all over the world, in both developed and developing countries at different times, are too many and too well-known to need any enumeration. In the wake of many cases of nepotism, influence peddling, corporate bribery, corruption, illicit operations, business malpractices, and unhealthy nexus between politics, administration and business coming of public notice at the time of the World War II, the US Senate set-up a sub-committee under Senator Paul Doughlas, which submitted its report, commonly known as the Report on Ethical Standards in Government. This attracted attention all over the Ethics in Higher Education System 3 4 9 world and the various naunces of ethics in governance were discussed, researched and commented upon in various forums. Vohra Committee has been quite vocal in portraying the decaying environment engulfing the basic framework of the Indian constitution and social life of the people. To quote from the Vohra Committee;^ The big smuggling Syndicates, having international linkages, have spread into and infected the various economic and financial activities, including havala transactions, circulation of black money and operations of a vicious parallel economy causing serious damage to the economic fibre of the country. The Syndicates have acquired substantial financial and muscle power and social respectability and have successfully corrupted the Government machinery at all levels and wield enough influence to make the task of Investigating and Prosecuting agencies extremely difficult; even the members of the Judicial system have not escaped the embrace of the Mafia. Justice V.R. Krishna Iyer has even blamed the elite clan for joining the criminals and make the nation stink by their frivolous activihes. To quote him:^ Lawyers, Doctors, Company Secretaries, Chartered Accountants, Engineers and Scientists, not to speak of the talented bureaucrats, are all slowly selling their souls for a mess of pottage. Even the leaders in the professions have let us down. Toynbee once said that when the masses are imitating the elites, it is a period of growth but when the elites are imitating the masses, it is a period of decay. We are in the latter State today. In Browning's verse:

Just for a handful of silver he left us. Just for a riband to stick in his coat. We that had loved him so, followed him, honoured him. Learned in his mild and magnificent eye. Learned his great language, caught his clear accents. Made him our pattern to live and to die!

MEANING AND NATURE OF ETHICS

Let us now understand the meaning and contents of ethics which need to be ingrained into the Politico-Administrative machinery of the Government including universities. The word "Ethics" is defined by the Concise Oxford Dictionary as "the science of morals in human conduct: moral philosophy, moral principles: rules of conduct. The utility of ethics rests on the fact that it requires one to reason, to analysis and to search for morally correct position while taking a decision. Ethics in the area of public services is called administrative ethics. Chester Bernard has described moral behaviour as "governed by beliefs or feelings of what is right or wrong 350 Extension Education Services

regardless of self-interest or immediate consequences of a decision to do or not to do specific things under particular conditions." Manoj Pandey in his article, "Assessing Moral Values for Higher Civil Services Selections in India" in IJPA, April-June, 2000 (p. 219) rightly defines that moral values, in simple terms, are the values that tell us what is the right, and proper and acceptable way of behaving. Moral values are indispensable for good governance. An efficient and technologically sound administrative machinery unless it stands on high moral pedestal, does not serve the public, but it services a self- perpetuating and exploitative system. Kamala Prasad has beautifully defined the concept of Ethics and morality which needs to be understood and practiced to usher in a moral Government. This will call for defining morality for governance. Morality signifies that the declared purpose is realized. In the Greek tradition, it implied the development of the latent capabilities of an individual for the full flowering of his/her personality to deliver public good. To this end, there was rigorous training and preparation for the holders of public office so that the aims of public office were served. Dharma, in the Indian tradition, commands morality in the sense of righteous conduct. As propagated by Emperor Ashok, it further implied inculcation and proactive of virtue in the performance of assigned duties. To an extent, the normative morality would subjugate personal interests to community interests and particular aims to general aims of the society. Mahatma Gandhi has raised Dharma to a higher pedestal, signifying a quality through which we know "our duty in human life and our relation with other selves." Thus, ethics in public life is important to understand our place in society and the duties we owe to the society by virtue of what society gives us. The common people may not arhculate it in as many words but this is built into their linking process when they make an assessment of the conduct pattern of their representatives and leaders and the system over which the representatives have command. Public employees have to constantly practice ethical values to avoid violation of ethical codes. The destruction of impurities through austerities brings about powers to the body and senses. When austerities, self-imposed disciplines, are practiced, great will is developed, and the abilities of the physical body and senses are extended beyond what is considered normal. "Unfortunately, the Indian Government sector carmot boast of high moral standards. Superior courts have made highly critical comments on the conduct of bureaucrats, and the media is full of reports of high­ handedness, corruption and other forms of inappropriate conduct of the bureaucrats. Honest and upright civil servants themselves are concerned about the low morality of the bureaucracy and have been voicing concern at various fora." Ethics in Higher Education System 351

ETHICS IN HIGHER EDUCATION SYSTEM

Let us discuss the role of higher education in ethics:

1. Education Helps in Speedy Acquisition of Accumulated Knowledge Higher Education can pass on distilled knowledge of ethical value to students at a very fast rate. If everyone had to go through the whole experience needed for the formation of an individuality, he would be long dead before having begun to live! This is the advantage of those— accumulated through centuries—who have had the experience and tell you, "Well, if you want to go quickly, to know in a few years what has been learnt through centuries, do this!" Read, leam, study and then, in the material field, you will be taught to do this in this way, that in that way, this again in this way (gestures). Once you know a little, you can find your own method, if you have the genius for it! But first one must stand on one's own feet and know how to walk. It is very difficult to leam it all alone. It's like that for everyone. One must form oneself. Therefore, one needs education. Such education must be based on sacred documents written by enlightened souls. In addition, the teachers teaching these ethical issues must be scholars and embodiments of these ethical values.'*

2. Education Promotes Refinements of Senses Usually all education, all culture, all refinement of the senses and the being is one of the best ways of curing instincts, desires, passions. To eliminate these things does not cure them; to cultivate, intellectualize, refine them, this is the surest means of curing. To give the greatest possible development for progress and growth, to acquire a certain sense of harmony and exactness of perception, this is a part of the culture of the being, of the education of the being. Education is certainly one of the best means of preparing the consciousness for a higher development. Education of right type can sublimate the energies of students to achieve higher spiritual goals of life.^ Physical as well as mental purity is absolutely necessary. Sometimes we make the mistake of stressing orJy physical purity because it is so much more difficult to achieve true mental purity. There are many who satisfy themselves by taking baths, but who do not trouble themselves to have a pure mind. It is, however, impossible to concentrate a dirty mind on higher things.

3. Unfolding Mental Potentialities Swami Yatiswarananda says that the mind is very much like an unruly horse which has to be broken. When we want to ride it, the horse acts in two ways: it either becomes very much restive or simply lies down and refuses to move. It does not wish to be steady. In order to break this unruly horse of our mind a certain amount of ethical culture 352 Extension Education Services is necessary. The potentialities of n\ind are unlimited. These can produce excellent results through training of mind in a regular and systematic way. Mind has more potentialities than mega computers. There is no parallel of it. "You have a mental instrument with many possibilities, faculties, but they are latent and need a special education, a special training so that they can express the Light. It is certain that in ordinary life the brain is the seat of the outer expression of the mental consciousness; well, if this brain is not developed, if it is crude, there are innumerable things which cannot be expressed, because they do not have the instrument required to express themselves. It would be like a musical instrument with most of its notes missing, and that produces a rough approximation but not something precise. Mental culture, Intellectual education changes the constitution of your brain, enlarges it considerably, and as a result the expression becomes more complete and more precise. It is not necessary if you want to escape from life and go into inexpressible heights, but it is indispensable if you want to express your experience in outer life.*

4. Promote Crystallising of Thought Swami Yatiswarananda states that every average person has the capacity to practise concentration although it is usually directed towards persons or objects of gain and enjoyment presented to him by the world. In order to follow the spiritual life, no new faculties need be created all of a sudden. The old capacities and tendencies are to be given a Godward turn without diminishing their intensity, and then the worldly man is transformed into a spiritual man. So the true devotee prays. 'Lord, may I think of Thee with that strong love which the ignorant cherish for the things of the world, and may that love never cease to abide in my heart. The usefulness of work is nothing else but [this]: to crystallise this mental power. For, what you learn (unless you put it in practice by some work or deeper studies), half of what you learn, at least, will vanish, disappear with time. But it will leave behind one thing: the capacity of crystallising your thought, making something clear out of it, something precise, exact and organized. And that is the true usefulness of work: to organize your cerebral capacity.^ Negative thoughts and emotions, such as violence, whether committed, abetted, or caused through greed, anger or delusion, and whether present in mild, medium or great intensity, result in endless pain and ignorance. Thus, there is the necessity for pondering over the opposites.

5. Achievement of True Freedom It is almost impossible to pass from the mental being—even the Ethics in Higher Education System 353 most perfect and most remarkable—to the true spiritual life without having realized this ideal of moral perfection for a certain period of time, however brief it may be. Many people try to take a short-cut and want to assert their inner freedom before having overcome all the weaknesses of the outer nature; they are in great danger of deluding themselves. The true spiritual life, complete freedom, is something much higher than the highest moral realizations, but one must take care that this so-called freedom is not an indulgence and a contempt for all rules. One must go higher, always higher, higher; nothing less than what the highest of humaruty has achieved.®

6. Guard Against Despair Despair is never a necessity for progress, it is always a sign of weakness and tarmas; it often indicates the presence of an adverse force, that is to say, a force that is purposely acting against Sadhana. Swami Yatiswarananda says that so, in all circumstances of life you must always be very careful to guard against despair. Besides, this habit of being somber, morose, of despairing, does not truly depend on events, but on a lack of faith in the nature. One who has faith, even if only in himself, can face all difficulties, all circumstances, even the most adverse, without discouragement or despair. He fights like a man to the end. Natures that lack faith also lack endurance and courage.®

7. Perfect Development of Reasoning It is a good thing to learn at an early age that to lead an efficient life and obtain from one's body the maximum it is able to give, reason must be the master of the house. And it is not a question of yoga or higher realizahon, it is something which should be taught everywhere, in every school, every family, every home: man was made to be a mental being, and merely to be a man—we are not speaking of anything else, we are speaking only of being a man—life must be dominated by reason and not by vital impulses. This should be taught to all children from their infancy .... The first thing which should be taught to every human being as soon as he is able to think, is that he should obey reason which is a super-instinct of the species. Reason is the master of the nature of mankind. One must obey reason and absolutely refuse to be the slave of instincts. And here I am not talking to you about yoga, I am not talking about spiritual life, not at all; it has nothing to do with that. It is the basic wisdom of human life, purely human life: every human being who obeys anything other than reason is a kind of brute lower than the animal. That's all. And this should be taught everjrwhere; it is the basic education which should be given to children.

8. Control Impulses From the time you are quite young, the work of your educators is to teach you to control your impulses and obey only those which are in 354 Extension Education Services conformity with the laws under which you live or with the ideal you wish to follow or the customs of the environment in which you are. The value of his mental construction which will govern your impulses depends a great deal on the surroundings in which you live and the character of the parents or people who educate you. But whether it is good or bad, mediocre or excellent, it is always the result of a mental control over the impulses. Where your parents tell you, "You should not do this", or when they say, "You have to do that", this is a beginning of education for the mind's control over the impulses." Swami Yatiswarananda says that attachment in any form may be enough to muddle the brain and bring about spiritual ruin in the mind of the aspirant, but when attachment and anger combine, the whole mind becomes chaotic, and all progress is stopped. All struggle for the higher life comes to an end when passion has its sway over a person. That is why we should carefully avoid any harmful stimulus even if it be a very subtle one, and keep our mind engaged with higher thoughts. We should not give any opportunity for lower propensities and impulses to rise. We should avoid as much as possible the company of persorxs of the other sex as well as that of our own sex who do not lead a strictly moral life, at least during the period of our spiritual training. We should not give an opportunity for passion to sway us. It is the nature of the mind to think, and if we do not give good and pure thoughts to the mind by avoiding all old impure associations, it is bound to think of bad and impure ones. So be up and doing. Always be on your guard and follow the path intelligently and assiduously.

9. Perfection of Goal When we reach perfection which is our goal, we shall perceive that the truth we seek is made up of four major aspects: Love, Knowledge, Power and Beauty. These four attributes of the Truth will express themselves spontaneously in our being. The psychic will be the vehicle of true and pure love, the mind will be the vehicle of infallible knowledge, the vital will manifest an invincible power and strength and the body will be the expression of a perfect beauty and harmony.'^

Present Situation Institutions of higher education are not immune to corrupt practices. There have been scandals in many universities which were reported in the newspapers during the tenure of many Vice-Chancellors. If there are unthical practices even in temples of learning what education we would impart to our students? Cheating in the examinations is at all levels—leakage of question papers, copying in the examination, influencing the examiners, contacting the examination staff to change the awards with consideration either of money or influence. There have been corruption in appointment of staff both teaching and non-teaching. The construction office in the universities is a den of corrupt practices. Ethics in Higher Education System 355

Unethical practices exist in all departments/sections of a university. The news about fake degree rackets in which university staff is also involved fill the column of daily newspapers. More serious unethical pracHces which have direct impact upon the conduct of students is that the teachers remain absent without leave and miss the classes. They are also non-punctual in taking their classes. Salaries of persons of higher education is very high which is being paid even to those teachers who are absent causing a great loss to university finances. Thus, it is very serious not to do one's duty. Therefore, there is more need of ethics in the institutions of higher education. Based upon the recent survey of The Tribune, a daily Newspaper, we mention the unethical prachces in higher education system which need urgent attention to make higher education system functional and pious so that we can make our future citizens conscious of ethical values—

(a) Vice-Chancellors are not appointed on merit causing a vicious circle. (b) Faculty members lack work culture. (c) Number of Administrative staff is very high causing financial strains. (d) Paper leakages are a common feature. (e) Accounts branch is very inefficient and corrupt practices are prevalent through the nexus between adult and accounts. (f) Construction office is a burden on the university exchequer. (g) Lack of transparency. (h) Lack of the habits of austerity among top level personnel resulting into a trickling effect. (i) Wasteful expenditure. (j) Punctuality lacking. (k) Secrecy section of university results into corrupt practices in the name of secrecy.

Universities instead of indulging in unethical practices are supposed to promote ethical culture in the country since education is considered to be the most potent force. K.C. Pant feels that there are a few more things which education must have inculcated in us—the ability to live one's truth, the ability to adopt and above all the humility to accept the result. The ability to live one's truth is what is currently known as walking the talk and talking the walk, i.e. one should know what he says, and only says that he can do. If there is a huge gap between thought and action, word and deed, style will replace substance. This may seem attractive in the short-run, but it can not be sustained.'^ 356 Extension Education Services

ESSENTIALS FOR ETHICS IN HIGHER EDUCATION

1. Creating a Congenial Environment Universities can play great role in imparting value education. L.P. Singh in a Document, "Morality in Public Affairs" has rightly stressed the role of universities in this direction. To quote him: A university has the unique opportunity of imparting its values and disciplines to the youth, v^ho are potentially the most creative part of a society, and who are at the stage when the mind is most capable of imbuing the right ideas and principles. The number of boys and girls passing out of our universities every year runs into several lakhs, and it is from these that our ministers and most of our legislators (compared to legislature of many democratic countries the Lok Sabha has a higher percentage of members who are graduates or have higher degrees) are drawn. It is from the annually enlarging pool of educated youth that our civil services, learned professions, and business and industries at the higher levels, are manned. And what is of immense importance, it is graduates of universities who, in vast numbers, become teachers in schools, where they can start the process of moulding the minds and character of our adolescents. The universities have been and can again become radiating centers not only of knowledge, but also values. They can provide to our talented scholars an environment in which they can realize creative potentialities; they now do so in most cases only when they go out to work in foreign universities where they earn great distinction. A high standard of creative work can help our universities to regain their soul. Our universities can, over a period, make decisive contribuHon to the enlightenment of the public mind, and restoration of ethical standards. I believe that if we succeed in taking care of standards and values in our universities, the moral problems of the rest of society will take care of themselves. You members of universities community have great challenge before you, and it is for you to respond to it.

2. Controlling Corrupt Practices In the Institutions of higher education the following steps can strength the environment;

(a) Vice-Chancellor should see that all the departments of the university exhibit transparency, accountability and responsiveness. (b) Corrupt practices once detected should be dealt with seriously to serve as an example. (c) Faculty members and administrative staff must be warned if they absent themselves without leave or are not punctual. (d) Examination branch should be screened intermittently. Ethics in Higher Education System 3 5 7

3. Nishkam-karma (Selfless Service) S.K. Chakraborthy has suggested work ethics where every body is motivated by the ethical and moral values and works with the doctrine of Nishkam-karma. The salient features of Nishkam-karma have been identified as under:

(a) Psychological energy conservation, (b) Reactionless steady action, (c) Perfection (as the aim), (d) Inner autonomy, (e) Freedom (Swaadheen), (f) Socio-Economically appropriate, (g) Work Commitment, (h) Work as Worship for excellence, (i) Mind Enrichment, and (j) Leads to yoga with the transcendent/higher self.

Nishkam-karma will bring holistic transformation in the work and will culminate in the following results:

(a) a stress free mind at work, (b) a feeling for works as acts of cor\secration, (c) a pure, transparent mind, (d) an abiding instinct for ethical rectitude, (e) an inner sanctuary of fullness, and (f) an all embracing, other related mind.

The idea of Ethics is beautifully enunciated in Rig Veda. To quote: Veda and Vedanta inspire and encourage modem man to have common aims, common mind, common purpose, common thoughts, so that our hearts are united, so that all may live happily together. R.V. 10.191-3-4. HRD should aim at inculcating moral and spiritual values among students which are the essence of life. Without them human behaviour is rudderless and they can never decide what is false, what is ugly, and what is beautiful. Without such power, students may be incapable to solve potential and emerging problems. Hence, real education of moral and spiritual values is essential to make human resource development a reality.

4. Faculty should be Embodiment of Ethical Values University faculty should be the embodiment of ethical values since they're considered nation-builders through their students. They must follow a code of ethics which may be designed and followed by them. There should be total transparency. University can be eye openers to people in politics and administration. It is high time that the higher education institutions should set example of following ethical values in 358 Extension Education Services letter and spirit. Higher education has to play this extension role to make the country develop and the benefits of development pass on to millions of common men suffering from poverty and ill-health, unemployment, illiteracy, etc. Prashant Bhushan feels that the prevailing environment is full of corrupt practices at all levels. "Corruption has steeped into every part of this country's public life. From top to bottom. Prime Minister to a peon, cutting across almost every office or organisation of all Governments, Central, State or local, the vast majority of public officials in this country has become corrupt."'"' S.R. Maheshwari suggests immediate measures to root out this growing menace of unethical practices to save the nation. To quote him: Low ethics, today, is no doubt a world-wide phenomenon but its effects are most pernicious in developing countries, like India, characterised as these are by vulnerable economies. The country's policy­ makers must realise that its economic and social costs are virtually devastating: it demoralises the civil service and adversely affects its performance. It must be fought. Otherwise, the society will be forced to resort to extraordinary measures, like violence, to deal with the evil.'^ An analysis of above statements by eminent scholars, experts and administrators reveal that there cannot be any development until and unless, we can inject morality in the Government machinery, same is true in a higher education system. The writing on the wall is clear that the nation is going to follow the dictates of criminals giving rise to violence, unrest and explosive situations. The recent Supreme Court judgement in Veerapan Case against Karantaka Government is a pointer in this very direchon. Supreme Court held in a very clear and verdict that if Government cannot tackle such criminal menace, they must leave. O.P. Dwivedi, an eminent scholar, suggests the need of moral base for the Government to save the country from further degradation. To quote him:“ No country is immune from the moral disarray which we have seen recently. Even in the People's Republic of China, which was hailed as a paragon of public virtue and morality by some cases of public service unethical activities and corruption have been reported. In many nations, a widespread sense of moral disarray exists, neither industrial nor Third World countries are exempt from this disarray. Everywhere, instances are on the rise detailing the collapse of standard and quality of service. This has contributed to the public cynicism; but at the same time, public is clamouring for a new set of bases for public morality and decent moral standards. Because, if we don't wish to be swallowed by the sea of amorality and self-centered hedonism, there will have to be some agreement (or consensus) about the behaviour of individuals, particularly those holding public offices. The vacuum created because of traditional and 'old-fashioned' values drawn from religious sources and based on common sense being Ethics in Higher Education System 3 5 9 discarded in favour of materialism and selfish individualism, clearly points to the need for a code of ethics. As a matter of fact, no specific standards were left sacred against which the conduct of public officials (as well as business people) could be measured. And as clergy and religious leaders were told to keep out of the state affairs, the protective layer of public morality was left exposed to the onslaught of corruption, dishonesty, sleaziness, deception and selfish individualism. That protective layer in the body politic is needed back. For no nation or a society, irrespective of its political and religious orientation, can live in a moral vacuum. There have to be some articles of faith (drawn from the societal culture, traditior\s, and religions) governing our lives, which must be resurrected and strengthened. We already know that one cannot legislate honesty and good behaviour; these have to come from within. For that, one has to look to our religions where such attributes are considered sacred. But, one does not acquire such attributes by thinking alone; these have to be drilled in the thinking process of the officials. But that could be possible if their moral consciousness is raised so that they are able to fight against the forces of corruption, favoritism, and malpractice. Otherwise, they will continue to be adrift in the sea of amoralism, of which the prevailing administrative culture has come to symbolise. It is to prevent further decay that they ought to think in terms of drawing on their priceless spiritual and cultural heritage. Thus, there is a need within the secular domain of the administrative culture to seek the spiritual guidance. Only by demonstrating high standards of personal integrity, fairness, justice, and by regarding their work as Dharma, public officials may be able to arrest those insidious forces which have penetrated the foundation as well as the structure of India's administration. Such is the requisite of a moral government.'^ Ethical values, in simple terms, are the values that tell us what is the right, proper and acceptable way of behaving. Ethical values are indispensable for good governance. An efficient and technologically sound administrative machinery, unless it stands on high ethical pedestal, does not serve the public, but it services a self-perpetuating and exploitative system.

6. Understand Religious Foundations of Administrative and Academic Culture (Ethics) The Scriptures of many world religions contain pearls of wisdom about how one should behave in the public office, or what is expected of those who govern people. When scriptures were written, the world was ruled by kings; hence advice is rendered for the king and his servants. Hindu religion is no exception to this pattern; except that unlike some other religions, edicts and codes are not handed down by the rulers. The religious foundation of the duties and conduct of public officials as described in some scriptures of the Hindu religion is examined here. Let us begin by quoting Krishna in Gita:'® 360 Extension Education Services

One ought to understand what is duty and what is forbidden in the regulations laid down by the scriptures (Shastras). Knowing such rules and regulations, one should behave accordingly. —(Gita, Chapter XVI, Verse 24)

Lord Krishna further says;

O Partha! that understanding by which one knows what ought to be done and what ought not to be done; what is to be feared and what is not, what is obligatory and what is permitted, leads to the righteous path. —(Gita, Chapter XVIII, Verse 30)

That righteous path in Hindu religion is called Dharma. How does one know the righteous path for specific functions or duties, Hindu scriptures; (Shastras) provide guidelines. These guidelines or rules of Dharma have been prescribed by great many seers, each according to his or her wisdom.

7. Practice Ethics in University Management Col. D.S. Cheema in his article, "Ethics in Management: The Indian Scene"’’ in The Tribune, dated 11.9.2000 stated that since a manager is expected to get desired and specified results from and through people, the focus of attention of management and that of the managers is on results. There is no doubt that the manager should be result-oriented, yet it appears that almost exclusive emphasis is laid on results and results alone. Many a management thinkers believe that the solution to the problems of managerial obsession with results and its undesirable effects lies in our heritage, traditions and ethos. It is relevant to mention here the concept of "Karmayoga" and "Sthitha Pragnya" as propounded in the Bhagwad Gita. It is well known that 'Karmayoga' calls for action without expecting the results and "Sthitha Pragnya" denotes equanimity whether the results are achieved or not. A manager should aim at professional commitment when it is action and emotional detachment when it is the result.

Karmanye Vaadhikaraste maa phaleshu kadachan; Maa karmaphalahetumbhoorma te sangostwakarmiru (your right is to work only, but never to its fruits; Let not the fruit of action be thy motive, nor let thy attachment be to inaction). —Bhagavad Geeta Ethics in Higher Education System 361

It is clear that the existing legal provisions as well as the elaborate rules, regulations, standing instructions, etc. have not been able to prevent large scale administrative corruption in India. There are some objective and impartial observers who are of the view that in the last two decades, administrative corruption has increased in tandem with growing corruption among elected officials in India. They feel that without tackling political corruption administrative corruption cannot be contained in India. While, in theory, one has to admit that political corruption on a large scale will have repercussions on the administrative set-up, the two need not necessarily go hand in hand, as the Japanese example illustrates. But it is certain that if political corruption is negligible and there is strong political determination, admirustrative transparency is insisted upon and norms of political as well as administrative behaviour are well publicized, making them knovm to the general public including the Press, there is a good chance that corruption can be contained if not eliminated According to Chinmaya, be a noble person in life. The tides of circumstances and the tussle of happenings may toss us hither and thither, may buffet us up and downs, but stay noble in your thoughts and actions—you will be ever safe. Let us discuss the various aspects of it.

(a) Serving the university as per the Constitution, (b) Serving the students, (c) Integrity among faculty and administrative staff of universities, (d) Transparency, (e) Taking Active Interest and not be Indifferent and Apathetic, (f) Creating Climate to Promote Ethical Values among students, and (g) Need of Code of Ethics for the Universities in India.

8. Need of Code of Ethics "The document prepared by Deptt. of Administrative Reforms and public grievances has chalked out a Code of Ethics which need implementation. The objective of Code is to prescribe standards of integrity and conduct that are to apply in the public services. The principles stated below underlie and supplement the rules and laws to regulate the public and private conduct of various public services.

Selflessness Holders of public office should take decisions solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves/their family, or their friends. 362 Extension Education Services

Integrity Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might influence them in the performance of their official duties.

Objective In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choice on merit.

Accountability Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office.

Openness Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands.

Honesty Holders of public office have a duty to declare any private interest relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest.

Leadership Holders of public office should promote and support these principles by leadership and example. These principles apply to all aspects of public life especially universities. The Committee has set them out here for the benefits of all who serve the public in any way.

9. Create Enlightened University System based on Ethical Values The ultimate purpose of all these reforms would be to set-up spiritual or erJightened organisation as narrated by Jaideep Singh. To quote him;^“ The Enlightened Organisation would be intensely imbued with a sense of spiritual mission. Take the case of a company producing, say, shoes. It would experience itself not merely in the business of manufacharing and selling shoes, but, simultaneously, in the spiritual mission of protecting and taking care of human feet. The degree to which members of the organisation feel themselves involved in a spiritual mission will bring to them the deep psychic experience of living a worthwhile, meaningful life and will be reflected directly in their level of Ethics in Higher Education System 363 motivation and cooperation. This is so because the deeper biological layers of man, as Professor Abraham Maslow has identified in his Theory of the Hierarchy of Human Needs, are Self-Actualization. Being Needs, i.e., the needs for Truth, Goodness, Beauty, Justice, Perfection, Completeness, Unity, Uniqueness, Mearungfulness, etc., and it is precisely these propulsions that we have traditionally called the spiritual thirst of man.

10. Develop Ethical Traditions and Practices for Higher Education System Justice R.S. Pathak has rightly sensed the need for ethical traditions. To quote him: A code of ethical principles is particularly related to each public office, but in general there are common principles applicable to all public offices. Those principles do not require enumeration, they are well known and are undisputed. In large measure, continuing traditions indicate the identity and scope of ethical principles and determine the ethos controlling the exercise of all public power. And when I refer to traditions, which have been classically evolved as most appropriate for the exercise of public power. It is for that reason that it becomes necessary to educate novelties in the ethical traditions of their office.

CONTENTS OF ETHICAL EDUCATION

When we reach perfection which is our goal, we shall perceive that the truth we seek is made up of four major aspects; Love, Knowledge, Power and Beauty. These four attributes of the Truth will express themselves spontaneously in our being. The psychic will be the vehicle of true and pure love, the mind will be the vehicle of infallible knowledge, and vital will manifest an invincible power and strength and the body will be the expression of a perfect beauty and harmony.^' Education to be complete must have the five principal aspects corresponding to the five principal activities of the human being; the physical, the vital, the mental, the psychic and the spiritual. Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life. (a) Physical education has three principal aspects;

(1 ) control and discipline of the functioning of the body, (2) an integral, methodical and harmonious development of all the parts and movements of the body, and (3) correction of any defects and deformities.

“Lastly, we must, by means of a rational and clear-seeing physical 3 6 4 Extension Education Services education, make our body strong and supple so that it may become in the material world a fit instrument for ^e truth-force which will to manifest through us." "In this sound and balanced life a new harmony will manifest in the body, reflecting the harmony of the higher regions, which will give it the perfect proportions and the ideal beauty of form."“

(b) Vital Education Of all education, vital education is perhaps the most important, the most indispensable. Yet it is rarely taken up and pursued with discernment and method. There are several reasons for this: first, the human mind is in a state of great confusion about this particular subject, secondly, the undertaking is very difficult and to be successful in it one must have endless endurance and persistence and a will that no failure can weaken.^ Generally, all disciplines dealing with the vital being, its purification and its control, proceed by coercion, suppression, abstinence and asceticism. This procedure is certainly easier and quicker, although less deeply enduring and effective, that a rigorous and detailed education. Besides, it eliminates all possibility of the intervention, help and collaboration of the vital. And yet this help is of the utmost importance if one wants the individual's growth and action to be complete. One must gain a full knowledge of one's character and then acquire control over one's movements in order to achieve perfect mastery and the transformation of all the elements that have to be transformed. "The vital being in us is the seat of impulses and desires, of enthusiasm and violence, of dynamic energy and desperate depression, of passions and revolt. It can set in motion everything, build up and realize, it can also destroy and mar everything. It seems to be, in the human being, the most difficult part to train. It is a long labour requiring great patience, and it demands a perfect sincerity, for without sincerity one will deceive oneself from the very first step, and all endeavor for progress will go in vain."^^ fc) Mentol Education A true mental education, which will prepare man for a higher life, has five principal phases. Normally, these phases follow one after another, but in exceptional individuals they may alternate or even proceed simultaneously. These five phases, in brief, are:

(1) Development of the power of concentration, the capacity of attention. (2) Development of the capacities of expansion, widening, complexity and richness. (3) Organisation of one's ideas around a central idea, a higher Ethics in Higher Education System 3 6 5

ideal or a supremely luminous idea that will serve as a guide in life. (4) Thought-control, rejection of undesirable thoughts, to become able to think only what one wants and when one wants. (5) Development of mental silence, perfect calm and a more and more total receptivity to inspirations coming from the higher regions of the being.

"To complete this movement of inner discovery, it is good not to neglect the mental development. For the mental instrument can be equally a great helper, a great hindrance. In its natural state the human mind is always limited in its vision, narrow in its understanding, rigid in its conceptions, and a certain effort is needed to enlarge it, make it supple and deep."“

(d) Psychic and Spiritual Every human being carries hidden within him the possibility of a greater consciousness which goes beyond the bounds of his present life and enables him to share in a higher and a vaster life. Indeed, in all exceptional beings it is always this consciousness that governs their lives and organizes both the circumstances of their existence and their individual reaction to these circumstances. What the human mental consciousness does not know and cannot do, this consciousness knows and does. It is like a light that shines at the centre of the being, radiating through the thick coverings of the external consciousness. The path to that realization is long and difficult, strewn with snares and problems to be solved, which demand an unfailing determination. It is like the explorer's trek through virgin forest in quest of an urJcnown land, of some great discovery. The psychic being is also a great discovery which requires at least as much fortitude and endurance as the discovery of new conhnents.^^ The destruction of impurities through austerities brings about powers to the body and senses. When austerities, self-imposed disciplines, are practiced, great will is developed, and the abilities of the physical body and senses are extended beyond what is considered normal. From that comes the highest mastery over the senses.

(e) Love and Affection Love is the elixir of life. It has been found to have power even to cure physical and mental disorders. One who has hatred in his mind not only loses his mind, but also undermines his health and life. On the other hand, love, sympathy, and friendship not orUy contribute towards building one's peace of mind, but also create a balanced outlook. A man who develops these qualities will acquire serenity, joy and peace in spite of all external circumstances.^^ 366 Extension Education Services

Swami Vivekananda said: "The whole world is eager to receive pure love. We should distribute it without expecting anything in return. Give it, with no desire for a reciprocation." A Guide Book on Living Values, a publication of the Brahama Kumari's World Spiritual University beautifully observes that in a better world, the natural law is love, and in a better person, the natural nature is loving. Love is the principle which creates and sustains human relations with dignity and depth. Spiritual love takes one into silence, and that silence has the power to unite, guide and free people. Love is the bedrock for the belief in equality of spirit and personhood. When love is combined with faith, that creates a strong foundation for initiative and action. Love is the catalyst for change, development, and achievement. "Love knows no defeat. Love is sure to win, if not today, tomorrow, if not tomorrow, after centuries. Love is sure to bring victory in its wake. What is important is whether you love your brothers. I don't take note of what the newspapers say. Have faith in the omnipotence of love. If you are capable of unselfish love, you are all-powerful." What instills a feeling of unity in us is truth. Love is truth; hatred is untruth. Hatred divides us and causes enmity between us. It separates men from men. Hence, it is faulty and false. Hatred is a destructive force. Love is a unifying force. It binds people together, mother, child, family, cities, the whole world, the animals—get united. The driving force behind harmony of life is love.

(f) Avoidance of Materialism Materialism and all its miseries cannot be conquered by materialism .... The whole of western world is sitting on a volcano, which may burst tomorrow, go to pieces tomorrow .... "It is spiritual culture and ethical culture alone that can change wrong racial tendencies for better", warned Swami Vivekanada in the late 19th century.^®

(g) Encourage Positive Thoughts Gautama Buddha says that what we are now is the result of our thoughts. Thoughts shape and determine our life. If our thoughts are good, happiness follows us like a shadow. If our thoughts are wicked, grief is sure to pursue us." Jesus Christ: "Whatsoever a man soweth, that shall he reap." Karma is a psychological law and acts primarily in the psychological realm, the physical circumstances being merely the means whereby the psychological purpose is fulfilled. What the entity is today is the result of what it has been in days and experiences ages and aeons past. For life is continuous, and whether it is manifested in materiality or in other realms of consciousness, it is necessary for its unfoldment.^ Ethics in Higher Education System 367

(h) Encourage Strength, Discourage Fearlessness Strength, strength is what the Upanishads speak from every page. This is the one great thing to remember; it has been the one great lesson, that need be taught, strength it says, strength, O man, be not weak. Are there no human weaknesses?—says man. There are, say the Upanishads, but will more weakness heal them; would you try to wash dirt with dirt? Will sin cure sin, weakness cure weakness? Strength, O man, strength, say the Upanishads; stands up and be strong. Vivekanands says: "Strength, Strength is goodness; weakness is sin. If there is one word that you find coming out life a bomb from the Upanishads, bursting like a bomb-shell upon masses of ignorance, it is the world fearlessness. And the only religion that ought to be taught is the religion of fearlessness. It is fear that brings misery, fear that brings death, fear that breeds evil. And what causes fear? Ignorance of our own nature, "this is a great fact: strength is life; weakness is death. Strength is felicity, life eternal, immortal; weakness is constant strain and misery." It is weakness, says the Vedanta, which is the cause of all misery in this world, weakness is the cause of suffering. We become miserable, because we are weak. We lie, steal, kill and commit other crimes, because we are weak. We die because we are weak. Where there is nothing to weaken us, there is no death nor sorrow. We are miserable through delusion. Give up the delusion and the whole thing vanishes." "All the strength and succour you want is within yourselves. Therefore, make your own future .... The infinite future is before you; and you must always remember that each word, thought, and deed lays up a store for you, and that as the bad thoughts and works are ready to spring upon you like tigers, so also there is the inspiring hope that the good thoughts and good deeds are ready with the power of a hundred thousand angles to defend you always and for ever."

(i) Detachment The object of the Gita is to discover a golden mean between the two ideals of action and of contemplation, preserving the merits of both. Karma-yoga is that golden mean in which the merits of both the ideals are happily integrated. It advocates a life of activity with detachment as the guiding spirit and one's spiritual unfoldment as the goal of one's activities. Thus, it discards neither ideal but integrating the spirit of renunciation of the one and the activitism of the other, it purifies and elevates man. This fusion of the two ideals in Karma-yoga gives due regard to social welfare on the one hand and on the other leads an individual to the fulfilment of his spiritual aspirations. Thus, the Gita ignores neither the society nor the individual. It does not advocate a life of inaction but instead recommends a life of intense action in which self is effaced in all its aspects. 3 6 8 Extension Education Services

iTPTgzr^ II 3/20 Bhagavad Gita It is though action (without attachment) alone that Janaka and other wise men reached perfection. Having an eye to maintenance of the world order too you should take to action. Though the man of knowledge has no personal duty, it does not mean that whatever he does he does merely for show. Doing a thing merely for show without entertaining the least regard for it, is a form of hypocrisy. The man of knowledge can never be guilty of hypocrisy. He does orJy that which he regards as essential and necessary from the point of view of maintaining the world order. He has neither the spirit or exhibition, nor attachment, nor desire, nor egoism. It is not possible for others to know what it is that inspires the actions of a man of knowledge. This is why his actions are considered to be extraordinary and out of the common.

CONCLUSION

Ethics is the moving spirit of a welfare state. All the problems emanating today in a family or a society or Government are the product of ignoring ethics for selfish motives. Ethical government may appear to be harsh for temporary period, but this is the orJy alternative for a permanent beneficial government. “One could argue that ethical behaviour should in itself be rewarding. However, there are tangible benefits as well. Education is built on relationships with the teachers, students, and other groups. The strength of these relationships is largely a function of the amount of trust the parties have in each other .... Studies have shown that the Educational Institutions which maintain ethical standards perform much better than others due to the good relationships they have with their students. Thus, ethics are cornerstone of educational success. An action is noble because of the ideal which one strives in itself. An action is neither good nor bad. It is the motive in the heart of man that makes an act either good or bad. Once we are careful to choose for ourselves the right type of motive to inspire our activities, the achievement is not only spectacular, but the entire effort becomes rewarding in terms of the feeling of peace and sense of fulfilment that floods the bosom. When we work joyously to gain a great ideal or goal, our efficiency increases. If personnel of higher education work with ethics in their heart and soul, we are sure to make India a heaven on this earth where people from other parts of the world would seek spiritual, ethical and moral pleasures in our universities and we can face the challenges of globalization with great ease through values of brotherhood. Ethics in Higher Education System 369

Ravinder Kumar in his article, "Excellence in Higher Education: Points to Ponder" rightly suggested that Meticulous planning, timely supported with requisite resources in adequate quantity/quality is likely to result into attainment of set goals within the given time frame. However, with the rapid advancements in the domain of knowledge, the heights once attained will only be a benchmark and inspire the system to touch even much higher mark in the years to come. At no stage one may feel contended with the obtained results as the quest for a much higher level of excellence/quality will certainly push all those interested to bum their mid-night oil so that our great nation can keep its head high in the stiff challenging international competitive arena wherein knowledge is power.^ Swami Yattswarananda says that the highest goal can be shown only by a person who has attained it or by one who has at least gone very near it. Regarding the importance of right guidance in spiritual life, the Upanisads declares; Many do not hear about the Self. Many others, though they hear of it, do not xmderstand it. Wonderful is he who speaks of it. Wonderful is he who learns of it. Blessed is he who, taught by a good teacher, is able to realize it. The truth of the Self cannot be fully understood when taught by an iriferior person, for there are different opinions regarding it. Subtler than the subtlest is this Self, beyond all logic. When taught by a teacher who has realized himself as one with Brahman, a person attains the goal and becomes free from transmigration. Let a man devoted to spiritual life examine carefully the ephemeral nature of heavenly enjoyment. To know the Eternal, let him humbly approach a guru established in Brahman and well versed in the scriptures. To a disciple who approaches reverently, who is tranquil and self-controlled, the wise teacher gives that knowledge, faithfully and without stint, by which is known the truly existing, changeless self.^' The sage Pulastya explair\s to Bhishma: One whose hands, feet, and the mind, knowledge, ascetic endeavor, and reputation are well trained, controlled, and mastered. It is such a one who obtains the fruition of his pilgrimage. Turned away from possessing, owning, grabbing; contented with whatever comes one's way; Having ceased the indulgence of ego; It is such a one who obtains the fruitions of his pilgrimage. O lord of kings. One not given to anger, by nature truthful. Firm in the imdertakings of his vows, seeking in compassion all beings like one's own self, it is such a one who obtair« the fruition of his pilgrimage. —Mahabharata, Vana-parvan, Ch. 82, vv. 9-12

His holiness. The Dalai Lama has beautifully put it as: I believe that life is meant to bring us happiness. Negative actions always bring 370 Extension Education Services pain and sorrow, but constructive actions bring us pleasure and joy. The most important thing is transforming our minds. In our daily lives compassion is most effective. We all want to be happy and one of the most important foundations for happiness is mental peace. From my own limited experience I have found that the greatest inner tranquility comes from the development of love and compassion. The more we care for the happiness of other, the greater our own sense of well-being. Cultivating a close, warm-hearted feeling for others automatically puts the mind at ease. This helps remove whatever fears or insecurities we may have and gives us the strength to cope with any obstacles may encounter. It is the ultimate source of success in life. Pursuing material and spiritual happiness and the welfare of mankind can lead any organization confidently into the future. The essence of all this is "management from the heart" and it is much closer to our way of life than anybody else. A publication of the Brahma Kumari's world's spiritual Uruversity "Living Values" beautifully puts people speak of peace of mind. Happiness of mind is a state of peace or bliss in which there is no upheaval or violence. Peace within the self creates faith in the intellect. The flute of happiness plays softly and constantly in the minds of those who have such faith. No matter how adverse or challenging a situation may be, there is fearlessness, for the power of faith gives the guarantee of ultimate victory. As the intellect becomes enlightened by spiritual wisdom, there are less mood swings and doubts in the hearts. An individual becomes better able to pay off debts of pain and sorrow while maintairung a healthy account of happiness. In a world where all relationships have accounts of happiness and sorrow, the greatest lesson to be learned about being happy is: "Give happiness and take happiness, don't give sorrow and take sorrow." Happiness is prosperity which comes from self-sovereignty. Self- sovereignty mear\s being master over the mind, intellect, personality traits, and physical senses of the body, being complete with all powers and virtues; and attaining a perfect balance between masculine and feminine characteristics. There is that state of perfection within each human soul. On the spiritual quest in search of such perfection, the intellect goes through a process of discovering its divine nature.

Notes and References

1. T.N. Chaturvedi, Editorial, l]PA, July-Sept., 1995, pp. ix-x. 2. India, Report of Vohra Committee, (Chairman N.N. Vohra), para 6.2. 3. Justice V.P. Krishna Iyer, Ethical Entropy in Public Life, in I]PA, July to Sept. 1995, p . 3 5 0 . 4. Sri Aurobindo Ashram, Pondicherry, India, The Sunlit Path, Passages From Conversations and W riting of the M other, 2001, Shri Aurobindo Trust, p. 5. 5. Ibid., p . 7. Ethics in l-iigher Education System 371

6. Ibid., p. 116. 7. Ibid., p. 119. 8. Ibid., p. 158. 9. Ibid., p. 38. 10. Ibid., p. 6. 11. Swami Yatiswarananda, op. cit., p. 203. 12. Sri Aurobindo Ashram, Pondicherry, "The Mother; Education Part One, Essays on Education with Commentaries, 1997", Shri Aurobindo Trust, 1989, p. 8. 13. University News, 20-26 Oct., 2003, p. 15. 14. Prashant Bhushan, Stemming the Tide of Corruption in IJPA, July-Sept, 1995, p. 472. 15. S.R. Maheshwari, Ethics for Civil Service in India, in IJPA, July-Sept., 1995, p. 505. 16. O.P. Dwevedi, Administrative Theology, IJPA, July-Sept., 1990, pp. 418-19. 17. N.R. Naganhathan, A Charter of Ethics, Reading Material for Trainees (Some abstracts). 18. O.P. Dwivedi, Administration Theology, in IJPA, July-Sept., 1990, pp. 408-09. 19. The Tribune, dated 11.9.2000. 20. Jaideep Singh, The Englightened Organisation, in IJPA, April-June, 1979, p. 44. 21. Shri Aurobindo Ashram, Pondicherry, the Mother Education, Part one. Essays on Education with Commentaries, 1997, Shri Aurobindo Ashram Trust. 22. Ibid., p. 87. 23. Ibid., p. 19. 24. Ibid., pp. 23, 83. 25. Ibid., pp. 24-25, 77. 26. Ibid., pp. 30, 33. 27. Swami Jagadatmananda, Leam to Live, Vol. 2, Sri Ramakrishna Math, Chermai, 2000, pp. 173-74. 28. Ibid., p. 3. 29. Ibid., pp. 323-24. 30. University News, 20-25 Oct., 2003, p. 1. 31. Swami Yatiswarananda, Meditation and Spiritual Life, Sri Ramakrishiut Ashram, Bangalore, 1983, p. 125.

Chapter 12

URBAN DEVELOPMENT AND HIGHER EDUCATION

All people desire higher levels of living. Once people are convinced of the value of new methods of solving their immediate problenis they will change their present practices to work forward the standard of living they desire. Therefore, the major task of extension education is to convince the people of the value of new and better practices. Communication is cer)tral to the success of any exter\sion programme. — D.J. Badfield

Kothari Commission has rightly pointed out that "the image of the University as a closed academic community of scholars creating and disseminating knowledge and perpetuating its own type is a thing of the past. The walls which divide the gown and the town have cnimbled and the life of the University and that of the commvmity can be virtually linked for their mutual enrichments." —Education Commission, 1964-66

12 CHAPTER

Urban D evelopm ent and H igher Education*

The UGC, in their policy frame on Higher Education recognized extension as the third dimension of the Institutions of Higher Education in the following words; "If the University System has to discharge adequately its responsibilities to the entire education system and to the society as a whole, it must assume extension as the third important responsibility and give it the same status as teaching and research. This is a new and extremely significant area which should be developed on the basis of high priority." —UGC

URBAN DEVELOPMENT AND HIGHER EDUCATION SYSTEM

Higher Education System through its extension services can help in making cities beautiful and healthy through the creation of civic consciousness among city residents. There is no city now where there is no college. It has become easy to associate the teachers and students in higher education with the urban bureaucracy to solve problems of city life. In addition, the higher education system can generate civic consciousness among the people living in city. In India, while we have followed the elected representative system through municipal bodies and development authorities, there is not enough consciousness amongst the citizens to organize themselves into groups to convey to the officials of the plarming and development departments about their needs and their thdnking. There is very little consciousness or awareness about their duties and resporisibility as the

* See Appendix 12.1: Constitution and Structure of Municipalities. 3 7 6 Extension Education Services

Chart 12.1 Structure of urban government Action R esearch to solve specific functions, administration, urban urban problems and research in geography, urban sociology g e n e ra l a s p e c t s lil

Encouraging Enlightening T o e n s u r e Capacity building Creating an p e o p le 's citizens of basic services among women environment of participation in their duties and for decent life to ensure their self-reliance keeping their responsibilities empowemfient cities clean

citizen. The present state of sanitary conditions in urban areas is one of the examples of the indifference and awareness towards the community.’ Transparency and people participation in regulatory and development administration is very crucial not only in bridging the gap between the administration and the public but also in nation-building by way of reducing the corruption and complaints against the system. Further, it helps the people to understand the limitation of the administration at different levels. Poverty is the root-cause of all socio-economic problems. Poverty is a complex phenomenon. It manifests itself in a myriad ways. The poor not only suffer from low income and high unemployment, but also low life expectancy, low levels of literacy and poor health. Poverty is also perpetuated by vested sections of society. In a broader ser\se the social dimensions of urban poverty have been adequately emphasized in the Report of the National Commission on Urbanization. It states: "Poverty cannot be characterised adequately in terms of income. Urban Development and Higher Education 377 expenditure or consumption patterns alone . . . the focus should be on human degradation resulting from poverty. Thus, what is required is a multi-dimensional concept inclusive of the environment, access to services and social and psychological supports. The Commission believes that poverty has increased in the urban areas although some official figures don't show this."^

Impact of Poverty The National Commission on Urbarusation (1988) observed that Urban Poverty leads to:

(a) Proliferation of slums; (b) Fast growth of informal sector; (c) Increasing casualisation and under-development of labour; (d) Crushing pressure on Civic services; (e) High rates of Education deprivation and health contingencies; and (f) Retarded growth of physical and mental capacities.

As poverty is one of the main reasoris of deprivation, it is inevitable that women will be particularly vulnerable to needing or being required to become a point of attention. It has been seen that women struggle to reduce this vulnerability that poverty brings to their children. The recent report of Census of India reveals that urbarusation has increased to 31.13% between 1991 and 2001 as compared to 16% in 1951 and 29% in 1991. It is expected to touch the mark of more than 40% in 2021. Thirty-five cities in the country have crossed a population of over one million. Greater Mumbai with a population of 163.68 lacs, Kolkata with a population of 132.16 lacs and Delhi with 127.91 lacs, occupy first three positions respectively in 2001. The Punjab, which is known for its villages, has 33.95% of its population in the State is distributed over 157 towns out of which 14 towns have more than one lac population in 2001 as compared to 10 in 1991. The increase ir urban population has created large number of problems for the Local-Self Government, which is already under great stress and strain. The problems faced by the urban local-self government do not merely limit themselves to traditional fimctions of providing basic services, e.g. potable water supply, sewerage, waste disposal, etc. but extend to new and emerging problems of lawlessness, prostitution, rape, distress, thefts, crimes especially against women, unemployment, shelter, etc. thus, administraHon of cities has become complex, hence require the co-operation of all including adequate finance and especially the people's participation and involvement. The provisional census data of the 2001 cer\sus reveals several significant facets of urbanisation over the last decade of the 1.02 million population, 285 million or 27.8 per cent live in the urban areas, which comprise 5,161 towns, an increase of 2.1 per cent over the proportion of 378 Extension Education Services urban population in the 1991 census. Table 12.1 gives the proportion of urban population in total population between 1961 and 2001.

Table 12.1

Proportion of Urban Population and Total Population Year Percent

1961 17.97 1971 19.91 1981 23.34 1991 25.71 2001 27.78

Source: Xth Five Year Plan, p. 612.

The present structure of Municipality is based on 74th Amendment of the Constitution The 73rd and 74th Amendments to the Constitutions were made in order to revitahze the Rural and Urban Local Bodies respectively by giving them Constitutional status, allocating powers and functions, making provisions for finances, ensuring regular elections and providing for reservation of seats for SCs, STs, and women and weaker sections so as to erasure their participation in the political process at all levels. These amendments have also provided for reservation of offices of Chairpersons at all levels of Local Bodies to ensure their effective role in decision-making. (See Annexures 14.1 and 14.2)

Seventy-fourth Amendment Act, 1992 The salient features of the Constitution (74th Amendment) Act, 1992 with reference to the terms of office, powers and responsibilities given to the functionaries are as under: (a) Article 243U of the Constitution provides that every Municipality shall continue for five years from the date appointed for its first meeting. (b) No amendment of any law for the time being in force shall have the effect of causing dissolution of a Municipality at any level, which is functioning immediately before such amendment, till the expiration of its duration. (c) An election to cor\stitute a Municipality shall be completed: (i) before the expiry of its duration; (ii) before the expiry of a period of six months from the date of its dissolution: Provided that where the remainder of the period for which the dissolved Municipality would have continued is less than six months. It shall not be necessary to hold any election under this clause for constituting the Municipality for such period. Urban Development and Higher Education 379

(d) A Municipality constituted upon the dissolution of a Municipality before the expiration of its duration shall continue only for the remainder of the period for which the dissolved Municipality would have continued had it not been so dissolved.

Financial Powers of Urban Local Bodies Article 243X provides that the legislature of a State may by law specify the matters relating to imposition of taxes. Such law may specify:

• Taxes, duties, tolls and fees which may be levied and collected by Municipalities; • Taxes, duties, fees, etc. which would be levied and collected by State Goverrunents and a share passed on to the Municipalihes; • Grants-in-aid that would be given to the Municipalities from the States; and • Constellation of such funds for crediting all money received by or on behalf of the municipalities and also for the withdrawal of such moneys therefrom.

Besides the above, the State Finance Commissions constituted under Article 243Y of the Coristitution also review the financial position of the Municipalities and make recommendations to the Governor as to the principles govenung the finances of Municipalities. The Central Finance Commission by virtue of the amendment in Article 280 is also required to suggest the measures needed to augment the Cor\solidated Fund of a State to supplement the resources of the Municipalities on the basis of the recommendations made by the Finance Commission of the State.

ROLE OF HIGHER EDUCATION

Higher Education System can help in rejuvenating the urban local government provided the government entrusts them with finances and authority. However, higher education system at present is doing a great work in the area of municipal services through.

1. Extension, 2. Teaching/Trairung, 3. Research, 4. Publications, and 5. Seminars and workshops.

E x t e n s> i iuo nri As already indicated higher education system has got many 380 Extension Education Services

departments exclusively devoted to extension services like adult and continuing education, women study centres/cells, population education cells, etc. There are other departments w^hich have components of extension education like Geography, Psychology, Science and Technology, etc. These departments can provide help and guidance for Municipal services, provide clear-cut linkages and memorandum of understandings are developed betv/een urban local government and the system of higher education. Let us talk here briefly as to what can we do to make municipal services efficient through the support of the system of higher education. Higher education system can provide extension services to municipal government to maintain cities clean and healthy. Today, in India, there is hardly any city where there is no college. Hence, it is very easy for higher education to associate itself with the urban functions. Today the conditions of urban areas are deteriorating. World Bank (1991) reports that: Cities are the focus of productive economic activities and hope for the future, yet they face growing environmental problems and increasing poverty . . . It is clear that, in the short-term, the bright lights of the city have dimmed and are, for many urban households, extinguished. V. Suresh and P. Jayapal in their article, "Towards an Inclusive City in the New Millennium" in Shelter rightly say: Today's city presents a scenario of paradoxes. On the one hand, the city exhibits considerable potential with economic vibrancy and on the other, it presents a scenario of declining opportunities for the teaming millions. Whereas this centre of prosperity is resulting in the improvement of quality of life of large number of population, it is also turning into an agglomeration of poverty, with even more population living in conditions which are unacceptable. While the city has created peaks of affluence, it has also created depths of poverty and despair. And, even while it acts as the centre of cultural synthesis, it also presents a scenario of 'hollow of cor\science' with crimes agair\st women and children rising to unbelievable heights. The increasing difference in the levels of income and quality of life of the people as reflected in the economic marginality, has resulted in the discernible demarcation of the 'have's and haven'ts' in terms of spatial, economic, cultural components in the city fabric.’ John Ashton in his Article, "Healthy Cities" defines the concept of healthy cities. To quote: Defining the healthy city is not an easy task. Certainly a healthy city is more than one which simply has good health services. The idea implies that the city, as a place which allows scope for human possibility and experience, has a crucial role to play in determining the health of those living in it. Yet each city is unique and has its own life, its own soul and spirit, even its own personality. A healthy city has been defined as one which is continually Urban Development and Higher Education 381 expanding and creating opportunities for people to live life to the full and to support each other. Central to such a definition is the social implication that, in a healthy city, there is some kind of common field of play and that broadly speaking the citizens are striving towards the same goal. Yet conflict and its creative resolution are also part of a health city. Jadish C. Sharma rightly observes: Another area of people's participation in the housing activity is for the maintenance of colony. A housing colony is designed keeping in view the principles of environmental clearUiness and to provide necessary living comforts and housing facilities to the residents of the colony. The community services provided in a colony consist of open parks, commvmity halls, schools, dispensaries, streets and facilities like that. The residents of the colony should feel concerned about the maintenance of the colony. They should participate in the management of maintenance. It will be wrong to assume that the State agencies like housing boards, municipalities and UITs will be solely responsible for the maintenance of commuruty facilities provided in a colony. The residents of the colony should form a registered agency to manage the requirements of maintenance of the colony. This job consists of providing necessary education to the residents in the correct style of living. The correct use of different apartments in a house and common faciUties in a colony is to be taught in a systematic manner to all the residents who have to change their traditional way of living to some extent. In this manner the important areas of people's participation in housing activity consist of their participation during the stage of construction of a colony and a house and also after a colony is developed when people start living in their own houses. Because of lack of initiative and organization on the part of people, many colonies which are designed as ideal colonies have resulted into worst slums. If we feel that people's participation should be enlisted in housing activity, we should encourage activities of Housing Cooperative Societies also. Of course, care will have to be taken that these societies do not degenerate into centres of exploitation of poor people and are not allowed to disregard the principles of environmental clearUiness by selling lands indiscriminately. A bold realistic policy is necessary in this regard."* Teachers and students in higher education can provide education and training to people, elected mimicipal counsellors and bureaucracy as to how to deal with problems of municipal services. Urban life is progressively deteriorating on account of unplanned industrialization, uncontrolled migration of population, lack of management of trade waste and human waste. Existing conditions in cities/towns are marked by congestion, overcrowding, lack of adequate drainage and poor arrangements for solid waste disposal. Various types of industries have come up in close proximity of llie urban arenas and within residential localities. This has resulted in discharge of obnoxious 382 Extension Education Services waste water on to the field, dumping of solid industrial waste nearby and emission of poisonous fumes and smoke in the atmosphere. Housing stock, which is a dominant element of physical environment, is of very poor quality.^ At present, there is no sanitation worth the name for 52 per cent of the urban population. The sewerage system covers orUy 35 per cent of the population of Class IV cities and 75 per cent of the population does not have any arrangement even for drainage of rain water around its habitats. 60 per cent of the municipal bodies in India collect less than 40 per cent of the urban waste which is allowed to decompose and putrefy on the road side and around houses and factories. Quite a substantial portion of it goes into the drains, choking them and creating slush and stink all around, besides providing breeding ground for pests, flies and mosquitoes and cockroaches. J.S. Saksena and P.N. Govindarajuler in their Article, "Health Care for Urban Slums with special reference to Bangalore City" have rightly sensed the problem. To quote them: "Slum-dwellers have the worst of both the worlds—urban and rural. On one side they suffer from economic hardships, lack of education and absence of health infrastructure like the rural population. On the other hand, they also suffer the ill-effects of over-crowding, pollution and rootlessness characteristic of large metropolitan cities." They further add that "Most comforts and conveniences of the cities are sustained by the work done by slum-dwellers. As such, the affluent and the privileged have the moral responsibility to try to mitigate and alleviate their suffering. Rural population may be ignorant of the "goodies" they are missing, but a slum-dweller is painfully aware of the privations suffered by him due to his constantly rubbing shoulder with urban affluence and conscious consumption with resultant frustration and resentment." Jeet Malhotra, Architect, saia, "to my mind, it is necessary to make efforts to evolve all-India plan to imaginatively segregate industrial, non­ industrial, agricultural and urban settlements of the future to save the environments from the debilitating effects of over-crowding, congestion and pollution. We must expose the hypocrisy and sycophancy of some of our rapacious politicians who plan to create slums to use them as vote banks. The good polittcians are required to provide healthy way of life to all—haves and have-nots. They need to be properly motivated by the power of enlightened voters. The people in rural and urban areas, equally, need balanced way of life. It would be easy to do so by dispersal of populations each of the 1672 proposed units according to ecological holding capacity to build more self-contained urban centres in each unit of the different regions in India." Envirorunental improvements were not to be seen as additional costs. Removing pollution has to be seen as removing inefficiency which can be translated into real gains: the so-called win-win situation. This Urban Development and Higher Education 383 needs society at large to attach a premium to efficient use of natural resources. Higher education system can make the people participate in the betterment of their own cities through their own examples. This would create a spirit of service among students, teachers and people of the city. Parhcipation is essential to lubricate potential energy of the people into kinetic energy. Urban areas need the co-operation of the people to keep the city clean and healthy. K.S. Nesamani has beautifully explained the need of participation in urban development. To quote him:* Participatory development is not an attempt to replace the top- down development approach with slum-dwellers/low income participation. Rather, it should stress the need for the government participation in terms of national-level economic plarining and coordinahon of development planning and the demerits of widening disparities and worsening poverty inherent in slum-dwellers. Participatory development attempts to introduce a bottom-up style of development in order to remedy the government approach's shortcomings, specifically by focusing on qualitative improvements in slum-dwellers' participation. Participation of slum-dwellers can reduce the cost of the social programme which government often invests. It will give an idea to the government with a great deal of information on the social and econorrvic needs of the population. It will help the government to identify the potential leader who can assist in the development process or at least disseminate information on goverrunent goals. C.H. Bala Ramulow in his Article, "Participatory Development: the Experience of Andhra Pradesh" in IJPA, Oct.-Dec. 2002 rightly observes that—

(i) The most important purpose of participation is to create will and determination among the members of the commuruty to improve upon their present and future life. (ii) To identify and develop the local resources to generate self- reliance among the members of the community. (iii) To mobilize available human resources for productive and meaningful activities. (iv) To achieve integrated area development by coordinating among various agencies. (v) To develop local leadership. (vi) To encourage people to develop their own confidence and become self-reliant which is key to development. (vii) To make the people most powerful in managing their surroundings. (viii) To ensure socio-economic justice to all the members of the com m unity. 384 Extension Education Services

Women’s Participation and Empowerment in Urban Government International Union of Local Authorities (lULA) states that the problem and challenges facing humaruty are global but occur and have to be dealt with at the local level. Women have the equal right to freedom from poverty, discrimination, environmental degradation and insecurity. To fight these problems and to meet the challenges of sustainable human development, it is crucial that women be empowered and involved in local government as decision-makers, planners and managers. The 74th Amendment of the Indian Constitution in 1992, ushered in a new era in the democratic process of the nation as it not only provided constitutional status to municipal bodies but also provided an enabling environment for women to take direct part in the process of local self-government and brought women to the forefront and centre of city development. The Department of Urban Development and Poverty Alleviation also have training institutions funded by them for imparting training programmes for the various functionaries of Urban Local Bodies. These Institutions known as Regional Centres for Urban and Environmental Studies are located at Mumbai, Hyderabad, Lucknow and New Delhi. These Centres impart training programmes based on the specific needs of Urban Local Bodies. The National Institute of Urban Affairs, New Delhi and the Human Settlement Management Institute (HSMI) which is a training wing of HUDCO also organize training programmes for various functionaries of ULBs. In the opinion of the Committee, the following factors are responsible for inadequate and ineffective training being imparted to elected representatives:

(i) There is lack of clear-cut training policy both at the Central as well as at the State level. (ii) The majority of the training institutions have inadequate ir\frastructure and staff. (iii) The training programmes are not based on any scientific assessment of training needs but based on the perception of the training faculty. (iv) Evaluation and follow-up about the impact of the training does not receive serious consideration by the training institutions.

The Committee on empowerment of women (2000-2001) No. 8 of 13th Lok Sabha regret to point out that no evaluation or assessment has been made both by the Department of Rural Development and Department of Urban Development to find the impact of training programmes on the capacity building, awareness generation and enhancement of leadership skills of the women representatives. The Urban Development and Higher Education 385 apathy exhibited by both these Departments towards this vital aspect is nothing but regrettable. International Union of Local Authorities has also asserted this point. To quote: "The systematic integration of women augments the democratic basis, the efficiency and the quality of the activiHes of local government. If local government is to meet the needs of both men and women, it must build on the experiences of both men and women through an equal representation at all levels and in all fields of decision-making, covering the wide range of responsibilities of local governments." Anna Kajumulo Tibaijuka, Executive Director (UNCHS), says: Where women are not involved in public decision-making, the quality of services deteriorates. It is time for change from the practice of leaving women to do only the dirty work. We are aware that women have been instrumental in the urban social movements that aim at improving urban poor neighbourhoods. They do this because they want to protect their families health and create livable communities. These numerous women's initiatives must be recognized. This must be done, first, by involving them in governance structures. And second, by addressing the things they care about in urban policy, planning and management. Women and men have specific and different needs, in areas such as transport, public space use, the implementation of by-laws, and security. These must all be addressed.^ J.P Singh in his Article, "Indian Democracy and Empowerment of W om en in I]PA, Oct.-Dec. 2000 observes that Indisputably, India is committed to the cause of empowerment of women. However, the journey towards progress is long and arduous. In a world of challenge and competition, both the State and the society have to constantly attune themselves to the changing needs. It is recognized that the development of the country is not possible if women, comprising half of the human resource, as labour force and citizens, stay away from the national development process. Women s participation in the political process of development is of crucial importance from the consideration of both equity and development. India has heralded the new millennium by pronouncing the year 2001 as Women's Empowerment Year. In terms of political empowerment, nearly seven lakh women occupy positions as members and chairpersons of grass-roots democratic institutions in India following reservation of one-third seats at village and municipal level for women. In fact, right from the days of freedom struggle the Indian women have been consistently encouraged to take part in active politicization and criminalisation of politics, the level of political participation of women has been adversely affected despite the fact that there has been a marked increase in the level of literacy and political awareness of women. As per the International Union of Local Authorities (lULA) the systematic integration of women augments the democratic basis, the 386 Extension Education Services efficiency and the quality of the activities of local government. If local government is to meet the needs of both men and women, it must build on the experiences of both men and women through an equal representation at all levels and in all fields of decision-making, covering the wide range of responsibilities of local governments.® What, then has been the experience of women once in local government? They responded as follows:

1. No-proper orientation about municipal acts and civic administration. 2. No experience about dealing with urban development/civic issues and its complexities. 3. Lack of knowledge about technical inputs related to urban service delivery system. 4. Lack of support from senior male/female colleagues in the party/municipal body. 5. Less cooperation from muiucipal officials. 6. Less understanding about various facets of the budgeting, allocation of budget at ward level and at central level, etc. 7. Lack of party support at local level. 8. Lack of corifidence in public speaking. 9. Local political atmosphere vicious. 10. Lack of resources to cultivate own base at local level.’

The National Commission on Self-employed Women and women in the informal sector has rightly mentioned that although at the Panning level, there is consciousness about women's low status and the need to focus on women's needs in development, but at the implementation level, this awareness percolates very slowly. The delivery system is based on a stereotyped concept of women's development where women are object of pity or welfare and are given some benefits in a sporadic and haphazard manner. If the political leadership decides that women's problems have to be tackled on a priority basis, the entire planning processes, implementing mechanisms and monitoring system will be geared in no time.® Committee on Women Empowerments, Thirteen Lok Sabha, Fourth Report pointed that that important issues related to women's empowerment include awareness about women's rights, proper education, legal literacy, adequacy of health facilities and services for them. Studies have shown that women and adolescent girls have a very limited knowledge of their own body and biological processes and needs. The Higher Education system should, therefore, make concerted efforts to involve both women and adolescent girls in various programmes and enhance their understanding and awareness towards various issues. It's time for women to lead equally in urban governance—they know our homes and communities best. Urban Development and Higher Education 387

The system of higher education can help the already established Neighbourhood Groups (NHGs): Neighbourhood Committees (NHCs) and Community Development Society (CDS).

NEIGHBOURHOOD GROUP (NHG)

This is an informal association of women living in a mohalla or a basti or neighbourhood group of manageable size (preferably 10 to 40 per cent representing urban poor or slum families). Geographic contiguity and homogeneity should be the basis to carve out the boundaries of the NHGs. At least one woman resident among them who is willing to serve as a volunteer should be selected as a Resident Community Volunteer (RCV) through community consensus or election or any other democratic process. There should be a change or rotation (if need be) of such volimteers at periodical intervals. The responsibilities of RCVs include:

(i) to serve as a channel of informahon and communication among the families in the cluster; (ii) to represent the views of the groups in the neighbourhood committees and commuruty development societies and other forums; (iii) to support planning, implementation and monitoring of activities at the neighbourhood level; (iv) to foster and encourage participation in commimity improvement; and (v) to motivate the commimity for being members of thrift and credit society; and to contribute to community development fund.

NEIGHBOURHOOD COMMITTEE (NHC)

A Neighbourhood Committee (NHC) is a more formal association of women from the above neighbourhood groups located in close proximity and as far as feasible within the same electoral ward. The Committee should consist of all the RCVs from the neighbourhood groups as executives (with voting right) of NHC as well as one female member (without voting rights) from each family, which falls under the jurisdiction of NHC concerned. There can also be provision for honorary membership without a voting right for Commuruty Orgaruser (CO), representatives from other sectoral programmes in the commimity like ICDS supervisor, school teacher, ANM, etc. The Convener/President of the NHC will be selected/elected by the executive members of the NHC. The Convener will ensure that the meetings are convened on regular basis. The NHC would be responsible for the following activities: 388 Extension Education Services

Infrastructure and Function of Community-based Structures at Municipal Level

(i) to identify local problems and priorities; (ii) to provide suggestions for groups involvement in meeting community needs and goals (mini-plans); (iii) to support local action with partnership of responsible agencies including community contracts; (iv) to provide feedback to agencies of programme effectiveness and out-reach especially for children and women; (v) to develop community capacity through training in association with CDs, NGOs and other sectroal departments; (vi) to develop community-based thrift and credit system as well as neighbourhood development fund; (vii) to facilitate the recovery of loans from the beneficiaries in time; and (viii) to assist/carry out community surveys in accordance with the guidelines.

The NHC may be registered under the Societies Registration Act, or other appropriate acts if so desired. If registered, these NHCs may also apply for grants-in-aid under various schemes.

COMMUNITY DEVELOPMENT SOCIETY (CDS)

The CDS is a formal association of all the neighbourhood development committees at the town level based on common goals and objectives. The CDS may consist of elected/selected representatives of NHCs as executive members (with voting right) as well as one female member from each family, (without voting right) which falls under the jurisdiction of CDS; and other members with honorary membership (with no voting right) which may include community organisers, representatives of NGOs, sectoral department, leading citizens, elected representatives of the area and other resource persons. The Community Development Society (CDS) should be registered under the Societies Registration Act or other appropriate Acts to provide access to grants-in- aid under various schemes and for a wider Financial and credit base. The CDS would be responsible:

(i) to represent needs of all the communities, especially women and children; (ii) liaise and link-up with agencies and departments to promote action in the community towards fulfilment of their needs; (iii) to identify specific training and arrange for their organisation; (iv) to facilitate community surveys to be carried out to identify the genuine beneficiaries for economic and shelter benefits; Urban Development and Higher Education 389

(v) to prepare community plans and proposals, mobilising resources from the community, town or other sectoral departments; (vi) to extend help to Bank in coordination with UPE Cell, for ensuring repayment of loans by the beneficiaries in time; and (vii) to create small community assets in low income areas in consultation with town UPE Cell and Urban Local Body (ULB).

The higher education system especially women lecturers and students can help these groups and make them functional. These groups of women would be able to solve a large numocr of problems facing cities through guidance of higher education system. One of India's greatest poets, Rabindranath Tagore, had expressed the pain and inequity of the situation more than half a century ago, thus:

"Oh Lord why have you not given woman the right to conquer her destiny? why does she have to wait head bowed, by the roadside, waiting with tired patience. Hoping for a miracle in the morrow?"

The system of higher education through their women study centres/cells can do the following:

(i) Give training to women in the art and science of municipal governance. (ii) Create a participatory spirit in their own welfare. (iii) Help them in forming group for economic activities. (iv) To ensure that women get their due share in Mvmicipal resources. (v) To ensure that municipal services meet their health, education and recreational needs.

In this way higher education system can be a source of strength to municipal services. Education can be an effective tool for women's empowerment the parameters of which are: (POA, 1992)

• enhance self-esteem and self-confidence of women; • building a positive image of women by recognizing their contribution to the society, polity and the economy; • developing ability to think critically; • fostering decision-making and action through collective processes; 390 Extension Education Services

• enable women to make informed choices in areas like education, employment and health especially reproductive health; • ensuring equal participation in developmental processes; • providing information, knowledge and skill for economic independence; and • erxhancing access to legal literacy and information relating to their rights and entitlements in society with a view to enhance their participation on an equal footing in all areas.

The following measures will be taken for achievement of the above parameters and the concerned bureaus and institutions will report on progress as stated in above:

(i) Every educational institution will take up active programme of women's development; (ii) All teachers and instructors will be trained as agents of women's empowerment training programmes will be developed by NCERT, NIEPA, DAE, SRCs, DIETs, SCERTs and the University System. Innovative training programmes will be designed with the assistance of concerned organizations and women's groups; (iii) Gender and poverty sensitization programmes will be developed for teacher educators and administrators. An environment will be created whereby all the sections of the education sector will become alive and sensitive to the role of education in eliminating gender disparities. (iv) In order to create a greater confidence and to motivate parents to send girls to school, preference will be given to recruitment of women teachers. (v) The common core curriculum is a potentially powerful instrument to promote a positive image of women. The department of Women's Studies, NCERT will intensify activities already initiated in the area of developing gender missive curriculum, removing sex bias from textbooks and training of trainers/teachers. SCERT and the concerned State level boards and institutions will initiate similar work. (vi) Funds would require to be earmarked in all education budgets for such awareness and advocacy-related activities.

2. Education and Teaching Higher education system is teaching either an independent paper on urban local Government as in the post-graduate departments of political science and public administration or part of the papers like urban geography, urban sociology, urbanization, urban management. In addition, there are many universities where there are interdisciplinary Urban Development and Higher Education 391 centres of Urban Government and Administration like Lucknow, Hyderabad, Jaipur. These centres serve also as centres of training for bureaucracy of Urban Government. Urban Government can take advantages of University Departments whenever they come across any problem. It would be better if constant interaction is retained between higher education system and Municipal Government for the betterment of both. Students from Primary schools to University level are taught about urban development. What is needed is to translate the theory leamt into practice. This means that the emphasis of teaching should be on practice and not theory. The basic ideas required for the whole life need be hammered again and again.

3. Research Higher Education system is guiding research on municipal services. These researches are based on extensive field research and their findings if utilised can change the status of municipal services for the better. However, there is no mechanism by which these researches can reach the decision-makers and action upon them can improve municipal services. Many doctoral thesis are in published form. The need is that municipal Governments must consult the system of higher education to provide them knowledge and ideas for rejuvenating the municipal services so that people in cities can lead a pollution-free life and be at peace and bliss. There is some allergy with municipal bureaucracy not to interact with teachers of higher education engaged in urban development research. Universities are always coming-out with new ideas to make urban Government efficient but because of lack of linkages between University and the urban Government nothing happens in practice.

Seminars/Worships Higher Education system can arrange workshops, seminars, etc. wherein mimidpal personnel can be involved so that they can get new ideas for transformation of dirty cities into healthy and beautiful cities.

CONCLUSION

Higher education system must generate the need to develop a new kind of environmentalism in our cities where the people stop depending on the government for environmental action and take positive and preventive steps themselves. The market forces can be successfully harnessed to address the environmental issues, through fiscal instruments such as taxation and incentives. With the growing Urbanisation and Industrialisation, the environmental challenges facing our cities have also increased. Although the government has been undertaking several initiatives to solve the 392 Extension Education Services

problem, the challenge is immense. Ultimately, it is not only through government's policies and actions, but also through the committed actions and initiatives of the community and individuals, who will refuse to turn the magnitude of the problem into an excuse for inaction, that the problems of our cities can be resolved and our cities can become clean and Green Heavans. According to Henry David Thoreau, an American writer: "Cities are places in which many people can be alone together. Cities provide people the space of freedom they need." Shri Jagmohan, Minister for Urban Development, GOI, has rightly mentioned that: (Hindustan Times, dated 14 December 2000) "Cities shape civilisations and are in turn shaped by them. They are so inextricably enmeshed that it is impossible to view them separately. Both spring up from the same inner urges and the same value system. 'Show me your cities and I will tell you about the cultural aim of your people'. Invariably, cultural and civilisational contours get imprinted on the faces of cities." The city has many facets. As an economic entity, it is a set of business and industry; as a social organisation, it is a creator of community and collective action; as a political UTtk, it is a centre of power and government; and as a cultural force, it is a repository of old traditions, a fountain head of new ideas, an instrument of intellectual advancement, and a moulder of attitudes and thoughts. It is a spiritual workshop of the nation, a most imposing creation of its social, eccbnomic and cultural aspirations.

Challenge of Twenty-first Century The 21st Century will be characterised by high level of public awareness, high people's expectation, high public intolerance, expediency in public life, technical skills of high order, flexible and adaptable structures, and simplified and goal-oriented procedures for achieving loftier goals, such as human development, environmental protection, bias and concern for future generations against its present regulatory and quantitative goals.'® These are issues that are in no way less important than our security concerns but for some reason our leaders shy way from them. It is largely because of this attitude that we find ourselves in the peculiar situation of being a nuclear power without being able to provide our people (both rich and poor) with the very basic necessities—clean air, clean water, clean living conditions and access to schools and healthcare. Urbanization in India, with all its consequences, has been engaging a greater attention of the planners and policy-makers today than ever before. In the absence of any all-embracing macro-policy, the general trend has been to try to solve the problems in piecemeal fashion. Yet, new conceptualizations are being made at the national level and new tools and techniques are being tried out to come to a firm grip with the problems of urbanization. In a developing country, there are known Institutional and other constraints impeding speedy and spectacular Urban Development and Higher Education 393 results. Hence, a process of gradualism seems inevitable under the circumstances." In view of globalisation, liberalisation, etc. v^?e need to adopt a nev^^ urban management and action-oriented planning as a powerful tool of economic growth, social justice and political control. A combination of capacity building methods including training, workshop visits and technical assistance should be adopted for public and semi-public section which should be supplemented by training the local and community leadership. The capacity building process aims at performing new roles of environmental planning and urban service delivery with effective enforcing capacity for urban environmental quality. This capacity building process needs to include planning and building bye-laws, legislative controls, human resource development, financial managements, ability to negotiate contract and form partnership with private enterprise, legislation enabling and encouraging community for management of their own neighbourhood's civil services. In this venture, higher education system can play a positive role.

Future Perspectives

Urban Development Ninth Plan has suggested the following to improve the situations; In this perspective, the major sectoral objectives of the Ninth Plan were;

• Development of urban areas as economically efficient, socially equitable and environmentally sustainable entities; • Accelerated development of housing, particularly for the low income groups and other disadvantaged groups; • Development and upgradation of urban infrastructure services to meet the needs of a growing population; • Alleviation of urban poverty and unemployment; • Promoting accessibility and affordability of the poor to housing and basic services; • Promoting efficient and affordable mass urban transportation systems in metropolitan cities; Improvement of urban environment; and Promoting private sector participation in the provision of public infrastructure and of the community and NGOs in urban planning and management of specific components of urban services.

To achieve the objective of Environmentally Sustainable Development of urban centres, it is suggested;

(i) Efforts would be made to minimise migration from rural to 394 Extension Education Services

urban areas by creating appropriate level of infrastructure and opportunities for gainful employment in rural settlements, liiis would mean planned development of rural areas and promoting cottage and other industries which are agro-based. (ii) In order to achieve maximum growth of small and medium towns and to induce desired level of population therein, it is proposed to distribute socio-economic activities in small and medium towns. More investment would be made in these towns for creating more economic opportunities for gainful employment in such centres. (iii) It is proposed to prescribe a certain minimum limit of area to be earmarked as green cover in each human settlement. Concept of city forests would be given a fair trial for Closuring appropriate level environment. (iv) All community open spaces would be planned, developed and managed in close cooperation with the people so as to ensure its optimum utilisation with minimum investment. (v) Ribbon development along important highways and roads would be checked in order to ensure free flow of men and material. (vi) Planning of human settlement would be done in such a marmer that it minimises the travel needs of the people living therein. Plans would encourage and give precedence to pedestrian movement, cyclists, two-wheelers and motor cars in that order of preference. Minimizing travel and use of vehicle would lead to creation of human, settlements, which are highly energy efficient and would have minimum pollution due to reduced use of petrol-driven vehicles. (vii) Informal sector would be considered an essential part of human settlements because of its considerable contribution to city economy and capacity to provide gainful employment to its work force. Thus, informal sector would be properly plarmed and its requirements duly catered for in the planning and developmental process. (viii) Burning of agro-waste as an industrial fuel would be banned, so as to minimise pollution. Appropriate mechanism and safeguards would be provided to check this growing menace. (ix) Planning of trees on large scale along the roads, within the open spaces provided in the urban areas and around the human settlements would be undertaken to help in preserving proper environment in urban areas. People would be educated and encouraged to plant more trees in the available open spaces. (x) Segregation of inter and intra-city traffic would be done on priority and all through traffic would be discouraged to enter urban areas. This would considerably reduce the Urban Development and Higher Education 395

environmental pollution and improve quality of life along the major roads. (xi) Historical monuments and heritage buildings and areas would be properly planned, conserved and preserved by making them an integral part of city development process. (xii) Tree preservation order would be made applicable in all urban areas so as to stop illegal hopping, lopping, chopping and topping of trees. All existing trees would be declared as protected trees and would not be removed without prior permission. (xiii) Visual pollution in urban areas would be checked by using the mechanism of Advertisement control. (xiv) All future industries to be set-up in urban areas would be closely scrutinised so far as its environmental hazards are concerned and only non-polluting or industries having sufficient environmental safeguards would be permitted in urban areas. (xv) In order to preserve the environment in residential areas all industrial areas would be sealed from residential areas by providing a green belt having trees, which would minimise pollution. (xvi) It would be made mandatory for all industrial units to use a part of their plot area for planting trees. (xvii) Environmental Impact Assessment in case of certain categories of large industries would be carried out more scientifically. (xviii) State would discourage the setting up of highly polluting, hazardous, chemical and other units so as to minimise adverse impact on urban environment. Eco-friendly imits would be given priority and would be permitted to be set-up as part and parcel of urban settlements. (xix) All envirorunent-related laws would be made more simple and effective and would be strictly enforced for minimising pollution in the state. (xx) In order to make all urban areas environmentally sustainable, cities and towns would be planned on the basis of their holding capacity in terms of population, economic activity, etc. Growth of over-sized and metro-cities would be discouraged. Emphasis would be laid on the growth and . development of small and medium towns.

The analysis of urbanisation pattern and the projections for next 25 years indicate a trend of increasing urbanisation and its spatial speed and a larger concentration of population in big cities. However, the provision of infrastructural facilities and services required to support such large concentratior\s of population is lagging far behind the pace of urbanisation. As a consequence, the urban environment, particularly in 396 Extension Education Services large cities, is deteriorating very rapidly. All cities in the country have a severe shortage of power, water supply, sewerage, developed land, housing, transportation, communication and other facilities. Large proportions of urban poor, particularly in metropolitan cities, are resulting in proliferation of slums, growth of the informal sector, educational deprivation, and deteriorating health levels of large sections of people. The local bodies responsible for urban governance and provision of services lack financial resources, the authority to determine and collect an adequate level of service charges, autonomy, and the capacities for planning and management. The legal and administrative systems are archaic and are routinely manipulated by vested interest groups. Many urban legislations, instead of facilitating the planning and management of urban development, create hindrances and distortior\s in the development process. Legislations such as the Urban Land Ceiling and Regulation Act and the Rent Control Act continue to adversely affect the land and housing market giving rise to illegal construction and inefficient land uses. In this perspective, the major sectoral objectives of the Ninth Plan are; Since all development including Municipal Development is based on knowledge, therefore, urban Government must make use of the system of higher education to make cities beautiful. Higher Education can provide inputs in urban policy formulation through research and help in educating people, municipal councillors, municipal bureaucracy in developing capacities and capabilities to keep cities beautiful. Students of Higher Education can extend extension services in various aspects of municipal management under the guidance of higher education system.

N otes and References

1. B. Kambo, People's Participation in Urban Development, in Prashasitika, July-Dee. 1978, p. 53. 2. Urban India, Vol. XVIII, Nos. 1 and 2, p. 142. 3. V. Suresh and P. Jayapal, Towards an inclusive city in the New Millennium in Shelter, Vol. 2, Nos. 3 and 4, July-Oct. 1999, p. 9. 4. Jagdish C. Sharma, People's Participation in Housing Development, in Prashasnika, ]uly-Dec., 1978, p. 62. 5. Quoted in Shreekant K. Khandewals, "Health Administration and the Weaker Sections on Indian Metropolis", New Delhi, Devika, 1996, p. 4. 6. K.S. Nwsamani, Participation of Slum Dwellers in Urban Governance, in Shelter, A Hudco Publication, New Delhi, Vol. 3, No. 1 (Challenges for the New Millennium). 7. Shelter, Vol. Ill, No. 4, October 2000, p. XIV. 8. Ibid., p. 63. 9. Ibid., p. 46 10. S.P. Verma (Editor), The Indian Journal of Public Admitustration,~Vor XLVI, No. 2, April-June, 2000. 11. Nngarhk, Vol. VII, Oct.-Dec., 1975, No. 14. Urban Development and Higher Education 397

Appendix 12.1

CONSTITUTION AND STRUCTURE OF MUNICIPALITIES

Constitution and Composition of Municipalities According to the Department of Urban Developnnent, the 74th Amendment Act provides for setting up of three types of municipal bodies, viz. Nagar Panchayat for transitional area, that is to say an area in transition from a rural area to an urban area. Municipal Council for smaller urban area and Municipal Corporation for larger urban area. However, the set-up of the Urban Local Bodies is governed by the provisions of the concerned municipal law^. The criterion of population for the above bodies have been left to be decided by the State Government. As guidelines provided in Article 243Q indicate, the State in categorizing them will take into consideration the populahon of the area. The density of population, revenue generated for local administration, the percentage of employment in non-agricultural activities, economic importance of such area and other factors which may be deemed fit for the purpose. Regarding the total number of Urban Local Bodies at present, the Department has stated that as per the 11th Finance Commission's Report, June 2000, the total number of Urban Local Bodies is 3682. Municipalities, whether they are Nagar Panchayats or Municipal Councils or Municipal Corporations, are to be constituted in accordance with the provisions of Part IX-A of the Constitution. All seats in a Municipality are to be filled by direct election from territorial constituencies in the municipal area and for this purpose the municipal area has to be divided into territorial constituencies known as wards. But in addition to directly elected members the State Legislature may by law provide for the representation of the following also:

(i) Persons having special knowledge or experience in municipal administration. But they will not have right to vote. (ii) Members of the House of the People and Members of the Legislative Assembly of the State representing constituencies which comprise wholly or partly the municipal area. (iii) The Members of Council of State and the Members of Legislative Council of the State registered as electors in the Municipal area. (iv) Chairpersons of the Committees constituted by the Legislature in addition to Ward Committees.

As regards the constitution and composition of the Municipalities, the following detailed guidelines have been laid down in the Act; 398 Extension Education Services

Reservation of Seats for Scheduled Castes and Scheduled Tribes Article 243T provides for reservation of seats for Scheduled Castes and Scheduled Tribes. The number of seats reserved for them should bear the same proportion to the total number of seats to be filled by direct election as their population in Municipal Area bears to the total population of the Muiucipal Area. Such seats may be allotted by rotation to different constituencies in the Municipality.

Reservation of Seats for Women -This is an outstanding feature of the Seventy-fourth Amendment. It provides that not less than one-third of seats reserved for Scheduled Castes and Scheduled Tribes shall be reserved for women belonging to Scheduled Castes and Scheduled Tribes. It also provides that not less than one-third (including seats reserved for ^heduled Castes and Scheduled Tribes women) of total seats to be filled by direct election in every Municipality shall be reserved for women and such seats may be allotted by rotation to different conshtuencies in the Municipality.

Reservation of Offices of Chairpersons Offices of Chairpersons shall be reserved for Scheduled Castes, Scheduled Tribes and women but the manner in which offices of Chairpersons shall be reserved has been left to the State Legislature to provide by law made by it.

Reservation for Backward Classes For reservation in favour of Backward Classes of citizens provision is not mandatory. Clause (6) of Article 243T provides that nothing in this part shall prevent the Legislature of a State from making any provision for reservation of seats or offices of Chairpersons in the Municipality in favour of Backward Classes of Citizens.

Qualification for Membership Article 243V provides that qualifications of members of Murucipalities shall be the same as those of members of State Legislatures unless the State by law provides otherwise with the exception that the minimum age prescribed for members is 21 years.

Constitution and Composition of Wards Committees Article 243S provides that there shall be constituted Wards Committees consisting of one or more wards within the territorial limits of Municipalities having a population of 3 lakhs or more. The composition and territorial area of a Wards Committee and the manner in which seats of a Wards Committee shall be filled has not been provided in the Constitution. These things have been left to be provided for by law made by State Legislature. A member of the Municipality representing a ward within the Urban Development and Higher Education 399 territorial area of a Wards Committee shall be member of the Wards Committee. Where a Wards Committee consists of only one ward, the member of the Municipality representing that ward shall be the Chairperson of that Wards Committee. Where Wards Committee consists of two or more wards one of the members representing those wards in the Municipality shall be elected as Chairperson of the Wards Committee by the members of the Wards Committee.

State Finance Commission The State Finance Commission which is cor\stituted for Panchayats under Article 243. I also reviews the financial provision of the Municipalities and make recommendations to the Governor regarding principles which should govern the following matters:

(i) Distribution between the State and MunicipaliHes of net proceeds of taxes, duties, tolls and fees to be levied by the State which may be divided between them and allocation of such proceeds between Municipalities at all levels; (ii) Principles which should govern the determination of taxes, duties, tolls and fees which may be assigned to or appropriated by Municipalities; (iii) Principles which should govern grants-in-aid to Municipalities form the Consolidated Fund of the State; (iv) Measures necessary to improve the finances of Municipalities; and (v) Any other matter referred to it by the Governor.

District Planning Committee Article 243ZD provides for Cor\stitution of District Plarming Committee. The composition of the Committee, filling of seats, manner of election of Chairperson shall be provided by law made by State Legislatures provided that not less than four-fifths of the total number of members of such Committees shall be elected by and from amongst the elected members of Panchayats at district level and of the Municipalities in the district in proportion to the ratio between the population of rural and urban areas in the district. The 74th Amendment Act has initiated a systematic process to accord a constitutional status to Urban Local Bodies. With the emergence of a large number of women elected representatives in Urban Local Bodies, the opporturuties to empower women in these bodies have increased substantially. The women Councilors have to play an important role as intermediary links between specific policies and programmes and women at grass-roots level. In this regard, they have to maintain close interaction with NGOs and CBOs to facilitate them to have adequate access to public initiatives. 400 Extension Education Services

Further, according to the Department, the Women Councilors, Mayors and Chairpersons should be able to address the key issues of the provision of basic services and also act as the representative voice of weaker sections who have been left out from the mainstream of the development process. They should also be instrumental in re-orienting the Municipal Budget to support civic activities such as, provision of clean drinking water, hygienic surroundings, immunization of children, primary education, preventive health care scheme, child welfare, education of girls, economic empowerment of women, gender equality, civil rights and civic responsibilities. Women Councilors have to also safeguard the interests of the deprived and ensure appropriate allocahon of social sector schemes and efficient use of resources. Women Councilors can promote partnership between the community structures, the Government and other stakeholders. Women Councilors also have to look into the discrimination against women in various social activities to achieve equity in all walks of life.

Powers and Responsibilities of Municipalities Article 243-W of the Constitution which provides for powers, authority and responsibilities of Municipalities, etc. states that subject to the provisions of this Article, the Legislature of a State may, by law, endow:

(a) the Municipalities with such powers and authority as may be necessary to enable them to function as institutions of self- government and such law may contain provision for the devolution of powers and responsibilities upon Municipalities, subject to such conditions as may be specified therein, with respect to: (i) the preparation of plans for economic development and social justice; and (ii) the performance of functions and the implementation of schemes as may be entrusted to them including those in relation to the manner listed in the Twelfth Schedule; (b) Similarly, the legislation passed by the State legislature may endow the Wards Committees with such powers and authority as may be necessary to enable them to carry out the responsibilities conferred upon them including those in relation to the matters listed in the Twelfth Schedule. The matters as listed in the Twelfth Schedule which are as follows: (See Appendix 12.2) Urban Development and Higher Education 401

Annexure 12.2

TWELFTH SCHEDULE (Article 243W)

Functions Allocated to Urban Local Bodies

1. Urban planning including town planning. 2. Regulation of land-use and coristruction of buildings. 3. Planning for economic and social development. 4. Road and bridges. 5. Water supply for domestic, industrial and commercial purposes. 6. Public health, sanitation conservancy and soUd waste management. 7. Fire services. 8. Urban forestry, protection of the envirorunent and promotion of ecological aspects. 9. Safeguarding the interests of weaker sections of society, including the handicapped and mentally retarded. 10. Slum improvement and up-gradation. 11. Urban poverty alleviation. 12. Provision of urban amenities and facilities such as parks, garden, playgrounds. 13. Promotion of cultural, educational and aesthetic aspects. 14. Burials and burial grounds; cremations, cremation groimds and electric crematoriums. 15. Cattle pond; prevention of cruelty to arumals. 16. Vital statistics including registration of births and deaths. 17. Public amenities including street lighting, parking lots, bus stops and public conveniences. 18. Regulation of slaughter houses and tarmeries.

C h a pter 13

RURAL DEVELOPMENT AND HIGHER EDUCATION

"In the process of rural transformations, the time is now for each person to lend a finger of cooperation if not with mind, then with body; if not with body, then with wealth; if not with wealth, then with encouraging or urging others to cooperate. If each were to lend one small finger, together the mountain would be lifted. And when the subtle ties which join us together in universal brotherhood are recogiuzed as unbreakable, then cooperation will become inevitable, and together we will reach new and greater heights. The success of democracy depends not orJy on the iristitutional forms that are adopted, but also on tne vigour of practice. The political challenge for people arovmd the world today is not just to replace authoritarian regimes with democratic ones. Beyond this, it is to make democracy work for ordii\ary people." —Amartya Sen

13 CHAPTER

Rural D evelopm ent and Higher Education*

"We have to ensure that every Indian has a shelter and poorest of the poor have access to a life of dignity. The key to this new society is fast economic development and rapid social change. We have to ensure growth with equity so that every Indian benefits from India's prosperity." —Atal Behari Vajpayee

"Just as the whole universe is contained in the self, so is India contained in the villages." —Mahatma Gandhi

The rapid explosion of knowledge that is taking place all over the world, creates a moral obligation on the University system to work for its dissemination amongst the masses, in addition to its age-old work of generating new knowledge. Both the tasks are now so inherently linked that any disequilibrium between these two will defeat the very purpose of education at all levels. This makes it imperative to work for eradication of illiteracy as a beginning of the process of bridging the gap between haves and have-nots in opportxmities for acquisition of knowledge. We have, therefore, started programmes of advilt literacy and post-literacy to be progranunes implemented by universities. The UGC has taken a big step in declaring Adult Education as the third dimension, of equal importance as teaching and research. However, unless this approach pervades all sectors of university system, UGC's declaration will lose its meaning and impact.' UGC should make extension as a statutory obligation on the part

* See Annnexures 13.1: Working of Panchayati Raj Institutions: and 13.2; Eleventh Schedule (Article 243G). 406 Extension Education Services

C h a r t 13.1

Visits to villages for action Dividing the rural areas Weightages by universities among colleges in the and colleges to field work jurisdiction of a university Complete rapport with the Each village allocated villagers by the team of teachers and students Higher Education

Teaching Research

•Theory and Practice of Rural Politics of Rural Government Development Administration of Rural Rural Development •Rural Sociology Development •Rural Government Removal of Rural Poverty •Rural-Urban Relationships Participatory Research •Models of Rural Development ■Advocacy

Lectures > Seminars/Workshops

of every college/university department and also set-up extension education uruts with a teacher in-charge at once. This teacher would also act as a co-ordinator of programmes in adult and continuing education, NSS, Plarming Forum and Population Education. The Centre/Department of Adult Continuing Education and Extension in universities have a very Rural Development and Higher Education 407

important responsibility in prom oting this task.^ According to our late Prime Minister, Pandit Jawaharlal Nehru, "A University stands for humanism, for tolerance, for reason, for progress, for adventure of ideas and for the search of truth." If the universities are to discharge their social responsibility, they must leam to analyse the numerous social, economic and cultural problems with which modem man is faced. In the Policy Frame of the University Grants Commission, it has been observed, inter-alia, that if the University system has to discharge its responsibilities adequately to the entire educational system and to the society as a whole, it must assume extension as its third important responsibility and give it the same status as research and teaching. This is a very significant area which has hitherto been badly neglected and which should now be developed on the basis of high priority. Rural India is where three-fourth of our covmtrymen live. The nation can, therefore, be strong and prosperous only when all villages are freed from backwardness and poverty. The Government of India is committed to bringing about rapid and sustainable development in rural India through various programmes, which the Hon'ble Prime Minister in his address to the Nation on October 16, 1999 reiterated while observing, "India needs a Government that will reach out to the last person in the last row." Panchayats have been the backbone of the Indian villages since the beginning of the recorded history. Gandhiji, the father of the nation, in 1946 had aptly observed that the Indian Independence must begin at the bottom and every village ought to be a Republic with Panchayat having powers. Gandhiji's dream has been translated into reality with the introduction of the three-tier Panchayati Raj system to ensure people's participation in the great task of rural reconstruction.* Rural Poverty even after 50 years of independence and planned development is still very high. Nearly 35 percent or above of rural population are below poverty line. Our past experience with the implementation of rural development programmes has not been very encouraging. Leakages, corruption, lack of sectoral integration and absence of people's participation have contributed to their limited impact. An effective delivery system is an essential prerequisite for the success of any poverty-alleviation programme. Realising this, steps have been taken towards promoting decentralisation of power and nurturing local self-governments through Panchayati Raj Institutions. Panchayats have been the backbone of the Indian villages since the beginning of the recorded history. Gandhiji's dream of every village being a republic has been translated into reality with the introduction of Three-Tier Panchayati Raj system to enlist people's participation in rural reconstruction. 24th April 1993 is a Landmark day in the history of Panchayati Raj in India, as on this day the Constitution (73rd 408 Extension Education Services

Amendment) Act, 1992 came into force to provide constitutional status to the Panchayati Raj Institutions. Let us discuss the term democratic decentralization, on which the framework of rural development has been designed. It gives the hope of cracking open the blockages of an inert bureaucracy, giving more direct access forms the people to the government and the government to the people and stimulating the whole nation to participate in national development plans. ExisHng scholarship however points out a major hiatus between precepts and practices. Experiments with local government have ended in chaos and barJcruptcy, 'decentralized' structures of administration only act as a more effective tool for centralizing the power, regional and district committees in which government officials make decisions while the local representatives sit silent, village councils, where local people participate but have no resources to allocate. Yet, a union of the village communities, each one forming a separate little State in itself, has contributed more than any other cause, to the preservation of the people of India through all the revolutior\s and changes which they have suffered; and is, in a high degree, conducive to their happiness, and to the enjoyment of a great portion of freedom and independence. More than ever, there is an increasing awareness about national integration and adherence to certain national values and concerns; observance of secular, scientific and moral values; inculcation of an understanding of our composite culture, with its rich diversity, of our history, the history of freedom struggle and of the achievements of independent India; creation of an awareness of the importance of protection of envirorxment and observance of small family norm; and stress on commitment of youth to manual work and social service. While these aspects have received due attention in the past, further reorganisation of the content and process of education on these lines would be a matter of foremost priority through extension services. The provisions of the Panchayats (Extension to the Scheduled Areas) Act, 1996 extends to Panchayats in the tribal areas of Andhra Pradesh, Chhattisgarh, Gujarat, Himachal Pradesh, Jharkhand, Maharashtra, Madhya Pradesh, Orissa and Rajasthan. This has come into force on 24 December 1996. All States have passed laws to give effect to the provisions contained in the Act 40 of 1996, except J and K. Mahatma Gandhi underlined the importance of individuals in the Panchayati Raj Structure. To quote him: "In this structure composed of innumerable villages, there will be ever widening, never ascending, circles. Life will not be a pyramid with the apex sustained by the bottom, but will be an oceanic circle, whose centre will be the individual, always ready to perish for the village, the latter ready to perish for the circle of villages, till at last the whole becomes one life composed of individuals, ever humble sharing the majesty of the oceanic circle of which they are Rural Development and Higher Education 409 integral units." Gandhi outlined his concept of the 'ideal' society in an article in Harijan in 1946. Indian independence must begin at the bottom. Thus, every village will be a republic or Panchayat, having full powers. It follows, therefore, that every village has to be self-sustained and defending itself against the whole world. It will be trained and prepared to perish in the attempt to defend itself against any onslaught from without. Thus ultimately, it is the individual who is the imit. But this does not exclude dependence on willing help from neighbours or from the world. It will be free and voluntary play of mutual forces. Such a society is necessarily highly cultured in which every man and every woman knows what he or she wants and, what is more, knows that no one should want anything that the others cannot have with equal labour. Panchayat have been a vibrant and dynamic identity of the Indian villages since the beginning of recorded history. Experts believe that the concept of self-govemance existed during Rig Vedic period (around 1200 B.C.). There were "Village Sabhas" and Gramins (Assemblies of Village elders) who took interest in the welfare of villages. The system of Panchayati Raj is thus deeply rooted in our tradition. From time immemorial, this system has exercised powers, both executive and judicial. This village government"took decisions and actions based upon religious values and customs and traditional conventions with respect to various matters. In this process, higher education institutions can play a significant role to promote rural development to enrich life of villagers. Rural and Urban Local Bodies deal with social, economic, legal and political problems at grassroots level. The prosperity of the nation to a great extent, depends upon proper functioning of these bodies. This was realised by the founding fathers of the Constitution of India. The chapter on 'Directive Principles of State Policy' provided that the State shall take steps to orgaruse Village Panchayats and endow them with such powers and authority as may be necessary to enable them to fimction as units of self-government. After enactment of the Constitution and its enforcement, the first step for rural upliftment was the emphasis on Community Development Projects in 1952. However, the Commimity Development Projects, soon found themselves floundering in a vacuum, in the absence of effective instruments for people's participation. In order to secure such participation, the Committee on Plan Projects constituted a Study Team headed by late Shri Balwant Rai Mehta in 1957. The historical report of the Balwant Rai Mehta Committee which was submitted in 1957 made the following important recommendatior\s:

(i) There should be a three-tier structure of local self-govenmient bodies from village to district level and these bodies should be linked together; 410 Extension Education Services

(ii) There should be a genuine transfer of power to these bodies to enable them to discharge their responsibilities; (iii) Adequate resources should be transferred to these bodies so that they can function effectively; (iv) All welfare and development schemes and programmes upto the district level should be channelled through these bodies; and (v) The Panchayati Raj system should facilitate further devolution and dispersal of power and responsibility in future.

After this many committees were appointed like Ashok Mehta Committee, Sarkaria Commission to streamline the functioning of PRIs. The 73rd and 74th Amendments to the Constitution were made in order revitalize the Rural and Urban Local Bodies respectively by giving them Constitutional status, allocating powers and functions, making provisions for finances, ensuring regular elections and providing for reservation of seats for SCs, STs and women and weaker sections so as to er\sure their participation in the political process at all levels. These Amendments have also provided for reservation of offices of Chairpersons at all levels of Local Bodies to ensure their effective role in decision-making.^ (See Annexture 13.1)

Seventy-third Amendment Act, 1992 The main features of the Constitution (73rd Amendment) Act, 1992 are:

• Establishment of a three-tier structure. (Village Panchayat, Intermediate Panchayat and District Panchayat) in States which have a population of 20 lakhs and above. • Regular elections to Panchayats every five years. • Reservation of seats of Members and offices of Chairpersons to Scheduled Castes and Scheduled Tribes in proportion to their population. • Reservation of not less than l/3rd seats of Members and offices of Chairpersons for Women. • Constitution of State Finance Commissions every five years to recommend measures to improve the finances of Panchayats. • Constitution of State Election Commissions. • Gram Sabha at the village level.

The Constitution 73rd Amendment Act, 1992 provides reservation for women of not less than one-third of the total number of seats of Members and Chairpersons at all three levels of Panchayati Raj Institutions (i.e.. Gram Panchayat, Intermediate Panchayat and District Panchayat). Rural Development and Higher Education 411

Extension Agencies in Higher Education System Adult and Continuing Education Department in the Universities: Awareness generation among people and elected Members. Women Study Centres: Women Development and Empowerment. NSS, NCC: Education to the people through Demonstration. Science and Technology: Appropriate Technology. Political Science and Public Administration: Training to elected members and Bureaucracy. Law Department: Legal awareness. Research in Rural Development and PRIs. Functions entrusted to PRIs are as follows (See Appendix 13.2). Higher education system can do a lot through its basic hmctions and exter\sion hxncttons in the achievement of above functions for the rural development . Approach: The higher education system can approach this problem through the following methods:

1. Extension 2. Teaching 3. Research 4. Consultancy 5. Seminars/Workshops 6. Public Lectures

Extension Most of the Universities and Colleges have the departments of Adult and Continuing Education, NSS, NCC, Women Study Centres/ Cells, etc. which can be a great source of strength for educating and generating awareness among them about the issues of rural life and how to tackle them. In addition, new cells may be set-up by the system of higher education for rural development upon which depends the future of India. Let us discuss them. A General Motivation of the rural people to ensure that participation in noral instituhons especially Gram Sabha is essential. The cornerstone of any system of decentralised governance is people's participation. And yet, this is probably the most difficult aspect of quality in governance to achieve. In the context of the Panchayat Raj system, the institutional framework for guided participation has been in existence since long. The Constitution of India in Article 243-A makes the Gram Sabha an integral part of the Panchayati Raj system and provides for assigning functions to it and empowering it to perform such functions. However, Gram Sabhas are perhaps the most neglected institutions of all PR institutions. Every PR law gives a prominent legal position to the institution of the Gram Sabha, but in practice, this is only a formal obeisance. Often, one is told, the utopian concept of people getting together to solve their problems does not work in the cold reality 412 Extension Education Services of local politics and power structures. We believe that if the concept does not work, it signifies an essential failure of democracy and renders weak the entire edifice of decentralised democratic governance through Panchayati Raj Institutioris that is built on thia principle. To neglect the Gram Sabha is a sub-optimal developmental strategy. A well functioning institution of Gram Sabha could work wonders as an instrument of people's empowerment, in more ways that we may well imagine. The higher education system should provide academic inputs to supplement all efforts towards effective democratic decentralization otherwise it would be almost futile without making the Gram Sabha truly representative of the people, their aspirations and their management skills. Empowering Gram Sabhas will surely dilute the discretionary powers of the Grama Panchayat members and reassert the character of villages as social units; regardless of for whom individuals vote.^ Such participation would serve the following purposes:

(i) Creating will and determination among the members of the rural community for improvement in their present and future life; (ii) Identification and development of the rural local resources, thereby generating self-reliance among the community; (iii) Achieving integrated rural area co-ordination among various agencies interested in commimity welfare; (iv) Mobilising the available manpower for productive and useful activities; (v) Keeping the members constantly informed about the developments in the area; (vi) Arranging fimctional literacy programmes which can help them in understanding new technology;

Process of Participative Management Rural Development and Higher Education 413

(vii) Organising various clubs of youth, women to serve as centres of discussion and development; (viii) Providing an open forum for the community to discuss its problems and find indigenous solutions, which may be efficient and economical; (ix) To develop local leaders who can further educate and mobilise the people in the area; (x) Encouraging the people to adopt modem changes, which can accelerate their socio-economic development; (xi) Arranging extra-curricular activihes to generate social awareness through well designed publicity; and (xii) Encouraging the people to develop themselves rather than depend upon the Government for all activities and thus become self-reliant, which is the key to development.

Though people's participation is a pre-condihon for success of development programmes and there must be an inbuilt mecharusm to involve people in their conceptualisation, planning, implementation, morutoring and management of resources (funds). This may increase the efficacy and acceptance of the programme on one hand and reduce the operational and administrative costs on the other. Meaningful participation is concerned with achieving power, i.e., the power to influence the decision that affects one's livelihood. So power is the key variable to influence decision-making and lack of it not orJy causes but also perpetuates the ill-being of the poor. Thus, participation, power and well-being are inter-linked. Indian experience has been altogether different as policies and programmes meant for development of poor have rendered only intoxicating impact and have genuinely not been concerned with sharing power. 414 Extension Education Services

We believe that the ideals of decentralization and the requirements of day-to-day governance are highly compatible; indeed they complement and reinforce each other. Yet decentralized governance cannot be static and fall into a rut; it demands constant and dynamic evolution to keep pace with changing aspirations of people and absorption of changes and irmovations in technology and management processes, failing which the concept of decentralization would not be fully served. This requires a great support from higher education system. Our vision for carrying decentralization forward has been succinctly explained by Sh. M.Y. Ghorpade, the Honourable Minister for RD & PR Karnataka as follows:^ "The cardinal principle is that what is appropriate at a given level of the three-tier system should be done at that level and not unnecessarily at a higher level."

Awareness Generation The success of decentralization will not be easily achieved; it vitally depends upon a large number of elected representatives and officials, liie new dispensation that we envisage will cause fimdamental changes in the way local elected representatives and officials handle their work. Improving the capacity of all players will be vital to ensure the success of decentralization reform. We will also need a mass sensitization campaign to inform people how important it is for them to contribute to the growth of their own decentralized institutions through vigorous practice of democracy. Capacity building will concentrate on two aspects, namely, training and continuous handholding through volunteer participation. With respect to training there again are two aspects, namely, skill training and attitudinal training. Boti\ will have to proceed in tandem.’’ The new decentralization model envisages a greater devolution directed at empowering the people as also the Gram Panchayats, it also aims at changing the existing concept of a hierarchy of PRIs and replacing it with the new concept of PRIs being spheres of government rather than tiers. As a consequence of each PRI working as a largely independent sphere of government within the tasks assigned to it, there will be lesser time spent by each tier in overseeing the work of tiers at lower jurisdictional levels. Officials and elected representatives who see their present positions in the PRI hierarchy as a sign of their superior power may perceive the shift towards empowerment of Gram Panchayats and Gram Sabhas as an erosion of their power. There is a great need to bring to the notice of elected representatives and officials the opporturuties that lie for them to enrich their work content through the process of decentralization. The new role for the officials and elected representatives as trustees of the people will be one of building the capacities of their people. Decentralization is not disempowerment. No elected representative or official would be content in the belief that the people that he serves are either ignorant, or apathetic or both. However, Rural Development and Higher Education 415 to carry this message down and cause a change in mindsets is a far more difficult thing to do than to impart specific skills. Issues such as gender ser\sitization of PRI representatives, creating a relationship of greater trust between the PRI representatives and officials and training of PRI representatives in organizing inter-tier arrangements better, all require changes in mindset. There will have to be a greater concentration on developing effective training strategies in this regard. Such training cannot be structured beyond a point, and it requires sensitive handling. Much success can be achieved by using those who are committed to decentralization in the non-govemment sector to support government initiative in this regard. In order to supplement skill and attitudinal training it is absolutely necessary to get support from higher educating system that aids PRIs in performing tasks that some consider are beyond their capacity at present. There are several issues that concerns how we could institutionalize such arrangements. There are examples that are available elsewhere and best practices could be used. The creation of awareness is integral to social development. The possibility for the power of commurucation to liberate the minds and potential of members of Gram Sabha to critical awareness is real in every field to human development, and the generation of public will hinges on effective communication of information and ideas that relate to people's needs, aspiration and capacities for progress in thought and action. In this sense, getting development process started is largely the task of information, education and communication. Information, education and communication (lEC) activities are essential ingredients of a development programme and play a crucial role in opening the gateways to social transformation. Higher education system can play a great role in this task. It is now increasingly realized that the willing participation of the people in the development process is a pre-requisite for attairung the objectives of various development programmes. Lack of awareness has been a major difficulty in securing people's participation in the development process, in view of which the lEC activities assume particular significance since they make systematic, co-ordinated and effective use of information for the education of the people and communicate such information in a manner that makes it "empowering knowledge."®

Women Empowerment Women study centers in Universities and Colleges can promote the cause of women empowerment. As on December 31, 1998, total elected members of the Panchayati Raj System comes to 29,15,091, i.e. 15,509 at district level, 148,697 at block level and 27,50,885 at village panchayat level. The constitution has placed enormous responsibility on the Gram Panchayats to formulate and execute various programmes of economic development and social justice. Therefore, the elected representatives will 416 Extension Education Services

have to acquire required skills and be given appropriate orientation. It is a very challenging task to train all of them as it would require tremendous resources and infrastructure. Women who number 498.7 million according to 2001 census, represent 48.2 per cent of country's population of 1,027.01 million. Though there have been various shifts in policy approaches in the last 50 years from the concept of welfare in the 70s, to development in the 80s, and now the empowerment in the 90s, the Department of Women and Child Development, since its incephon has been implementing special programmes for holistic development and empowerment of women with welfare programme, particularly in the sectors of health, education, rural and urban development, etc. IniHatives undertaken in the area of women's empowerment include:

• Welfare and Support Services • Employment and training • Socio-economic programme • Swayamsiddha • Swa-shakti Project • Balika Samriddhi Yojna • Plan of Action to combat Sexual Exploitation of women and children • Declaring 2001 as Women's Empowerment year • Instituting National Commission for women • Rashtriya Mahila Kosh • National Iristitute of Public Cooperation and Child Development • Central Social Welfare Board • Food and Nutrition Board • Information and Mass Education

According to the Department of Elementary Education and Literacy the National Policy on Education (NPE) 1986, recognizes that the education of girls is possibly the most critical pre-condition for the empowerment of women. The consequent Programme of Action which includes Education for Women's Equality, privileges the role of education as an instrument to bring about change in the status of women. Departing from the first National Education Policy of 1968 which was committed to the provision of equal education opportimity, the NPE 1986, brought the fundamental issue of women's equality to the center stage. According to this policy, "Education will be used as an agent of basic change in the status of women. In order to neutralize the accumulated distortions of the past, there will be a well-conceived edge in favour of women. This will be an act of faith and social engineering. The removal of women's illiteracy and obstacles inhibiting their access to, and retention in, elementary education will receive overriding priority. Rural Development and Higher Education 4 1 7 through provision of special support services setting time targets and effective monitoring. The following table indicates the literacy rate in India and male and female literacy rates in the country from 1951:

Table 13.1 Female Literacy Rate

Census Y e a r Persons Males Females Male-female

g a p i n

literacy rate

1951 18.33 27.16 8.86 18.30 1961 28.30 40.40 15.35 25.05 1971 34.45 45.96 21.97 23.98 1981 43.57 56.38 29.76 26.62 1991 52.21 64.13 39.29 24.84 2001 65.38 75.85 54.16 21.70

Source: Census of India. It is evident that the gap in male-female literacy rates of 18.30 percentage points in 1951, increased to 26.62 in 1981, but has improved since then. In 1991, this gap was reduced to 24.84 and in 2001 it has further gone down to 21.70 percentage points. These declines according to the Department of Elementary Education and Literacy are bound to be slow initially as a result of the continuing past legacy of a large number of adult illiterate women, but will show accelerated trends in the coming decade. The following table indicates the number of literates and illiterates in the population aged 7 years and above, and their change from 1991 to 2001;

Table 13.2

Literates/Illiterates Persons Males Fem ale

Literates 1991 358,402,626 228,983,134 129,419,492 2001 562,010,743 336,969,695 225,041,048 Increase in 2001 over 1991 203,608,117 107,986,561 95,621,556 Illiterates 1991 328,167,288 128,099,211 200,068,077 2001 296,208,952 106,654,066 189,554,886 Increase in 2001 over 1991 -31,958,336 -21,445,145 -10,513,1191

Source: Censues of India. 418 Extension Education Services

It is seen from foregoing table that out of the 203 million added to the literate population during 1991-2001, 107 million were males and 95 million were females. On the other hand, during this period the contribution to the total decrease of 31 million among illiterates is dominated by males (21 million) as compared to the females (10 million). The following measures be taken on priority basis to achieve the objective of educahon for all and especially for girls:

(i) Universal enrolment of all children. (ii) Provision of primary school, within one kilometer of walking distance. (iii) Facility of non-formal education for school drop-outs, working children and girls who cannot attend schools. (iv) Reduction of drop-out rates especially of girls. (v) Achievement of minimum levels of learning by all children at the primary level, and introduction of this concept at the upper primary stage on a large scale. (vi) Increased allocation of funds for various schemes/ programmes initiated for girls' education and optimum utilization of allotted funds. (vii) Taking up of intensive awareness generation activities for bringing about change in societal attitudes towards girls' education. (viii) Orientation of educational policies to take care of specific needs and requirements of girls and women, particularly in their socio-economic context. (ix) Orientation of policies in other sectors for providing support and facilitating access to services like pure drinking water, fuel, fodder and creches, thus freeing them from the drudgery of household chores, to help girls attend to their education. (x) Gearing up of economic policies to improve employment of women and their earning capabilities so that they can relieve the girls for educational activities. (xi) Exploring the possibilities/potential of imparting distance education, through TV, to reach backward areas—SC/ST/ Rural Women/nomadic tribes/slum-dwellers of urban centres.

An effective monitoring system is a necessity for the successful implementation of education programmes. Regular visits by high level teams from the Department of Education to educationally backward states should be undertaken. Review meetings of Education Secretaries of the States should be periodically held at the center to assess the progress made and to identify the shortcomings and lacunae in the various schemes with a view to taking suitable remedial measures. Otherwise policies and programmes will continue to set targets and make laudable projections which will never be achieved.’ Rural Development and Higher Education 419

To strengthen the Panchayati Raj Institutions, it is essential to empower the elected representatives at all levels with necessary knowledge and skills so that they can discharge their constitutional obligatior\s. According to the Department of Rural Development, as a result of election of Panchayats in all the States, there are about 3.4 million elected representatives at all levels of Panchayats. Out of this, an overwhelming majority are new entrants, particularly, from the weaker sections of society, i.e. Scheduled Castes, Scheduled Tribes and Women. The Constitution having placed vast responsibility on the Gram Panchayats to formulate and execute various programmes of economic development and social justice, elected representatives will have to acquire required skill and given appropriate orientation. Therefore, a time bound and systematic programme to provide training to the elected representatives on a very large scale is the most important pre-requisite for the success of the Panchayati Raj Institutions. To achieve this, these programmes include subjects like—(a) Roles and Responsibilities; (b) Panchayat Laws and related subjects; (c) Rural Development Schemes; (d) Social Security Schemes; (e) Decentralised Planning; (f) Accounts and Procedures; (g) How to effectively conduct meetings of Gram Sabhas; (h) Roles and Respor\sibilities of Standing Committees; (i) Behavioural aspects like Inter-Personal Relations, Conflict Resolution, Public speaking and Community Mobilisation; (j) Gender issues, etc. The participants of such Training Programmes include Chairpersons and Members of Village Panchayats. Chairpersons and Members of Intermediate panchayats and Chairpersons and Members of District Panchayats, Panchayat functionaries like Gram Sewaks, Block Development Officers and Officers attached to the District Panchayats. Traiiung Modules are prepared separately for each tier. These Trairungs are basically participatory training where all the participants are kept fully involved in the subject. Though reservations for women in Rural and Urban local bodies have been made to encourage them, yet they seem to be reluctant to come forward and take initiatives. The lack of awareness among women about their role and responsibilities and their ineffective participation is due to factors such as lack of education, purdah system, non-availability of honorarium and conveyance allowance for attending meetings, etc. The following may be done by the system of Higher Education;

(i) Arrange training programmes at block level and by block- based trainers at village level. For women, it is not practicable to go and attend training camps at distant places. (ii) Exclusive training for women representatives be organised at all the three levels focusing on: (a) Legal rights under the Panchayati Raj System, (b) Duties and r .sporxsibilities, (c) Management skills, (d) Plan formulation and implementation, (e) Accounting procedure, and (f) Budget, etc. 420 Extension Education Services

(iii) The content of the training programme should be prepared after proper consultations and discussions between Governmc-nt officials and women's organisations and both sides should be involved in the training process. (iv) Extensive use of local folk media, simple/local language and a variety of audio-visual aids will greatly enhance the quality of trainings. (v) Training may be supported by exposure visits both within and outside the State, organising thematic workshops, etc. (vi) Simple and easy learning materials and practitioners' handbooks must be developed in local languages to strengthen the training component for capacity building of Panchayati Raj Institutions. (vii) Training should be continuous, participatory and interactive in the light of the experience gained. (viii) Proper and effective training should not be allowed to suffer for want of funds and resources. (ix) Although a large number of training institutions are engaged in offering various training programmes, facilities for training of trainers are scanty and not always available to a large number of trainers. It is, therefore, essential that training programmes also provide for role analysis of trainers in terms of knowledge, skills and attitude. (x) Training programmes being run in existing training institutions should be periodically reviewed.’®

Women's expectations and hopes for a greener, cleaner, responsive and representahve politics have gone up. They will send out more clearly and energetically the message of women's empowerment and social development. For that reservation needs to be accompanied by considerable amount of affirmative action programme. The main efforts required in the context of the Conshtution 73rd Amendment is to break the hegemony of male Chauvinism in the rural areas. The rural women cannot achieve empowerment on their own and need support from outside. Higher Education System must make efforts to ensure the following among women;

(i) Creahng a positive and dignified self-image and self- confidence in dealing with all matters and in all relationships. (ii) Ensuring equal participation based on equity and social justice. (iii) Developing ability and maturity to think critically. (iv) Take part in decision-making and participation. (v) Assert when women issues are ignored. (vi) Equality and equity for women are non-negotiable. (vii) Political power is essential. Rural Development and Higher Education 421

Women's expectations and hopes for a greener, cleaner, responsive and representative politics have gone up. They will send out more clearly and energetically the message of women's empowerment and social development. For that reservation needs to be accompanied by considerable amount of affirmative action programme. The women study centres/cells may ensure the following among women:

• Confidence building • Conflict resolution • Self-awareness • Self-expression • Motivation • Balancing home and work • Managing one's image • Assertiveness • Setting goals

Women's Studies is a critical input to promote better understanding of women's contribution to social processes within social, technological and environmental change, their struggles and aspirations, conceptual obstacles that make them "invisible" in many areas of scientific enquiry. The programme aims to investigate and remove structural, cultural or attitudinal causes of gender discrimination, and thus empower women to achieve effective participation in all areas of national or international development The four dimensions to be supported by Higher Education System are:

(i) Research to advance the frontiers of knowledge, develop human resources and produce teaching/learning material in pursuit of the above aims. (ii) Teaching to change present attitudes and values of men and women to one of concern for gender equality. Existing biases and deficiencies in curriculum will be addressed. (iii) Training of teachers, decision-makers, administrators and planners to enable them to play a positive interventionist role for gender equality. (iv) Extension or direct involvement of institutions in women's development activities among the commuruty.

Education can be an effective tool for women's empowerment, the parameters of which are:"

• enhance self-esteem and self-confidence of women; • building a positive image of women by recognizing their contribution to the society, polity and the economy; 422 Extension Education Services

• developing ability to think critically; • fostering decision-making and action through collective processes; • enable women to make informed choices in areas like education, employment and health especially reproductive health; • ensuring equal participation in developmental processes; • providing information, knowledge and skill for economic independence; and • ei\hancing access to legal literacy and information relating to their rights and entitlements in society with a view to enhance their participation on an equal footing in all areas.

The following measures will be taken for achievement of the above parameters and the concerned bureaus and institutiorvs will report on progress as stated above;

(i) Every educational institution will take up active progranune of women's development; (ii) All teachers and instructors will be trained as agents of women's empowerment. Training programmes will be developed by NCERT, NIEPA, DAE, SRCs, DIETs, SCERTs and the University System. Innovative training programmes will be designed with the assistance of concerned organizations and women's groups; (iii) Gender and poverty sensitization programmes will be developed for teacher educators and adrrurustrators. An environment will be created whereby all the sections of the education sector will become alive and sensitive to the role of education in eliminating gender disparities. (iv) In order to create a greater confidence and to motivate parents to send girls to school, preference will be given to recruitment of women teachers. (v) The common core curriculum is a potentially powerful instrument to promote a positive image of women. The department of Women’s Studies, NCERT will intensify activities already initiated in the area of developing gender missive curriculum, removing sex bias from textbooks and training of trainers/teachers. SCERT and the concerned State level boards and institutions will irutiate similar work. (vi) Funds would require to be re-earmarked in all education budgets for such awareness and advocacy-related activities.

The role of women in rural development is widely known to be prominent and integral within the sector. Experience shows that women constitute a large percentage of the labour force within the agriculture Rural Development and Higher Education 423 sector and possess an inherent amount of knowledge and skills. However, tlvoughout the developing world, social and political boundaries allow the gender division to widen with limited access to technology and education for women. This divide threatens agricultural productivity and the need to meet the challenges of food production for the increasing population. Women also face an unequal distribution of access to and control of land, resources, extension services, farm and non-farm income and credit which effectively limits the economic freedom of women. Absence of adequate gender-specific policy reform and a weak gender sensitive institutional structure prevents sustainable natural resource management and threatens agricultural productivity and efficiency. Only through institutionalizing gender responsive policy and development planning will women have the proper access to land, income, and education that is required to succeed in rural poverty alleviation. There is a need to:

• increase understanding of the gender roles within the rviral sector and constraints faced by women; • increase understanding of linkages of gender-specific policy and institutional reform and productivity, efficiency and sustainability; and • enhance the capacity of participants to initiate policy and institutional reform enabling the empowerment of women in the rural sector.

Women and Men’s Roles in Rural Development and Value of their Work

• women's role as actor in agriculture and non-farm income generation, but also in home production and community work (triple role) compared to men's role; • value of the different types of work of women and men; and • gender analysis (how to perform).

Women have, by and large, been meeting these challenges and establishing their position as leaders in various states. They have proved to be particularly effective in mobilizing community support and raising important issues at Gram Panchayat and Gram Sabha meetings. In some cases, it has been observed that the public participation in Gram Sabha meetings conducted by women is higher than in the meetings conducted by men. Women members have also successfully mobilized the support of the Mahila Mandals active in their areas and, in the process, are succeeding in getting them to actively participate in the decision-making process. Women members are also attending training programmes and acquiring the necessary skills to discharge their role efficiently.’^ 424 Extension Education Services

Structure for Generating Awareness The University through its affiliated colleges can divide the villages among them for intensive exercise policy-making and planning may be done at the University level. While execution may be left to individual colleges, a blue print may be prepared for it. Students must be involved in it and they may be rewarded through giving weightage to Social service. Each village may be further split up among the members visiting the village. In this way, there would be generation of awareness among villagers without any extra cost. Care may be taken that this work should be done in collaboration with rural development Department at Union and State levels. This would also chanelise the energies of students and teachers in constructive channels.

Providing Rural People the Benefits of Modern Science Science and Technology departments of Higher Education system can demonstrate to the rural people the benefits of appropriate technology like Smokeless Chullah, Improved Sanitation methods, etc. Life Sciences departments of higher education system can educate the villages in primary health care and preventive medicine. In this way, total faculty and students can be entrusted the task of rural reconstruction through meticulous plarming and implementation. This will provide the mechanism of translating potential energy of the nation into kinetic energy. The UGC may take this initiative and put the system of higher education into action. We can leam from the experience of Gandhigram Rural Institute, Dindigul. Gandhigram Rural Institute is active both on the campus and its rural environs. The Institute, through its constant and consistent efforts towards achieving Integrated Rural Development, has made a discernible impact on various aspects of the life of the people. The major impacts are in the following sectors: • improved awareness among the people on various development initiatives and efforts; • improvement in the community's knowledge and awareness of different social, economic and political issues; • emergence of entrepreneurial culture in rural areas; • empowerment of women and promotion of women leadership in rural areas; • regeneration of indigenous technical knowledge and the concept of bio-diversity among the farming community; • development of informed leadership in the field of local governance and community-based organisations; • promotion of participatory development in various people- centered development irutiatives; • propagation and practice of cost-effective technology in agriculture, sanitation, housing, drinking water, etc., and • 100 per cent school enrolment in the service areas of GRI. Rural Development and Higher Education 425

1. The Future The Institute proposes to intensify its outreach programmes in 25 villages. The objective is to bring about an overall development in these 25 villages within a time frame of five years. The activities envisaged are: Appraisal of the existing situation and condition, organizing the community, promotion of thrift and savings through self-help groups, promotion of micro-credit-driven micro-enterprises for creating gainful employment opportunities to the poor, taking steps to take care of the health of different sections of the community, developing human resources in rural areas through training and awareness generation, helping in the convergence of various welfare schemes in rural areas, and ensuring participatory sustainable development in all areas of life. The members of staff and students would work towards realizing these goals through action research, placement programme and specific task-oriented projects. Extension is an integral component of the programmes of the Institute and provides the vital link between teaching and research. It constitutes the nerve centre of its programmes and activities. The overall objective of the extension programmes of the Institute is "to develop self- reliant, informed and autonomous rural communities."'^

2. Teaching Most of the Universities and Colleges teaching Political Science, Public Administration, Economics, Sociology, etc. are having papers on rural Government, rural poverty, rural sociology, etc. There are some Universities and Institutes awarding diplomas and degrees in rural Government. There is a need to make these departments effective in pin­ pointing the real problems faced by the rural people. There can be inter­ disciplinary approach in tackling rural issues. Teaching in rural issues are going in on from past. What is needed is to reorient the courses in time with the real issues. Visits to villages and understanding their problems in a particular area should be an integral part of the examination. It may be named as term paper. Students may take up the following in their field visit:

• Develop a good rapport with the people and offer manual labour to create community assets; • Interact with different sections of the people through participatory methods to understand their problems and prospects from their perspectives; • Interact with local level institutions and commimity-based organizations; and • Discuss with their teachers their imderstanding of various issues with reference to theory. 426 Extension Education Services

Let us illustrate with example of courses run by Gandhigram Rural Institute, Dindigul. The academic programmes offered at the Institute may be broadly subsumed under three categories, viz.: (i) on-campus programmes; (ii) distance education programmes; and (iii) open school programmes. The latter two are recent additions.

(i) Social Sciences, (ii) Rural Development and Management and Rural Project Management, (iii) Sociology, (iv) Business Economics, (v) Cooperative Management, (vi) Rural Industries and Management, (vii) Development Administration, (viii) Physical or Natural Sciences, (ix) Chemistry, (x) Rural Technology, (xi) Computer Science, (xii) Languages, (xiii) Distance Education, and (xiv) Open School Education.’^

3. Research Higher education system is already engaged in research issues affecting the lives of several areas. About 100 Ph.D.s and M.Phil. Dissertations are written on areas of rural development. However, we are not making use of the research as there is no mechanism to bring to the notice of the agencies engaged in the implementation of rural programmes. They are also not interested as they prefer in carrying on their work in old style. It is suggested that higher education system through UGC or some Modal University may compile all the research work on rural development and bring it to the notice of Govenunent to ensure analysis and review and take action where appropriate. We suggest the following;

(i) Researches should be action-oriented. (ii) Recommendations should be flexible, practical and result- oriented. (iii) Persons associated with implementation must be dynamic and progressive to accommodate the ideas on knowledge-based research. (iv) Justification of recommendation must be made based on cost benefit analysis. (v) Researches should recommended what can be implemented Rural Development and Higher Education 4 2 7

within resource constraint. (Vi) Researches should enrich both officials and Non-officials in their conceptualisation of ideas. (vii) Researcher may invite the persons of the institution, for which research has been done to share his views. (viii) Research should be a continuous affair. (ix) Science and Technology Departments should provide research in the area of potable water, sewerage, food security, primary health care which is affordable.

Let us again give the example of GRI. In order to develop an apHtude for research among the students, the Institute has included submission of a project report/dissertation on a subject specific issue. This is obligatory for all academic programmes of the Institute. This is a uruque feature of education in GRI, which enables the students to develop insights into whatever subjects they specialize in. These research projects/dissertations are exploratory and experimental in nature, in most cases. Action research has been carried out in the following areas:

De-fluoridation of water using burnt clay. Development of de-fluoridation unit for riiral application. Search for analgetic agents from plant sources. Use of plant materials for purification. Development of varnish from biomaterial wastes. Energy conservation technologies. Women and Development, Poverty and hunger reduction. Status of girl child and female infanHcide, Status of street children and child labour. Issues/Problems in Reproductive child health. Problems in coconut production and marketing, Vermicomposting, Mushroom cultivation. Resource analysis and mapping. Watershed management, Panchayati Raj system. Common property resource management. Sustainable agriculture management, and Rural Health and Environmental Sanitation.

Whatever be the nature of the research programmes, their relevance to the life of the poor remains, the bottom line. The action research component of the Institute usually leads to the development of a new technology for rural areas, or for the upgradation of existing traditional technologies to serve the end users in a better marmer. 428 Extension Education Services

Transfer arid adaptation of technologies are given emphasis under the Rural Extension component of the Institute. GRI's rural-biased achon-oriented research has resulted in reorienting and restructuring some of the policies of the central and state Governments in the field of rural development. The staff of the faculty serve as members in expert committee, task force and working groups constituted by the government in the field of local governance, water and sanitation, nutrition, pre-school education, appropriate technology, poverty reduction, women and child welfare and so on. They also extend consultancy services to national and international agencies working in the field of rural development. The major advantages in undertaking such evaluative research studies are:

(i) helping the government and non-govemmental organisations in reorienting and refashioning the strategies adopted by them in implementing the programmes; (ii) enabling the Institute to have better linkages with development agencies, both in government and voluntary sectors; (iii) facilitating the staff and students to know the functiorung of the various schemes and the process and problems associated with the operation of such schemes; and (iv) creating opportunities for the staff to apply innovative participatory methods in evaluating the programmes.'^

4. Consultanqr Higher education system can provide consultancy to rural local Government and its agencies on specific issues to ensure liaison with Government.

5. Seminars/Workshops Universities and Colleges should arrange seminars/workshops to clarify various issues affecting rural Government and rural Development.

CONCLUSION

Atal Behari Vajpayee, Prime Minister of India, rightly mentioned, "My greatest concern today is in the area of 'implementation'. The National Agenda for Governance has clearly spelt out our priorities under the subtitle, 'Closing the Gap Between People's Aspirations and Government's Performance'." In the light of these priorities, a large number of good policies, programmes and schemes have been worked out. Of course, we have also inherited a large number of good policies, programmes, and schemes from the previous governments. Where we fumble, however, is in implementing them in a manner that satisfies the Rural Development and Higher Education 429 people. I have said it before, and I say it again, that I cannot accept delays and slippages in implementation. I cannot, because the people cannot. The people want to see action, and not just hear words of promise repeated again and again. I want to see the enhre administrahve machinery, from top to bottom, work with a sense of mission and a result-oriented approach. I want to see them work with their hearts and minds fully in the administrative responsibility they hold. I want to see them work faster and work better. I want to see them work with a sense of mission and accountability. In doing so, I want to see them work without any fear or favour. In the present day world,—we find an increasing relevance of the statement made by Dr. Radhakrishnan, when he observed that the mind that invented the atom bomb was more powerful than the bomb itself. Every letter can be made into a mantra. Every root has a medicinal value. Every person has some competence and making him realize his potential is the Human Resource Manager's challenges. Unfortunately, the yojakas, the visionaries, the leaders, the organizers or managers, who can make these things happen, are rare. Can we come up with techniques/methods by which such managers can be multiplied so that their positive impact can help to create the right human capital to meet the challenge of the emerging future. D.M. Nanjundappa in his article, "Management by Values" rightly stresses that work in life becomes worship, if it is in the service of the nation, poor, hungry and the helpless and not for self. The Vedantic human orientation finds an inspiring expression that inevitably raises the quality of life. To quote Swami Vivekanand's observations, "This life is short, the vanities of the world are transient; but they alone live who live for others. The rest are more dead than alive." In the new Millennium, above all, the government would need to reinvent itself to become 'citizen-centric' and 'citizen-friendly'. We can safely conclude that the system of higher educahon has the potenhality to ensure rural development. The need is for the UGC to operationalise it to make the life of rural people decent, healthy, peaceful and productive. This underline the understanding of successful community organisation principles—

(a) deal with problems which the community recogrtizes as its problems; (b) provide for community self-determination; (c) engage the community in an active way in the solution of the problems; (d) move at a pace that is comfortable for the community; (e) encourage growth in the community through solving of problems; and (f) encourage commimity self-understanding and integration. 430 Extension Education Services

Education can create, develop, modernize and strengthen any civilization. In developing countries like India, education is the only significant tool for ultimate development, the higher education staff and students in their way of professionalism must put forth their efforts in building healthy social order and developed community. Conceptualization and implementation of the proposed programme may be hindered by several reasons including personal ones but strong determination and realization of the need for societal development on the part of educationists will overcome all the hindrances. Therefore, it is suggested that the volunteers may realize their social responsibilities only when there will be an all-round development.'* The UGC declared: "If the Uruversity system has to discharge adequately its responsibilities to the entire education system and to the society as a whole it must assume extension as the third important responsibility and give it the same status as research and training. This is a new and extremely sigruficant area which should be developed on the basis of h igh priority" (UGC, 1978).'^

SUGGESTIONS

We suggests the following:

1. Leadership in higher educahon systems should pledge to promote rural development through the institutions of higher education system. 2. Rural Development, being inter-discipliriary, must be dealt by a team comprising of all departments interested in rural development. 3. The higher educahon system must reflect the theory and practice of rural development in their syllabus as well as extension activities. 4. Researches need be encouraged on difficult areas of rural development. 5. Higher Education system and Rural Development Department of Government must work together to have full impact. 6. Women teachers and students in higher education system must engage themselves in making rural women dynamic and assertive, i.e. to work for their development and empowerment. 7. The higher education system can irutiate the process of social change as it is the first essential step to weed out orthodoxy among villagers. 8. Higher education system personnel must be sympathetic to the problems of rural people. 9. Higher education system can create awareness and capacity Rural Development and Higher Education 431

building through the training of opinion leaders who can then pass on to the people. 10. Higher Education system must work on indigenous solutions based upon the needs of rural people. 11. Higher Education system must converge all activities aimed at rural development to have focused attentions. 12. Higher education system must plan meticulously about their role in clear and specified terms otherwise it can be termed interference. 13. Higher education system must play an advisory role and not an interference. 14. The Ministry of Rural Development may allocate funds to such higher education system who want to share the responsibility of rural development. 15. Higher education system would also be able to provide field experience to teachers and students which would enhance the capacity and capability of faculty and students. 16. Detailed programmes need be made for advance communication and it must be adhered by faculty and students to gain the confidence of villages. 17. Extension for rural development is an educational process, which has its goal the commimication of useful information to people, than helping them to learn how to use it to build a better life for themselves, their families and their communities. 18. There is a need for extension education research. An agrarian country, developing with low level of literacy and nutritional standards, the Peninsular India is growing fast with its populations, needs technology to be promoted and widely utilized to increase the standards of living of the public. It become essential that transfer of technology is extensively needed at any cost. The paradigm shift in the transfer of technology in India is interesting.'®

Rural development is still one of the major developmental challenges in developing countries. More and more people acknowledge that education—especially exterision education plays a determinant role in rural development. Yet, rural development projects continue to point to the serious lack of planning, coordination and of integration mechanisms between education and rural development concerns. In fact, development and modernization in developing countries cannot be achieved without addressing sufficiently and rigorously the irJierent problems and issues of rural education. Improved education will be critical if rural development is to succeed. Some of the essential actions and activities will include: 432 Extension Education Services

• Placing education for rural development at the core of the global and national development agenda. • Strengthening Institutional capacity. • Addressing Education for Rural Development systemically. • Inviting and involving new stakeholders in developing education approaches for rural development. • Holding common views about the importance of dealing with education for sustainable rural development, as a crucial component of EFA strategies and systems reforms. • Supporting a common approach to bringing about the needed changes. • Encouraging dialogue between education ministries or departments and other key rural stakeholders such as ministries of agriculture and natural resources, health, infrastructure, finance, the private sector, NGOs and civil society.

Whereas every aspect Of the Rural Development discourse deserves close and undivided attention. There needs to be An ever growing awareness of How Education Lies At the Heart of the Crisis.”

Notes and References

1. P. Gopinadhan Pillai, ]ournal of Higher Education, Vol. 21, No. 1, Spring 1998, p. 135. 2. Ibid., pp. 139-40. 3. GOI, Ministry of Rural Development, Annual Report, 1999-2000, New Delhi, pp. 4, 19. 4. Lok Sabha Secretariat, Committee on Empowerment of Women, (2002-03), 13th Lok Sabha, Eighth Report, New Delhi, May 2002, p. 1. 5. Department of Rural Development and Panchayati Raj, Government of Karnataka, Report of the W/orking Group on Decentralization, March 2002, p. 11, Chapter 2. 6. Ibid., p. 8. 7. Ibid., pp. 147-48. 8. GOI, Ministry of Rural Development, 1999-2000, p. 8. 9. Lok Sabha Secretariat, Committee on Empowerment of Women (2001-02), Thirteenth Lok Sabha, Sixth Report, New Delhi, pp. 2-3 and 29, 34. 10. Ibid., pp. 12-13, 20, 22-23. 11. GOI, Ministry of HRD, Department of Education, Programme of Action, 1992, New Delhi, p. 2. 12. Annual Report, 1999-2000, op. cit., pp. 66-67. 13. Gandigram Rural Institute, Dindigul: A Profile in University News, Oct. 27-Nov. 2,’ 2003, pp. 7-9. Rural Development and Higher Education 433

14. Ibid., pp. 3-5. 15. Ibid., pp. 6-7. 16. K. Sekhar, University Extension Services: Some Issues in University News, Nov. 27, 2000, p. 6. 17. Ibid., p. 5. 18. P.N. Ananth, Misconception about extension education researchers in India, University News, Sept. 18, 2000, p. 10. 19. Bhaskar Chatterjee and Qutab Khan, Rural Education, States and Trends, ICSSR; Occasional Monograph Series, No. 4, 2003, pp. 57-58. 434 Extension Education Services

Annexure 13.1

WORKING OF PANCHAYATI RAJ INSTITUTIONS

Constitution and Structure of Panchayats Article 243B provides that there shall be cor\stituted Panchayats at village level, intermediate level and district level, but clause (2) of Article 243B provides that in States having population upto 20 lakhs, Panchayats at intermediate level may not be conshtuted. The following guidelines have been laid down in the Constitution (73rd Amendment) Act, 1992 regarding the coristitution and structure of Panchayats.

Territorial Area and Number of Seats The ratio between population of the territorial area of a panchayat at any level and number of seats in such Panchayat to be filled by election shall, so far as practicable, be uniform throughout the State. All such seats are to be filled by direct election from territorial constituencies. The Amendment provides that for this purpose territorial area of a Panchayat shall be divided in constituencies in such a manner that ratio between the population of each constituency and number of seats allotted to it shall, as far as practicable, be same throughout the Panchayat Area.

Representation of Chairpersons A State Legislature may by law provide for representation of Chairpersons of village level Panchayats, in Panchayats at intermediate level and of Chairpersons in district level Panchayats. Where there are no Panchayats at intermediate level, provision may be made by State Legislatures for representation of Chairpersons of village Panchayats in Panchayats at district level.

Representation of Members of Parliament and Members of State Legislature Laws made by States may also provide for representation of Members of the House of the People and Members of the Legislative Assembly of the State representing constituencies which comprise wholly or partly a Panchayat area of the Panchayat at intermediate and district level. Such law may also provide for representation of Members of the Council of States and Members of the Legislative Council of the State in Panchayats at intermediate level within the Panchayat area of which he is registered as elector and similarly in district level Panchayat within Panchayat area of which he is registered as elector. Rural Development and Higher Education 435

Election of Chairperson With regard to election of the Chairperson of a Panchayat, Clause (5) of Article 243C provides that the Chairperson of a Panchayat at village level shall be elected in the manner prescribed by law by the States but Chairpersons at intermediate level and district level shall be elected by and from amongst the elected members thereof.

Reservation of Seats for Scheduled Castes and Scheduled Tribes The Amendment also provides that seats for Scheduled Castes and Scheduled Tribes shall be reserved in proportion to their population in territorial areas of la Panchayat. Reservation in favour of Other Backwrard Classes has not been made mandatory.

Qualification for Membership Article 243F makes provision that unless otherwise provided by law made by a State, a person qualified for election to the State Legislature will be qualified for election to PanchayafS with the difference that he must have completed 21 years of age, whereas for election to the State Legislature, he must have completed 25 years of age, and 30 years if he seeks election to Legislative Council of the State. For determination of question of disqualification, the State law shall provide for an authority to which the question is to be referred and the manner in which it is to be referred.

Duration of Panchayats Article 243E deals with the term of Panchayats. According to it every Panchayat shall continue for 5 years from the date of appointment for its first meeting unless it is dissolved earlier. On the expiration of the 5 years period it will automatically come to an end. The Amendment also provides that no amendment of any law, for the time being in force, shall have the effect of causing dissolution of a Panchayat at any level, which is fimctioning immediately before such amendment, till the expiry of its duration of 5 years. Clause (3) of Article 243E requires that election to constitute a Panchayat must be completed before the expiry of its term. In case of the dissolution of a Panchayat, election must be completed within six months from the date of dissolution. A Panchayat constituted after dissolution will continue only for the remainder of the period for which it would have continued, had it not been dissolved. Where the remainder period for which the dissolved Panchayat would have continued is less than six months it shall not be necessary to hold any elections.

State Finance Commission Article 243(1) provides that States shall constitute State Finance Commissions within one year of commencement of the 73rd Constitutional Amendment Act and thereafter every fifth year to review 436 Extension Education Services the financial position of the Panchayats and to make recommendations regarding:

(a) Distribution between the State and the Panchayats of the proceeds of the taxes, duties, tolls and fees leviable by the State. (b) Determination of the taxes, duties, tolls and fees which may be assigned to, or appropriated by, the Panchayats. (c) Grants-in-aid to be devolved to the Panchayats from the consolidated fund of the State. (d) Measures needed to improve the financial position of the Panchayats.

Reservation of Seats for Women A new feature of the 73rd Amendment Act, 1992 is that it also provides for reservation not less than one-third seats for women, whether they are general seats or reserved for Scheduled Castes and Scheduled Tribes. This is an outstanding feature of the Amendment as it provides for reservation of seats for women for the first time and in substantial numbers.

Reservation of Offices of Chairpersons for Members of Scheduled Castes, Scheduled Tribes and Women Another outstanding feaUire of the above Amendment Act, 1992 is that it not orJy makes mandatory provision for reservation of seats of members but also of offices of Chairpersons. However, the manner of doing so is left to State Legislatures. It provides that the State may, by law, make provision, for reservation of offices of Chairpersons for Scheduled Castes/Scheduled Tribes and women provided the number of offices of Chairpersons reserved for Scheduled Castes and Scheduled Tribes shall be in proporhon to their population in the State as a whole and not less than one-third of total number of offices of Chairpersons shall be reserved for women. There is also provision for rotation of reserved seats and offices of Chairpersons. The reserved seats of members may be allotted in rotation to different constituencies in each Panchayat and offices of Chairpersons may be allotted in rotation to different Panchayats. Reservation in favour of Scheduled Castes and Scheduled Tribes either as Members or as Chairpersons (other than reservation for women) shall cease to have effect on the expirahon of the period specified in Article 334. However, no time limit is fixed for reservation in favour of women.

Powers and Functions of Panchayats As per the 73rd ConsHtutional Amendment Act, the Panchayati Raj Institutions have been endowed with such powers and authority as may be necessary to function as institutions of self-government and contains Rural Development and Higher Education 437 provisions of devolution of powers and responsibilities upon Panchayats at the appropriate level with reference to: (a) the preparation of plans for economic development and social justice; and (b) the implementation of such schemes for economic development and social justice, as may be entrusted to them including those matters listed in Eleventh Schedule. 438 Extension Education Services

Appendix 13.2

ELEVENTH SCHEDULE (ARTICLE 243G) OF THE CONSTITUTION OF INDIA

1. Agriculture, including agricultural extension. 2. Land improvement, implementation of land reforms, land consolidation and soil conservation. 3. Minor irrigation, water management and watershed development. 4. Animal husbandry, dairying and poultry. 5. Fisheries. 6. Social forestry and farm forestry. 7. M inor forest produce. 8. Small scale industries, including food processing industries. 9. Khadi, village and cottage industries. 10. Rural H ousing. 11. Drinking water. 12. Fuel and fodder. 13. Roads, culverts, bridges, ferries, waterways and other means of communication. 14. Rural electrification, including distribution of electricity. 15. Non-conventional energy sources. 16. Poverty alleviation programme. 17. Education, including primary and secondary schools. 18. Technical training and vocational education. 19. Adult and non-formal education. 20. Libraries. 21. Cultural Activities. 22. Markets and Fairs. 23. Health and sanitation, including hospitals, primary health centres and dispensaries. 24. Family welfare. 25. Women and child development. 26. Social welfare, including welfare of the handicapped and mentally retarded. 27. Welfare of the weaker sections, and in particular, of SCs and STs. 28. Public distribution system. 29. Maintenance of community assets. C h a pter 14

DISASTER MANAGEMENT EDUCATION

A disaster is any occurrence causing damage, ecological disruption, loss of human lives, deterioration of health and health services on a scale sufficient to warrant any extraordinary intervention from outside the affected commuruty. He defines natural disaster as "catastrophic cor\sequence of natural phenomena or a combination of phenomena resulting in injury, loss of life or input in a relatively large-scale and some disruption to human activity. — Stefano Lazzari

1 4 CHAPTER

Disaster M anagem ent Education*

There has to be again an integrated approach from disaster to development. The development has to be viewed as an integrated long-term activity in which the planning must incorporate appropriate technically apposite valuations, particularly a conceptual framework and an emphasis for preparedness and participation of the community as part of the wider need for mitigation and prevention. —D.K. Sinha

INTRODUCTION

Carl Sagan in his magnificent, awe ir\spiring work Cosmos has described human predicament and dilemmas that svirround us in the most thought-provoking manner: "The earth is a lovely and more or less placid place. Things change, but slowly. We can lead a full life and never personally encounter, a natural disaster more violent than a storm. And so we become complacent, relaxed, imconcemed. But in the history of Nature, the record is clear. Worlds have been devastated. Even we humaris have achieved the dubious technical distinction of being able to make our own disasters, both intentional and inadvertent. On the landscapes of other planets where the records of the past have been preserved there is abundant evidence of major catastrophes. It is all a matter of time scale. An event that would be imthinkable in a hvmdred years may be inevitable in a hundred million. Our lovely blue planet, the Earth, is the or\ly home we know. Venus is too hot. Mars is too cold. But the Earth is just right, a heaven

* See Appendix 14.1, 14.2 and 14.3. 442 Extension Education Services for humans. After all, we evolved here. But our congerual climate may be unstable. We are perturbing our poor planet in serious and contradictory ways. Is there any danger of driving the environment of the earth towards the planetary Hell of Venus or the global ice age of Mars? The simple answer is that nobody knows. The study of the global climate, the comparison of the Earth with other worlds, are subjects in their earliest stages of development. There are fields that are poorly and grudgingly funded, hn our ignorance, we continue push and pull, to pollute the atmosphere and brighter the land, oblivious of the fact that the long­ term consequences are largely unknown. A few million years ago, when human beings first evolved on Earth, it was already a middle aged world, 4.6 billion years along from the catastrophes and impetuosities of its youth. But we humans now represent a new and perhaps decision factor. Our intelligence and our technology have given us the power to affect the climate. How will we use this power? Are we willing to tolerate ignorance and complacency in matters that effect the entire human family? Do we value short-term advantages above the welfare of the earth? Or will we think no longer time scales, with concern for our children and our grandchildren, to understand and protect the complex life support system of our planet? The Earth is a tiny and fragile world. It needs to be cherished.

DISASTER POTENTIAL OF INDIA

India covers an area of 32,87,263 sq. km. extending from snow covered Himalayan heights in the North to the tropical rain forest of the South. In the North, the territory is bounded by the Great Himalayas and stretches southwards tapering-off into the Indian ocean between the Bay of Bengal and the Arabian Sea. The main land extends between latitude 8°4' and 376' North and longitudes 687' and 9725’ East, measuring about 32.000 km from North to South and West to East. The vast land frontier of 15,200 km and coastline of 7,500 km. also has group of islands located both in the Bay of Bengal and the Arabian Sea. Hardly any other country has such a large land mass with such a diverse range of geo-agro- climatic zones. The main land of India comprises of four regions, namely, the Great Mountain Zone, Plains of the Indus, Ganges and the Brahmaputra; the Desert Region, and the Southern Peninsula. The Himalayan range comprises three almost parallel ranges interspread with large plateaus and valleys. The mountain wall extends over a distance of 24.000 km. with a varying width of 240 to 320 km. The plain about 24.000 km. long, are formed by basins of three distinct river systems, viz. the Indus, the Ganges and the Brahmaputra. The desert region is clearly delineated in two parts—Sindh Frontier while the little desert extends between Jaisalmer and Jodhpur upto Punjab. The desert region is irihabited by local communities which have developed their own coping and recovery mechanisms. Between the two deserts is a zone of Disaster Management Education 443

absolutely sterile region, consisting of rocky land cut up by limestones ridges. Besides, students can be taught as how to tackle the problems when calamities actually occur. Students can immediately rush to the affected places to provide relief and rehabilitation. Thus, higher education can be a great source of strength to lessen the occurrence of calamities as well as mitigate the sufferers. Higher education through research, teaching and extension services can help the society in lessing their problems resulting from natural and man-made calamities. Students can be appraised of from simple calamities like building collapse, accident on roads, fire in a building to complex calamities like cyclones, earthquakes. They should be taught about the basics of these calamities so that they can face such challenges with knowledge and determination. UGC may introduce topics in various classes from General to specialized topics depending upon the subjects which the students are studying, i.e. students offering science can be taught technical aspects of these calamities while students studying social sciences and Humanities can be taught simple aspects of calamities so -that they can take the challenge boldly. R.K. Celly and T.N. Gupta in their article, "Dimensions of Natural Disaster Management in India" in Shelter (Oct. 12, 1999) observe that, "a natural hazard is an event of nature, which causes sudden disruption to the normal life of a society and causes damage to life and property, to such an extent that normal, social and economic mechanisms available to the society are inadequate to restore normalcy." Viewed in this marmer, a host of natural phenomena cause disasters to a society, whether they are related to an occurrence in micro-envirorunent or not. In macro-terms, the hazards, which cause widespread damage and disruption in India are floods, cyclones, earthquakes and landslides. The past decade has witnessed an extraordinary increase in the number and extent of natural disasters. As Kofi Arman, Secretary General of the United Nations, points out, "The facts are startling. The costs of weather-related disasters in 1998 exceeded the costs of all such disasters in the decade of the 1980s. In the Caribbean, the hurricanes designated George and Mitch, killed more than 13,000 people, with Mitch being the deadliest Atlantic storm in 200 years. Major floods hit India, Nepal, Bangladesh and much of East Asia, with thousands killed. Two-thirds of Bangladesh was inundated for months, leaving millions homeless. There were three times as many great natural hazards in the 1990s as in the 1960s, while disaster costs increased more than nine-fold in the same p erio d .' The humanitarian community^does a remarkable job in responding to disasters. But the most important task in the medium and long-term is to strengthen and broaden programmes which reduce the number and cost of disasters in the first place. While we should continue to improve and strengthen our response capacity, we need to engage in working 444 Extension Education Services together to build a "global culture of prevention." This means greater efforts to reduce vulnerability to natural hazards in the first place. As we approach the beginning of a new millennium, the International Decade for Natural Disaster Reduction (IDNDR) is proved to have contributed, with all its partners world-wide, to fostering a "global culture of prevention" for the 21st Century. To build on the progress achieved during the IDNDR, we have to act decisively, so that disaster reduction becomes an essential element of government policies. Recalling the Geneva Mandate adopted at the IDNDR Programme Forum, we have to adopt and implement policy measures at the international, regional, national and local levels aimed at reducing the vulnerability of our societies to natural disasters. These measures should have as main objectives the establishment of hazard resistant communities, the protection of people from the threat of disasters and the safeguarding of our natural and economic resources and of our social well-being.^ K. Rajan, Adviser, Planning Commission, in his Article, "Natural Disaster Management in National Development—An Indian Perspective" outlines the following adversities, which befall people and the area. (See Fig. 14.1)

• Loss of crops and availability of essentials like food and agricultural commodities; • Loss of employment opportunities in the area where natural disaster occurs, particularly rural employment; • Problems of health and diseases arising both from insufficient availability of the basic necessities causing malnourishment, hunger, etc. or lack of the availability of good and hygienic drirJcing water; • Financial distress caused to the farming commimity and those dependent on land which affect their ability to withstand hard conditions immediately following the occurrence of the natural disaster but also importantly, their ability to recover well enough before the next cropping season and take full advantage of normal conditions wWch may prevail; • Impact on industrial sector due to loss of production of raw materials, reduce generation of power, etc., and • Lastly, the impact of the disaster on the cattle wealth.^

V. Suresh has rightly summed up that Natural disasters, which damage national economies and produce hardships for large sections of the population, are one of the single largest concerns for most nations. Human settlements are frequently affected by natural disasters— earthquakes, floods, hurricanes, cyclones, landslides, sea erosions—which take a heavy toll on human lives, destroy buildings and infrastructure and have far reaching economic and social consequences for Disaster Management Education 445

F i g . 1 4 .1

communities.'' Ashok Pahwa, Secretary, Ministry of Urban Development has rightly said, "Natural hazards are not new to the earth system. Like natural resources, they have been, and are, a part of biosphere and eco­ systems. It is the human interventions, its endeavours towards development, that these hazards turn into disasters, causing enorinous devastation to the life and property of the nations. . . . The extent and frequency of damage, that is being caused by these extreme events, has raised concerns all over the world resulting into declaration of present decade (1999s) as International Decade for Natural Disaster Reduction."® Bhagat Singh, Additional Secretary, Ministry of Agriculture had suggested various ways to reduce its serious effects. While occurrence of these natural disasters cannot be prevented altogether, their adverse impact can be reduced substantially by undertaking various preparedness and mitigation measures by community involvement. Minimizing the loss of precious human life is the first priority in disaster management. Significant achievement has been made in designing of disaster resistant houses and inventing quality building materials to withstand the fury of natural disasters. It is gratifying to note that HUDCO has given a lead by taking a number of initiatives to propagate these designs as well as materials among the vulnerable community besides imparting trairung to the artistans and masons through their building centers.* 446 Extension Education Services

Earthquakes, floods, draught, cyclones, accidents, AIDS are major types of disaster phenomenon occurring in the region. India is a large country and has had more than its share of major natural hazards like drought, floods, earthquakes and cyclones throughout its history of civilization. Naturally, the country developed its own practices and strategies for coping with the various natural calamities. Since independence in 1947, India has developed a nationwide relief administration where a lead role of the State Governments is envisaged.^ American geo-physicist James, N. Brunes visited India in March 1997. He made a clear-cut observation that there was a high probability of a great earthquake of magnitude 8.5 on the Richter Scale in the northern Indian subcontinent any time within the next 100 years. He warned planners, engineers and contractors involved in the building of dams and houses in areas above the Gangetic plains in the north. He predicted that damage expected after such great earthquakes would be m uch m ore dev astatin g than in norm al cases.® Earthquakes, the very name of it, sends shock waves. Earthquakes cannot be predicted by any method available so far. On the one hand, we enjoy pleasures living on mother earth while on the other, we face its fury in the form of floods, fire, earthquakes, etc. Lyle Bavadam in Frontline, Feb. 13-16, 2001, (p. 14) ^quoting Dr. P.P. Patel, Professor and Head of the Department of Geology at M.S. University, Baroda, feels that earthquakes send a forewarning. When Dr. P.P. Patel felt the tremors on the morning of January 26, his professional inshncts told him that an earthquake with Bhuj, Bhavnagar or the Narmada Valley as the epicentre had occurred. An engineering, environmental and hydro-geologist, who has intimate knowledge of the Kutch region, Patel emphasised the fact that the earthquake could have been foreseen. "On December 27, there was an indication of heightened seismic activity. A minor earthquake measuring around 4 on the Richter scale occurred in Bhuj. It was ignored—it appeared as a small report in a Gujarati newspaper. Fearing renewed seismic activity, Patel organised a field workshop at the Bhuj Observatory in collaboration with the local administration and the Department of Science and Technology.

GUJARAT TRAGEDY

When all over India, people were celebrating their Republic day, Gujarat experienced its worst natural calamity after independence. The earthquake which struck on 26th January, 2001 at 8.46 hours measuring 8.1 on the Richter Scale, hit certain regions of Gujarat state, very hard. The tremor left behind huge devastaHon of life and property, both private and public and created utter panic, chaos and trauma among the people. It has been 50 years since Gujarat witnessed an earthquake and therefore most of the people did not know what to do, except that those Disaster Management Education 447

T a b l e 1 4 .1

Chronology of Earthquakes in India Date Place Toll

1803 Garhwal 200 die. April 4, 1905 Kangra Valley (Himachal Pradesh), 8.0 magnitude 20,000 die July 8, 1918 Assam, 7.6 magnitude 10,000 die July 2, 1930 Dhubri (Assam), 7.1. magnitude 10,000 die Jan, 15, 1934 Bihar and Indo-Nepal border, 8.3 magnitude N.A. June 26, 1941 Andaman Islands, 8.1 magnitude 532 die October 23, 1943 Assam, 7.2 magnitude N.A. August 15, 1950 Assam, 8.5 magnitude N.A. July 21, 1956 Anjar (Gujarat), 7.0 magnitude N.A. December 10, 1967 Koyna, 6.5 magnitude N.A. January 19, 1975 Kinnaur (Himachal Pradesh), 6.2 magnitude N.A, August 21, 1988 Bihar and Indo-Nepal Border, Magnitude (6.5) 1000 die October 20, 1991 Uttarkanshi (U.P.), 6.6 magnitude 1500 die September 30, 1993 Latur and Osmandabad (Maharashtra) 7928 die May 22, 1997 Jabalpur (MP), magnitude 6.0 40 die March 29, 1999 Chamoli (UP), 6.8 magnitude 150 die who could rush out of their houses in whatever state they were in. It was only after getting over from the terror and shock of the earthquake tremor that the people began to think about the situation of neighbours, other cities, and other areas of the state and the country. Gradually, the disaster sir\ked, the cries of the injured and bodies trapped inside the debris began to be heard by others.'* It was a calamity of unprecedented magnitude which caused large- scale damage to houses over extensive areas in Gujarat and also resulted in the break-down of vital infrastructure. Let us now mention the member of Districts, Talukas, Villages and families affected by the calamities in brief (Table 14.2).

Magnitude of Earthquake on 26.1.2001

Severe earthquake of magnitude 6.9 on Richter Scale occurred at 0846 hours. Epicenter 20 Kms. North-east of Bhuj. Impact felt in various parts of the county. Many parts of Gujarat severely affected. Colossal damage to life and property in Gujarat; Kutch district adversely affected. No reports on damage from other parts of the country. After shocks still being received; more than 400 already received. 448 Extension Education Services

T a b l e 1 4 .2 Districts Talukas No. of No. of Villages affected affected families

Surendranagar Chotila 112 4919 Dhangadra 64 8043 Lai(htar 43 2023 Limbdi 60 715 Halwad 67 8790 Sayia 67 620 Patdi 89 9198 Vadhwan 35 110 12 Mudi 58 4593 Chuda 38 520 Jam nagar Bhanvad 7 432 Jamjodhpur 15 Kalawad 5 1195 Jam nagar 13 2064 Okhamandal 24 886 Kalyanpur 12 327 Bharuch Amod 22 84 Vagra 56 653 Jambusasr 71 6585 Rajkot i\/lalla 7 700

Source: Ministry of Agriculture, GOI, New Delhi.

Extent of Damage

7904 villages in 182 taluks in 21 districts affected. 7633 affected villages in Zones III to V (5690 in Zone III, 1062 in Zone IV and 881 in Zone V). 1.59 crore out of 3.77 crore population affected. More than 19,800 deaths so far; about 18,200 in Kutch district alone. 1.66 lakh injured (1.36 lakh in Kutch district); 20,717 seriously injured. 232 persons missing in Kutch; Cattle deaths—20,712. Houses destroyed—1.72 lakh (pucca), 1.67 lakh (kachcha) and 1.16 lakh (huts); houses partially damaged—4.88 lakh (pucca), 3.45 lakh (kachcha) and 0.34 lakh (huts). Preliminary estimates of damage—Rs. 21,262 crore as on next page. Disaster Management Education 449

{Rs. in crores) Personal properties 387.00 Household properties 11195.00 Public utilities 6000.00 Public infrastructure and amenities 1080.00 Industrial establishment 5000.00 Commercial establishment 3000.00

Road Transport and Highways Out of 650 kms of national highways damaged, 100 kms was severely damaged. Most of the minor/major bridges were damaged. Surajbari bridge was damaged and repaired on warfooting and restored. National highways was made traffic worthy.

Telecommunication Telecommunication facilities were disrupted. Number of exchanges damaged was 147 and total lines damaged were 82,000. Optical Fibre system from Bhuj-Bachau-Rajkot was damaged. Exchanges started choking due to heavy traffic. Estimated cost of damages was nearly Rs. 200 crores.

Railways

Costs Track 25 crores Signals and Tele 15 crores Electrical 7 crores Misc. 3 crores Total 60 crores

• Heavy damage to station buildings, station cabins, residential quarters, bridges in the affected sections. • Signalling equipments at 25 stations and control communications on Viramgram-Gandhidham section dam aged.

NATURAL HAZARDS AND DISASTER

Because of the large geographical size of the country, India often faces natural hazards like floods, cyclones and droughts occurring; frequently in different parts of the country. At times, some areas normally subjected to drought situation have got flooded in certain years. Hazards like earthquakes, hailstorms, avalanches, landslides, etc. occur quite suddenly, but they are restricted in their impact in terms of time. The extent of the impact of an earthquake depends on its magnitude, season and time of occurrence. Indeed, as Kofi Annan stated at the Programme Forum of the 450 Extension Education Services

International Decade for Natural Disaster Reduction (IDNDR), held in Geneva in July 1999, "The humanitarian community does a remarkable job in responding to disaster. But the most important task in the medium and long-term is to strengthen and broaden programmes which reduce the number and cost of disasters in the first place." While we should continue to improve and strengthen our response capacity, we need to engage in working together to build a "global culture of prevention."'” This means greater efforts to reduce vulnerability to natural hazards in the first place. Let us discuss briefly about some different disasters (For details see Appendix I and II about concepts of Hazards and Vulnerability Analysis and Guidelines for hazards assessment and vulnerability assessment).

I. Earthquake Earthquakes are the most feared natural hazards, as they occur without any recognizable warning, are unpredictable in space and time and inflict heavy losses in less than a minute duration." A UNESCO study indicates that on an average 10,000 people die each year from earthquakes and losses amounting to billions of rupees.'^ Sanjay Narayan in his Editorial in Business Today, Feb. 21, 2001 says that, TTie cruelest truth about earthquakes is that while they last for mere seconds, the grim after-effects can go on for what can seem an eternity. Nearly two weeks after India's blackest Republic Day, when the quake wrecked havoc in Gujarat for 45 seconds, business and industry is still picking up the pieces in what is one of India's most industrialised and investment-friendly states. The true extent of the damage to business and industry in Gujarat will only unfold over the coming months, and the journey to rehabilitation will be a long and arduous one. But Gujarat is blessed with the indomitable spirit of entrepreneurship, something that its businessmen have amply demonstrated in India, as well as elsewhere in the world, notably in the US. It is this spirit that will undoubtedly help the state bounce back and claim its rightful place in the sun. The Indian subcontinent in general and India in particular is the region facing the maximum number of natural disasters. The phenomenon of occurrences of an earthquake is also very common in this region due to the continuous movement of the Indian plate and its striking the Eurasian plate as well as the location of the youngest mountain chain in the form of the Himalayas. Thus, the earthquake is a regular feature of the subcontinent and may result in the severe damage of life and property. The effective earthquake disaster management can be achieved through the adequate preparedness, effective emergency management and by rehabilitating the communities affected by disasters. The entire approach of the earthquake management should be interlinked by connecting various phases of management and administration with each other. The preparedness phase should be linked to the rehabilitation of Disaster Management Education 451 the community while we should start the preparation to face the next earthquake in the rehabilitation/reconstruction stage itself.'^ Special precautions are needed for quake-prone zones. Devices are provided to help buildings survive earthquakes. One is a damper unit which is similar to a car shock-absorber. Another is to isolate the building from the ground with thick rubber pads. Countries having quake-prone zones have imiform building codes updated annually and published world-wide every three years. Such codes focus mainly on the safety of the building occupants and emphasize on factors such as resistance to fire and structural failure. The higher the seismic activity the tougher the building regulations. In seismic belts regular official guidelines are issued for protection against earthquakes. Some governments have even lowered the property taxes and insurances premiums in quake-prone areas. Incentives are also given to upgrade old buildings. With the increasing frequency of earthquakes we have to leam lessons from the countries which have taken such precautions. In India, people care less about the structure of the building and spend much more on decoration, both exterior and interior.

2 . F l o o d s Floods are not a new phenomenon in India. Severe floods occur almost every year in one part of the country or the other, causing loss of life, large scale damage to property and imtold misery to millions of people. Besides, extensive destruction of forests, reclamation of more and more lands even within the reverine areas, have caused changes in the river regime over the years. All these have led to increased flood damage to various flood control measures undertaken in the country.'^ About 40 m. hectare of land area in the country is flood prone, where floods are annual phenomena and emerge as the m<5st destructive natural hazard. It is evident from the available data that the frequency and intensity of floods is increasing regularly. As per the Central Water Commission data, the average annual losses due to flood damages amount to Rs. 938.56 crores. Even though the problem of floods has been receiving increasing attention and inspite of substantial investments in this sector during the last few decades, it is observed that the flood damage in the country has continuously been showing a rising trend. It was in this context that the National Flood Commission was set-up in July, 1976 by the Goverrunent of India to examine and advise on various aspects relating to floods. In its report submitted in 1981, inter-alia, laid great stress on proper flood plan management without diluting the importance of structural measures for specific situation. Subsequently, the specific problems of Ganga and Brahmaputra basins were also studied by high level committee of experts.'® 4 5 2 Extension Education Services

Flood Forecasting and Warning System Flood forecasting and flood warning system in a scientific way was commenced in the year 1958 by Central Water Commission (CWC). At present, the flood forecasting and warning network of CWC covers 62 major inter-state river sub-catchments which include 132 water level forecasting stations and 25 inflow forecasting stations for important reservoirs. Hydrological and hydrometeorological data from nearly 700 stations in these rivers are being collected and analysed, and flood forecasts and warning messages are issued, generally 24 hours to 48 hours in advance. In case of very large incoming floods, advisory forecasts, i.e. 72 hours in advance or more are also issued which predicts the incoming floods at the downstream locations. Coordination between neighbouring districts, states and countries is being promoted to reduce loss of Hvelihood and life.‘“

3. Cyclones The most destructive of weather systems, severe Tropical Cyclones (TC), brings worst disasters when it strikes coast in the preferred locations of the earth. Tropical cyclones are intense low-pressure areas with fierce winds blowing anti-clockwise manner in the Northern Hemisphere extending on an average 500 to 1000 km laterally (over the Indian seas) and surface to 14.16 km vertically. They are classified according to wind speed in their circulation. The associated winds often exceeding 200 kmps, rainfall exceeding 50 to 100 cm in 24 hours and worst of all, very high storm tide (storm surge combined with astronomical tide) often exceeding 5-6 meters brings disaster over the coastal areas in the wake of a cyclone. In extreme cases, wind speed of 320 kmph gusting to 360 -kmph, rainfall 120 cm in 24 hours and storm surge of 13-14 meters have been recorded in association with tropical cyclones. Out of these three destructive elements, viz. strong winds, heavy rainfall and storm tide, the storm tide is responsible for 90 percent of the loss of life in the case of cyclone disasters.'^ The India Meteorological Department (IMD) has a well established organizational set-up for observing, detecting, tracking and forecasting cyclones and issuing cyclone warnings whenever a cyclonic storm develops in the Bay of Bengal and the Arabian Sea. It is tracked with the help of INSAT satellite, powerful cyclone detection radars with a range of 400 km. installed at Calcutta, Paradip, Visakhapatnam, Manchilipatnam, Madras, Karaikal on the east cost; and Goa, Cochin, Bombay and Bhuj along the west coast. The present cyclone surveillance system in the country is such that no cyclone in the region can escape detection any time in its life cycle. Cyclone warnings are provided through six cyclone warning centers located at Calcutta, Bhubaneswar, Vishakhapatnam, Madras, Bombay and Ahmedabad. These centers have distinct responsibilities area-wise covering both the east and west coasts of India and the oceanic Disaster Management Education 453 areas of the Bay of Bengal and the Arabian Sea, including Andaman and Nicobar Islands and Lakshadweep. The cyclone warnings bulletins are issued to All India Radio and Doordarshan for broadcasting/telecasting them in different languages on all India basis. The cyclone warning division at Headquarter office. New Delhi also provides warning information to the Control Room and Crisis Management group set-up in the Ministry of Agriculture, Government of India which is finally responsible for coordination with various Central Government agencies. Cyclone Warnings Division at New Delhi also caters to the needs of international responsibilities such as issue of cyclone advisories to the neighbouring countries.'®

4 . D r o u g h t Drought is a slow onset of natural hazard and it offers time and opportunity to mitigate its impact. The droughts can be grouped on the basis of physical characteristics and their impact on socio-economic system, both in time and space:

• Meteorological drought: A situation arising from inadequate and mal-distribution of rainfall; • Hydrological drought: Conditions denote reduced stream flow and inadequate filling of reservoirs, tanks or drying up of water in the surface water storage structures; • Soil moisture drought: Inadequate soil moisture particularly in rainfed areas which may not support crop growth; • Agricultural drought: Characterised by low soil moisture levels and shortage of water resulting in crop failures; • Socio-economic drought: The reduction of availability of food and income loss on account of crop failures endangering food and social security of the people in the affected areas; • Fam ine: When large scale collapse of access to food occurs which without intervention, can lead to mass starvation; and • Ecological drought: When the productivity of a natural eco­ system fails significantly as a consequence of distress induced environmental damage.

Disaster education can play a great role in preventing disasters as well as help in rehabilitation (See Fig. 14.2) There is no doubt that hazards are integral aspects of our environment. Disaster management is normally viewed as a post-disaster mitigation focusing on rescue, relief and rehabilitation in the events such as earthquakes, cyclones, floods, droughts and fires. It has been realized that effects of disasters on human populations can be mitigated, if not averted altogether, by integrating disaster prevention and mitigation with development planning. 454 Extension Education Services

F i g . 1 4 .2

Anxiety

O’ U) Epidemics 1 -I Loss of Property I t TO

Uncertainty

Education can help in all the areas shown in the Fig. 14.1.

Disaster Prevention and Rehabilitation Education UGC can start disaster management courses and research in allied departments of the uruversities on a priority basis. Such experiences can be pooled and shared. J.C. Pant in his keynote address at the opening session of the Workshop on Disaster Prevention, held at NIRD, Hyderabad on 19th-20th December, 2000 remarked; Coming back to the main theme of disaster management, I would like to highlight the role of the elite and intellectual segments of our society. Every disaster is a ur\ique event and every kind of data emerging out of it needs to be meHculously recorded for posterity. The scientific community, the technologists, the social scientists and other branches of knowledge need to be mobilized at short notice to record data and carry out necessary studies whenever a disaster strikes. This gives rise to a need for laying out a structure for initiating the learning exercise, at short notice, which can be used to collect data whenever a disaster strikes, in order to generate knowledge which may prevent future disasters as well as prepare people to face them in a better manner whenever they recur. This learning process has to be traced backward to know about the causes of various kinds of disasters, which is only possible through a Disaster Management Education 455

F ig . 1 4 .3

process of networking of such knowledge as is available throughout the world today. We have decided to broadly network knowledge in three groups;

(i) Knowledge relating to natural disasters; (ii) Knowledge relating to non-natural disasters; and (iii) Knowledge relating to biological disasters.

This will also involve identifying centers of excellence in different fields of knowledge and technology which would need to collaborate to develop the required networks of knowledge. A small task force of eminent persons in the field of science and technology is working in this area and we hope to give concrete shape to this concept in the near future. This would help the country to prevent and reduce the occurrence of disasters and mitigate their impact whenever they strike. This exercise of harnessing science and teclmology in aid of disaster management promises to be an exciting venture which would hopefully usher in a comparatively safer world in the near future. The whole process of preparation of disaster management plans initiated by the High Powered Committee is laying special emphasis on taking timely preventive measures by incorporating them into the very development planning system. This, in a manner of speaking, is 456 Extension Education Services promising to generate a nation-building exercise, which will involve the poorest of the poor in their own development. This will also need the willing co-operation of the elite of our society, working in close collaboration with people's organizations at all levels to plan for safe and better future. There is an urgent need to integrate the school, college and university systems with disaster preparedness and response mechanism as they are a major seismic casualty of a super disaster, and have a major stake in preventing them, and also in mitigating their impact. Involvement of students and youth in disaster preparedness would also orient them for discharging their social responsibility towards the vulnerable sections of society in the long-run. The voluntary agencies need to come forward in a big way to mobilize students to prepare people to cope with disasters, as well as for organizing rescue and relief in a crisis. In a disaster situation it is the poorest sections of society which suffer most, and, it is these sections of our population which have little access to the fruits of development due to illiteracy. The nation­ wide network of NGOs has taken upon itself the task of integrating the people's movement for literacy, being implemented through the National Literacy Mission, with their own movement VASUDEVA for preparing people to cope with disasters. The Zilla Saksharta Samittee, i.e. the district level committee for promotion of literacy all over the country is being geared to prepare people to cope with disasters with particular reference to need for watchfulness in protecting the human rights of the poorest. Universities, colleges, schools possess vast potentiality and with some training to students, a lot of rehabilitation work can be done after earthquake with the help of students. National service scheme and NCC students can be used for such work. They would do such work with great pleasure. Universities, colleges, schools can arrange conferences and symposia to make students and community aware of all dimensions of D isasters. A National Programme for Earthquake Engineering Education has been approved with an investment of Rs. 1376 crore over the next three years. Nearly 100 institutes throughout the country will benefit from this program m e. In order to find solutions, many conferences and symposia are arranged and literature published. Some of these are;

1. Symposium on Preparedness Mitigation and Management of Natural disasters, organised by Central Water Commission, New Delhi, August 2-4, 1989. 2. 9th Symposium on Earthquake Engineering, organised by DEQ-UOR and ISET, November, 1990. 3. National Policy Analysis—Workshop on Natural Disaster Disaster Management Education 457

Reduction, organised by Administrative Staff College of India, Hyderabad, December 16-20, 1991. 4. Workshop on Uttarkashi Earthquake, organised by DEQ-UOR, December, 1991. 5. World Congress on Natural Hazard reduction, organised by The Institution of Engineers (India), New Delhi, January 10-14, 1992. 6. 4th Session of the Scientific and Technical Committee of IDNDR, organised by Ministry of Agriculture, Government of India, February 1-5, 1993, New Delhi. 7. National Seminar on Hydrological Hazards Prevention and Mitigation, organised by DH-UOR, March, 1993. 8. Workshop on Natural Disaster Reduction in the South Asia Region, New Delhi, March 30-April 2, 1994. 9. 10th Symposium of Earthquake Engineering, organised by DEQ-UOR and ISET, November 1994. 10. Seminar on comprehensive Flood Loss Prevention and Management organised by ESCAP hosted by Government of India, 28-29 September, 1994, New Delhi. 11. International Conference on Wing Engineering, organised by Indian Society for Wing Engineering, Roorkee, at New Delhi, January 9-13, 1995. 12. IDNDR-Day celebrations on given theme on regular basis since 1995, on Second Wednesday of October every year, organised by NCDM. 13. Workshop on Himalayan Eco-Development and Natural Disaster Reduction, organised by NCDM, New Delhi, November, 1995. 14. International Seminar on Mathematical Modelling of Atmospheric and Oceanic Processes, organised by Department of Mathematics, Berhampur University, Berhampur, December 18-21, 1995. 15. International Conference on Disasters and Mitigation, organised by Anna University, Chennai, January 19-22, 1996. 16. Workshop on Safety from Forest Fire; Courses and Remedies, organised by Uttar Pradesh Academy of Administration, Nainital and Forest Panchayat Training Institute, April 16-17, 1996. 17. PIARCG2 Group Seminar, Natural Disaster Reduction for Roads, organised by Central Road Research Institute, New Delhi, January 29-31, 1997. 18. International ^rrunar on Coping with Natural Disasters: Aspects of Risks, Crisis and Development, organised by Natural Disasters Management Cell, Agri-Economic Research Centre, Visva Bharati, Shantiniketan, February 28-March 2, 1997. 458 Extension Education Services

19. Workshop on Earthquake Disaster Mitigation, organised by DEQ-UOR, October 1997. 20. Seminar on Natural Hazards in Urban Habitat, organised by Central Building Research Institute, Roorkee at New Delhi, November 10-11, 1997. 21. International Symposium on Asian Monsoon and Pollution over the Monsoon Environment, organized by Indian Meteorological Society, New Delhi, December 2-5, 1997. 22. Third Annual Convention of Indian Building Congress on Built Environment and Natural Hazards, New Delhi, February 7-8, 1998. 23. International Conference on Disaster Management, organised by Tezpur University, Guwahati, Assam, April 23-26, 1998. 24. Workshop on Geohazard and Related Societal Issues, organised by Indian Society of Engineering Geology, Lucknow, November 26, 1998. 25. 11th Symposium on Earthquake Engineering, organised by DEQ-UOR and ISET, December 1998. 26. Policy Forum on Future of Mitigation of South Asian Disasters, organised by Disaster Management Institute and Duryog Nivaran, New Delhi, February 5-6, 1999. 27. National Symposium on Tropical Meteorology, organised by Indian Meteorological Society, Regional Meteorological Centre, Chennai, February 16-19, 1999. 28. National advisory Group Meeting on Managing and Measuring the Vulnerability, organised by Disaster Management Institute, New Delhi, June 12, 1999.

NATIONAL PROGRAMME FOR EARTHQUAKE ENGINEERING EDUCATION

The National Programme on Earthquake Engineering Education (NPEEE) aims at developing better capabilities within the country in the crucial area of earthquake engineering. The NPEEE is meant for developing capacity within the engineering and architectural institutions of the country in this subject. The main vehicle of this change is the training of teachers. Capacity building of teaching institutions will enable them to: (1) teach the principles of seismic engineering to their students, (2) provide training to the professional engineers in this subject since most professional engineers have not studied this subject in college, (3) conduct R & D on problems of relevance to our country, (4) provide consulting services to important civil engineering projects, and (5) provide the government with intellectual inputs towards technical and policy issues for earthquake safety from time to time. In order to address the problem of earthquakes, the following steps Disaster Management Education 459 are being taken: • Concepts of earthquake-resistant design would form a part of the compulsory core rather than just being electives in the model curricula for civil engineering. • The All India Council for Technical Education (AICTE) would take up the issue of earthquake engineering teaching in its various related committees and also give a boost to this topic through its ongoing schemes such as the Thrust Area and research and development (R & D) schemes. • Since mere development of curriculum and enforcing it in colleges may not be effechve, special efforts for faculty development in this area would be taken. • Course materials and other teaching aids shall be developed in related fields. • Earthquake engineering also requires adequate inputs from the disciplines of geo-technical engineering and geology (in addition to structural engineering). Hence, expertise in these areas shall be developed.

Under the NPEEE, lead institutions in the covmtry would help faculty development in other institutions. This would help train the engineering college teachers through short and long-term training under a centrally-funded programme. The resource institutions for this would include the IITs, the IISc, and Roorkee University. Activities under this national initiative would include the following: • Faculty development through short-term crash programmes and long-term programmes. • Development of resource materials/text books, etc. • Development of library resources in technical institutions. • Faculty exchanges between lead institutions and other institutions in the country and academia-industry exchanges. • International exchanges, wherein renowned experts from abroad can visit Indian institutions for varying durations for teaching and research, and younger Indian teachers professionals could spend time in top international institutions on these subjects. • Basic teaching laboratories may be funded at different engineering institutions. At the lead institutions, the proposed programme may fund the development of major research laboratories that would be used by other institutions also.

This initiative would enhance country's preparedness to cope with earthquakes in the future avoiding loss of life and property. The total cost of this project over the next three years would be Rs. 13.76 crore. The purpose of Disaster Management is to mitigate sufferings as 460 Extension Education Services well as find their causes and solutions. International Decade For Natural Disaster Reduction (IDNDR). (See, Appendix III: Progress in the International Decade for Natural Disaster Reduction). Prof. Dilip Kumar Sinha in his address coping with "Natural Disasters: An Integrated Approach" to the Indian Science Congress in 1991 held at Indore observes the need of Natural Disaster Education and Training. It is on account of three key elements, namely, prevention, preparedeness and mitigation that sensitization on natural disasters, aquaintance with rudiments of disaster management must involve understanding of the nature, characteristics and if necessary, financial implications by those who are entrusted with some forms of responsibilities and decisions at different levels. Over the years, many programmes in the form of training, short-term courses, orientation programmes, etc. have been organized under the aegis of a variety of organizations. That these require a different emphasis and structure is being increasingly felt and more so, in the context of IDNDR. There has not been any dearth of various conferences, training programmes, etc. By and large, these have been organized depending on the exigencies of events, most of which have occurred by then. If pre-disaster planning activity is to form the centi-al message of IDNDR, it is high time that there should be a well-structured concept on education in all its facets pertaining to the above principal elements of natural disaster. While one can cite a variety of training programmes even under the auspices of UNDRO in the wake of natural disasters, for example, UNDRO-USSR Training Seminar at Moscow after the Armenian earthquake and similar such efforts elsewhere, there are not many organizations like the Australian Counter Disaster College or Asian Disaster Preparedness Centre at Bangkok or Disaster Management Centre at Oxford or Centre for Research on the Epidemiology of Disasters at Belgium which treats disaster education as a fairly well-knit package. Even there institutions seem to have put thrust, on one aspect or the other, one is yet to develop a continuum of education on natural disasters which comprises a curriculum, its development through training, preparation of instructional materials, development of teaching aids and enrichment materials at different levels. The only organizations which has made a bit of dent in this direction is Pan-African Centre for Emergency Preparedness and Response under the auspices of WHO. Some of its publications in this direction are really useful not only for general purposes but also for training programmes for trainers. The center in Belgium can be said to have carved out a fairly comprehensive programme on disaster management with an emphasis on health aspects. The principal subjects run through bio-statistics applied to epidemiology, behavioural science applied to natural disasters, environmental aspects related to natural disasters, acquaintance with micro-computers in early warning system and emergency medical care, management of epidemics, etc. Australian Counter Disaster College imparts a variety of courses of Disaster Management Education 461

short duration, for example. Introduction to Disaster Management, Counter Disaster Planning, Hazard Analysis for Disaster Managers, Evacuation Mangement and the longest duration, of course is for two weeks. The training programmes at Oxford on Disaster Management has Relief Management, Reconstruction for Preparedness, Mitigation, Refugee Planning, Developmental Planning, etc. as components. These are cited all to show that such educational enterprises have not been catered to limited groups of people if the Science and Technology, as mentioned earlier, of natural disasters is to be an essential fallout of endeavours during IDNDR. The formal system like the universities has to participate in building up a curriculum on natural disasters. Professional institutions and non-governmental organizations should be supported to augment their activities in apprising people, say, on community preparedness but this will acquire a conceptually acceptable status and perhaps respectability, if they are imparted by management institutes/ departments, education and training departments of universities or similar autonomous bodies. The appropriate pedagogy is yet to evolve even for educating the community on natural disasters; the same with a conceptual construct must be intellectually challenging and should therefore flourish well in the university sector. Its basic inter-disciplinary and intrinsic holistic flavour must make it worthy of studying from an educational standpoint. The existing mechanism of continuing education, adult education or even mass education can be effectively used as instruments for imparting disaster education and tranining. Educational studies on natural disasters are interwoven with environmental education. UNESCO thinks that the goals for IDNDR are nothing short of extensions of Environmental Education (EE) which, over the decades, reflect inter­ disciplinary, problem-solving and community participation in environmental decisions. UNESCO's perspectives for integrating the two categories of education will help each to share each other's developments in respect of education and training what has been achieved under lEEP of UNESCO either through formal or non-formal channels for various targefgroups may perhaps be appropriated so as to facilitate attainments of the goals of IDNDR and presumably beyond them.

CONCLUSION

V. Suresh and Taranjot K. Gadhok in their article, "Disaster to Development" (Shelter, Oct. 13, 1999) rightly suggest that it is high time that the thinking process is brought to a turn around from "actions to preaction." It requires strong political will to put knowledge base to work, to use the forces of legislation, education, public awareness and policy-making on development and relief to make disaster reduction measures part of our everyday consciousness and plarming activities. Whenever disasters strike, they do not discriminate or differentiate 462 Extension Education Services between men and nations, poor or rich, young or old. They do not negotiate or listen and they do not wait, they simply come, kill and destroy, irrepairable losses which are irrecoverable. And when these hazards strike, it is the communities who are first to react, it is thfe communities irrespective of their profession, status, cast or culture who need to react. Therefore, it is important that capacities of communities are built to observe, understand and prepare themselves for worst impact. It is important to allow transparency of actions of the nodal agencies working towards mitigation measures to encourage communities to get involved, so that at the time of occurrence of disasters, they do not wait for help they can stand on their own feet and mobilize self-help, before rescue and relief reaches them. This may require coordination with NGOs, which are trained to handle such situation. In the rapidly changing scenario, the real wealth will lie in knowledge, innovation and speedy action. It would mean discarding the bureaucratic apparels and getting into the space suit of the 21st century. The road ahead is bumpy, but exciting being totally in an uncharted territory. It is up to us to use our intellectual prowess and negotiate the road with bold imagination, and deep urge to succeed.^®

N o t e s a n d R e f e r e n c e s

1. Phillips and Boulle, Message, in Shelter, Dec. 13, 1999. 2 . Ibid. 3. K, Rajan, Natural Disaster Management in National Development—An Indian Perspective quoted in Vinod K. Sharma, Disaster Marwgement, IJPA, New Delhi, 1999, p. 26. 4. V, Suresh, Message Towards a Safer Millennium, in Shelter, Dec. 13, 1999. 5. Ashok, Pahava, Ibid. 6. Bhagat Singh, Ibid. 7 . I D N D R , op. cit., p . 3. 8. The Daily Tribune, dated January 31, 2001. 9. Janpath—A Path of the People, News and Views on Earthquake, Destruction to Recommendation. 10. ID N D R, Indian Experience and Initiatives, op. cit., p . 4. 11. R.K. Celly and T.N . Gupta, Dimensions of Natural Disaster Management in India, in Shelter, Dec. 13, 1999, p. 1. 12. Ravi Shamber, Seismic Activity in India, in Shelter, p . 4. 13. Vinod Kumar Sharma and Amir Ali Khan, Earthquake Disaster Management and Administrative Issue, Training of Trainees Programmes in Distance Mangement, N G O , IJPA, 1999, p. 1. 14. R.O. Sharma, The Tribune, January 31, 2001. 15. B.S. Ahuja, Dimensions of the Problem—Floods, in Shelter, op. cit., p . 5. 16. IDNDR, op. cit., 13 . 17. G.S. Mandal Cylcones, The Problems Size, in Shelter, op. cit., p . 6. 18. IDNDR, op. cit., p. 13 . 19. A.R. Subbiah, Drought Management Through Anticipatory Multidimensional Approaches, A Case Study, in Vinod Sharma, op. cit., p . 92. 20. V. Suresh and Taranjot K. Gadhok, in Shelter, Dec. 13, 1999, p. 110. Disaster Management Education 463

A p p en d ix 14.1

GUIDELINES FOR HAZARD ASSESSMENT AND VULNERABILITY ANALYSIS*

I. Hazard Assessment A process of analysis which attempts to specify the "hazard occurrence probability" of an event of a given proportion occurring in a certain area within a stated time period (type/intensity/space/time). The process of identifying and assessing the relative properties and direct effects of hazards with reference to time is based on the collection of historical and scientific data able to be presented in scales, maps or other means of comparison for analysis. The accuracy and degree of sophistication possible or desirable will depend on the extent of perceived risk and the detail of available information, determined by the human, financial, technical and temporal resources available.

A. Types of Hazards

1. Earthquake, 2. L andslide, 3. T sunam i, 4. Volcanic eruption, 5. Tropical cyclone (typhon, hurricane), 6. Flood, 7. D rought, 8. Environmental desertification, etc.), 9. Bushfire (wildfire), 10. Civil conflict, 11. Population displacement (pollution), 12. Epidemic, biological, and 13. Technological hazard (industrial accident).

6. Physical Characteristics of Hazard Occurrence

1. Identity—knowledge of hazard, its development and b ehaviour, 2. Nature—types of forces associated with the hazard, 3. Intensity—capacity, or potential of destructive forces, effects, 4. Extent—geographical distribution, range of impact, 5. Scope—commuruty, sectoral extent, range(s) of impact, 6. Predictability—consequence of temporal properties, 7. Manageability—consequence of primary causes, properties.

* Prepared by ADPC, Bangkok, 464 Extension Education Services

C. Temporal Characteristics of Hazard Occurrence

1. Frequency—how often the event occurs, 2. Duration—expected time of lasting impact, 3. Speed of onset—rapidity of arrival of impact, and 4. Forewarning—time between identification/warning and im pact.

D. Hazard Assessment Considerations 1. H istory. 2. Probability of various intensities. 3. Maximum credible threat. 4. Necessary to consider secondary hazards, or 'knockon' effects of primary forces or main triggering event (e.g., earthquake causes dam burst/landslide causes flash/impounded flood, causes building collapse, causes population displacement, etc.). 5. The more rare hazards are in a given area, the less historical or statistical information there is to work with. Therefore, they present a less confident opportunity for prediction or common awareness and they can be a greater liability.

£. Elements at Risk to the Effects of Hazards (Direct consequences of the forces of hazards): Those elements, people, property or environment, processes or systems affected by the forces of a hazard if it occurs: 1. People, loss of life, 2. Personal health, injury or disease, 3. Damage, destruction of property, 4. Damage, destruction of infrastructure, public service systems, 5. Damage, destruction of environment, 6. Damage, destruction of crops, 7. Disruption, loss of production, 8. Disruption, loss of livelihood, 9. DisrupHon, loss of essential services, 10. Disruption, loss of national infrastructure, 11. Disruption to governmental process, systems, 12. Loss to national, local economies, 13. Disruption, loss of community or lifestyle, and 14. Sociological and psychological consequences.

II. Vulnerability Analysis A process which results in an understanding of the types and levels of exposure of persons, property, and the environment to the effects of identified hazards at a particular time. Disaster Management Education 465

Vulnerability = People + Condition + Place + Time + Event

The process to identify physical, social and economic condihons susceptible to the effects of hazards of a given intensity by focusing on the types of risk to which they are exposed. Different elements vary significantly in their susceptibility to damage of disruption and vulnerability also differs according to intensity of the hazard.

A. Types o f Vulnerability 1. Physical Vulnerability, pertaining to matters of location, proximity, structural and infrastructural conditions, frequency including agricultural assets as representing physical 'plant'.

(a) Building—considering their use, site, design, shape, proximate locations, materials used, state of maintenance, construction techniques and quality. (b) Infrastructure—structurally-based systems and related processes necessary for the social and economic fimctioning of a society or a community, which in terms of their essentiality are sometimes referred to as 'lifelines'. 1. Transportation systems and component elements, 2. Telecommunication system (external and internal), 3. Public utilities services (water, electricity, drainage), and 4. Essential public or commimity services and related facilities (health, public administration, emergency or security services and facilities, essential economic structures, critical civil protection systems or measures, etc.). (c) Agricultural—primarily considering physical assets related, but opporturuty loss potential of essential natural resources, crops, trees, livestock, fisheries, also should be recognised.

2. Economic Vulnerability, determined by evaluating the direct loss potential of economic assets and processes, indirect loss potential, and cor^equent secondary effects, generally derived from previous historical data applied to current conditions affected by a variety of disaster scenarios. As the direct disaster assistance seldom exceeds a small fraction of total assets loss, it is in terms of net opportunity cost that economic vulnerability must be measured. Any complete assessment of economic vulnerability must be linked to studies of physical and social vulnerability.

(a) Direct loss potential: 1. Damage, destruction of buildings, plants, facilities, raw material, products, 2. Replacement costs. 466 Extension Education Services

3. Loss of employment, 4. Crop losses, and 5. Damage to means of production. (b) Indirect loss potential: 1. Impact of lost production, 2. Impact of lost employment, 3. Destructions of savings, 4. Loss of markets, 5. Loss of opportunity, 6. Loss of vital services, and 7. Loss to consequential income-earning activities. (c) Secondary effects: L Inflation, 2. Indebtedness, 3. Income disparities, 4. Labour migration, 5. Reorientation of capital allocation, 6. Frustration of developmental investment, and 7. Economic isolation of affected areas.

3. Social Vulnerability, determined by the perception of risk and the ability of people to take measure to reduce that risk. Social vulnerability is more difficult to measure than either physical or economic vulnerability, but efforts can be made to identify those elements of society or social behaviour which may reflect a greater risk of adverse affect.

(a) Critical indicators of perceived risk, ability of response: L Poverty, limitation of resources, reserves or options, 2. Degree of public awareness about the immediate social and physical enviror\ments as they relate to hazards and effects, and 3. Prior personal experience of specific risk, consequence. (b) Demographic considerations: 1. Magnitudes, total population, 2. Concentration densities, and 3. Demographic distinctions, vulnerable groups of socially disadvantaged people or those requiring special attention: (a) children, (b) disabled or impaired people, (c) single parent families, (d) elderly people, (e) women, particularly if pregnant or lactating, (f) remotely located, isolated groups of people, and (g) seasonal, temporary or migrant populations. 4. Socio-political or cultural attributes affecting social Disaster 'Management Education 467

vulnerability: (a) Educational and literacy levels, (b) Leadership, extent of coherent and effective governance, (c) Political viability, integrity, public confidence, (d) Extent of self-reliance, community organisation capabilities, (e) informed, practiced, lociSH or traditional coping mechanisms, and (f) Nature of belief systems, people's view of themselves and their own abilihes.

6. Capabilities When conducting vulnerability analysis, special note should be taken of positive attributes able to be identified that may contribute to an enhanced ability to prevent or mitigate the effects of a disaster, or which may strengthen a commimity's ability to respond effectively to the hazard .

C. Vulnerability Analysis Considerations

1. Need to focus on degrees of loss, damage, 2. Focus attention on important elements^ concentrate analytical resources on critical or significant items: (a) people, concentrated populations, (b) lifelines, (c) economic activity, resources, (d) areas of developmental importance, and (e) production facilities. 3. Essential to consider relationships of a factor that determine social and economic systems and processes over time.

I I I . R i s k Risk is the expected loss from a given hazardous event for a given element of vulnerability over a specified time period. It is a function of:

• the probability of a hazard of a particular magnitude occurring, • the elements susceptible to potential loss or damage ('at risk') • the nature of vulnerability of those elements, and • a specified future time period.

A. Risk Management Risk Management is the process of analysis which leads to the estimation of the magnitude of a given risk and the determination of how important such a risk is to matters of 'our' concern. It includes an 468 Extension Education Services evaluation of all the elements that are relevant to an understanding of existing or contemplated hazards and their effects on a specific environment. When this evaluation is considered in social or political terms, it enables the determination of appropriate hazard prevention, or vulnerability reduction, or mitigation strategies.

/. Risk Assessment The scientific quantification of risk determined from data and an understanding of the processes involved determines the magnitude of the risk.

2. Risk Evaluation The social, economic and political judgements of the importance of various risks faced by those exposed to them determines the accepted importance of the risk.

3. Conditional Elements

(a) Importance of amount and type of information and a careful understanding of the nature of the-hazard and its associated forces. Prevailing ignorance constitutes a major risk factor. (b) There is a need to balance rigorous scientific or rational analysis against other "belief factors" of social or personal importance: 1. people respond to risks which they perceive, which may be affected by media exposure, previous experience, or judgemental bias. Perceptions may be altered by vividness or frequency of exposure, dread or imagination, and 2. variation of voluntary and involuntary exposure and presumed ability of effective resporise (prevention and controllability). (c) Relative costs and benefits associated with specific options of risk reduction: 1. affordable risks, literal costs v/s benefits, 2. acceptable risks, personal, social or political choices, and 3. degree of risk over time, relative probability of risk.

8. Policy Options for Risk Reduction

1. Decision-making—Essential to have political commitment: (a) priority needs of attention, (b) time and resource allocation, and (c) decide relative effects of intervention. 2. Importance of Information: (a) for policy determination, and (b) for public knowledge. Disaster Management Education 469

3. Hazard Prevention: (a) man-made hazards offer much potential for prevention, and (b) natural hazards offer less potential for prevention. 4. Vulnerability Reduction. 5. Mitigation of Effects: (a) structural measures of mitigation, and (b) non-structural measures of mitigation.

R e f e r e n c e s

W. Nick Carter, Disaster Management: A Disaster Manager's Handbook, Chapter 2, pp. 9-23, Appendix A, pp. 345-55. Disaster Mitigation in Asia and the Pacific, Asian Development Bank, Techiucai Background Paper by Ian Davis and Satyendra P. Gupta, pp. 25-41. Australian Emergency Manual: Community Emergency Planning Guide, National Disasters Office. A.W. Cobum, R.J.S. Spence, A. Pomonis, DMTP Vulnerability and Risk Assessment, Cambridge Architectural Research Limited for UNDP, UNTDRO. 470 Extension Education Services

A p p en d ix 14.2

CONCEPTS OF HAZARDS AND VULNERABILITY ANALYSIS

Compiled by Terry Jeggle*, and Rob Stephenson**

I. Introduction

A. Definitions—hazard, vulnerability, risk, analysis, B. Nature of Hazards, C. Hazard Assessment Process, D. Nature of Vulnerability (and Capabilities), E. Vulnerability Analysis, and F. Sources.

II. Definitions

A. Hazard An event or occurrence that has the potential for causing injury to life or damage to property or the environment. The magnitude of the phenomenon, the probability of its occurrence and the extent and severity of the impact can vary. In many cases, these effects can be anticipated and estimated.

6. Vulnerability A set of prevailing or consequential conditions composed of physical, socio-economic and/or political factors which increase a community's susceptibility to calamity or which adversely affect its ability to respond to events. The community and its members may or may not be willing participants in contributing to or tolerating the conditions. Taken together, they create a dynamic mix of variables, each of which results from a continuous process. Vulnerabilities can be physical, social, or attitudinal and can be primary or secondary in nature. If there are positive factors, that increase ability to respond to needs effectively or which reduce susceptibility, they are considered to bo Capabilities.

C. Risk A probability that injury to life or damage to property and Hit environment will occur. The extent to which risk is ei^er increased or diminished is the result of the interaction of a multitude of causation chains of events.

* Director, ADPC, Bangkok. ** Senksr Researcher, Relief and Development Institute. Disaster Management Education 471

D. Hazard Assessment, Vulnerability Analysis, Risk Analysis Structured analytical procedures to identify hazards and to estirnate the probability of their occurrence and the consequences in light of conditions. Taken together with a similar structured analysis of actual or potential vulnerabilities these estimations are then to be compared with a standard or criterion in order to decide whether or not action is desirable, to reduce the probabilities or to protect the people, property, or environment. Realistically, it is necessary also to consider to what extent perceived constraints of time, resources, or effect may impede the application of desirable counter-measures indicated.

III. Nature and Conditions of Hazards

A. Example Cyclone Hazards

1. Primary: (a) Wind Water

1. Rain 2. Flood (a) Marine (b) Riverine (c) 'Rui^-off' (d) Low-lying 3. Wave and tidal 4. Storm surge (c) Land 1. Slips, slides 2. Erosion 3. Alteration of river course 4. Marine encroachment

2. Multiple (or Sequential) Hazards: (a) Multiple examples (b) Cascade examples

3. Secondary: (a) Health Risks, (b) Economic Loss, (c) Loss of Shelter, Infrastructure, (d) Destruchon of Food Supply, (e) Destruction of Water Supply, (f) Erosion, Destruction of Land, Natural Resources, and (g) Destruction of Community. 472 Extension Education Services

B. Characterisation of Hazards 1. Frequency, 2. D uration, 3. Speed of onset, 4. Scope, 5. Intensity, 6. Predictability, 7. F orew arning tim e, an d 8. Controllability.

C. Factors Affecting Magnitude of the Physical Effects of Hazards

1. Geographical pattern of severity, 2. Number, spatial distribution and density of population, 3. Vulnerability of people, things to a given force, and 4. Effect of local conditions in modifying severity of effects.

IV. Hazard Assessment Process

A. The Hazard Assessment Process

1. Hazards-Community-Environment-Consequences-Folicies. 2. Sequence of assessment: (a) Identification of hazards (b) Collection of information 1. A bout the hazard 2. About the community 3. About the environment (c) Analysis of information (d) Application of the analysis to policy, planning, management. 3. Assessment Process: (a) Overview: 1. H istory 2. Probability 3. V ulnerabihty 4. Maximum threat to protect against (b) Factor Analysis: 1. Frequency 2. D uration 3. Speed of onset 4. Scope 5. Intensity 6. Predictability 7. F orew arning 8. Controllability Disaster Management Education 473

(c) Cross-Hazard Analysis: 1. Management requirements that are common to two or more hazards: (a) Awareness programme, (b) Information and communications, (c) Operations (procedures, centres), (d) Evacuation or rescue (procedures, service functions), (e) Coordination, (f) Resources, and (g) Time sequencing. 2. Requirements specific to individual hazards. 5. Conceptual Model of Hazard Analysis: (a) History, (b) Technological analysis, and (c) Pre-requisite to vulnerability analysis.

V . Nature and Conditions of Vulnerability

A. Types of Vulnerability

1. Physical (Material)

(a) Geographical, geophysical (location and exposure). (b) Poverty—Poor suffer more, fewer resources, no reserves, on influence, little political power of influence overall, limited means and fewer options (if any). If not a Consequence of Ignorance, the Vulnerability to N atural Hazards is Essentially Determined by Conditions of Poverty. (c) Capital Resources—Cash, property, land, personal capital goods, reserves (and the nature of their allocation). (d) Basis of livelihood, economic activities, options, multiples. (e) Occupational tools, equipment, goods (land, boat ownership). (f) Skills, labour. (g) Environmental (locale, situational, prevailing practice). (h) Climatic. (i) Infrastructural (access, protection). (j) Strength, health (food+nutrition, clean water, etc.). (k) Domestic (shelter, access to food, water).

2. Social (Organizational)

(a) Community organization, its cohesiveness, commitment. Extent of social, ethnic, economic, political, religious divisions. (b) Leadership, the governance of a community, how decisions are taken. 474 Extension Education Services

What internal conflicts? How they are addressed? (c) Resource possession and control, degree of access, application to common or individual benefit. (d) Information, where, when, and how the commuruty gets it and how it contributes to common knowledge and decisions.

3. Auitudinal (Motivational, Cultural)

(a) How people view themselves (and are encouraged to view themselves) particularly in terms of capacities. Perception of limitations and capabilities to affect their own environment. (b) Traditional belief systems, degree of indigenous, historical coping mechanisms.

6. Characterizations of Vulnerability

1. Location of population groups in relation to hazard. 2. Population densities, rate and distribution of growth. 3. Special population groups (aged, women, disabled, children). 4. Location, value, access to economic and material resources. 5. Location, value, 'capacities' of vital facilities.

C. Recurrent Elements Contributing to Vulnerability

1. Rural Areas

(a) unequal access to land, (b) inability to produce a surplus, (c) absence of other income earning opportunities, (d) access to credit, (e) forced migration, (f) ecological damage, degradation, and (g) reduction of natural or essential local resources.

2. Urban Areas (a) low income settlements sited or able to squat only in vulnerable areas, (b) subsistence income levels, (c) inadequate personal, social, infrastructural, or transport services, and (d) population in-migration, compressing risks.

D. Why do People Live in Conditions of Vulnerability?

1. Ignorance of the vulnerability or limited perception of risk: (a) A ntidote: education, communication, awareness. Disaster Management Education 475

2. Limited interest, authority, ability to change it: (a) A ntidote: attitude, motivations, capabilities. 3. Poor, ineffectual leadership to alter conditions: (a) A ntidote: political or community alteration. 4. Few, if any, alternate options (physically, socially, economically, politically)—no choice: (a) A ntidote: empowerment (generally economic or political).

V I. Vulnerability Analysis

A. Process of Risk Analysis

1. Identify the nature, extent, and risk of threat. 2. Determine the existence and degree of vulnerabilities. 3. Identify the capabilities and resources available. 4. Determine acceptable levels of risk, cost-benefit considerations. 5. Set priorities relative to time, resource allocation, effectiveness of results. 6. Develop methods to protect people and key resources and reduce overall losses. 7. Design effective and appropriate management systems to implement and control.

B. Factors Determining the Magnitude o f Physical Vulnerability

1. Geographical pattern of the severity of the hazard(s): (a) Pattern of highest wind, direction, relative timings, and (b) Location, extent, depth, direction, timing, hdal circumstances to storm surge. 2. The number, density, spatial distribution, special characterization of population groups exposed to the effects of the various hazards. 3. The degree of vulnerability of the elements at risk to a given force, (e.g., wind, water, sea, land) or to a combination of these forces. Consideration of primary and secondary or consequential effects. 4. The effect of local conditions, capabilities, in modifying the severity of effects: (a) natural topographic features, (b) degree of awareness and foreknowledge, (c) state of preparedness abilities, and (d) mitigation practice (non-structural and structural). 476 Extension Education Services

C. The Vulnerability Analysis Process

1. Key Elements

(a) Persons—Place—Time-Event, (b) Risk—probability of threat actually occurring, and (c) Rates—risk over time.

2. Conceptual Model

(a) Overview, 1. Historical, and 2 . Com m unity experience. (b) Nature and extent of hazards, (c) Nature and extent of vulnerabilities, (d) Determination of relative risks and benefits, (e) Map areas of risk analysis/response, (f) Planning, (g) Nature of intervention, (h) Education, (i) P reparedness, (j) M itigation, (k) Response, and (1) Management structures.

3. Factors

(a) Data (information)—for a purpose: 1. A vailability 2. Q uantity 3. Q uality 4. Structure (b) Designated group responsible: 1. Understanding of purpose 2. A uthority 3. N eeds 4. Knowledge 5. Skills 6. Technical access (c) Resources: 1. Tim e 2. M oney

D. Strategies for Improved Application of Analysis

1. Include analysis of natural hazard risk as part of ongoing Disaster Management Education 477

natural resource evaluation and development strategy formulation. 2. Identify and formulate mitigation measures for development investment projects. 3. Make information on natural hazards and community vulnerability more widely available, more accessible to emergency response and development planning departments. 4. Train plarming technicians and decision-makers in hazard assessment, vulnerability analysis, and disaster mitigation appreciation and techniques.

£. Special Considerations for Further Emphasis

1. Review^ risk perceptions of different economic groupings, (e.g., farmers, fishermen, small business community, labourers, etc.). 2. Coastal zone storm surge risk assessment. 3. Special emphasis on 'lifeline systems' vulnerability analysis. 4. Energy sector vulnerability in relation to natural hazards. 5. Flood hazard assessment and systems as part of integrated agricultural projects. 6. Include hazard assessment and vulnerability reduction measures as a part of provincial capitals/towns' urban development plans. 7. Include landslide hazards and vulnerability assessments in metropolitan areas and on critical transportation routes (viz., Baguio conditions). 8. Use of geographical informaHon systems in riational, sub­ national, and metropolitan level analysis of natural hazards, resources, populations, critical facilities and infrastructure.

R e f e r e n c e s

Frederick J. Cuny, Disasters and Development. Review of National Hazard Management Activities, Organization of American States Department of Regional Development, Stephen Bender, S.P. Gupta, Hazards and Vulnerability Analysis, ADPC, Asian Institute of Technology, Hazards Analysis W orkshop, Australian Counter-Disaster College. Andrew Maskrey, Disaster Mitigation: A Community-based Approach, OXFAM Development Guidelines 3. 478 Extension Education Services

A p p e n d i x 1 4 .3

PROGRESS IN THE INTERNATIONAL DECADE FOR NATURAL DISASTER REDUCTION

O l a VI E l o *

NATURAL HAZARD including earthquakes, tsunamis, volcanic eruptions, landslides, avalanches, tropical cyclones and other windstorms, floods, v^ildfire, drought, and locust infestation occur throughout much of the v^^orld. Disasters stemming from these hazards kill more than one million people each decade, leave countless others destitute, and cause huge economic losses. Among the myriad of disastrous events in the last few years, each of the largest—a typhoon in Bangladesh and an earthquake in China—has claimed hundreds of thousands of lives. The toll from disasters is particularly severe and tragic in developing countries. In recent years, they have suffered 90 per cent of the deaths and have often had their development goals set back years and even decades. With population growth and urbanisation and with disaster vulnerable development, the risk of still greater tragedies is increasing. Now is the time to confront this issue head-on. These are the introductory words in a report presented by the Secretary-General of the United Nations as a background document, when the UN General Assembly decided to designate the 1990s as the International Decade for Natural Disaster Reduction (IDNDR). The Munich Re-insurance has estimated that economic losses due to natural disasters have increased three-fold from the 1960s to the 1990s, and in the first few years of the 1990s are rurming at about $ 50 billion per year. The majority of these enormous economic losses are incurred in industrially developed parts of the world, but the relative impact is much greater on countries with lower per capita incomes. For countries with the lowest CNF, disaster mortality is several times higher than for middle income countries. In their important book. The Environment as Hazard, Burton, Kates and White describe how deaths and sufferings due to natural disasters are closely related to poverty. "Ninety-five per cent of disaster-related deaths occur among two-thirds of the world's population that occupy developing countries." Two fundamental observations formed the impetus to the IDNDR. First, the extent of loss of lives, physical damage and economic costs caused by disasters; their overall impact has often become an unbearable burden both on the stricken locations and on the socio-economic development proems of vulnerable countries. Second, the availability in

* Director, IDNDR. Disaster Management Education 479 today's world of a wealth of scientific knowledge and technological know-how, already used in other sectors, that could be trar\sferred and applied to the reduction of the overall impact of disasters on society. As a key result of the preparatory work for the Decade, these essential considerations found broad recognition and were endorsed by the United Natioris in the decision to launch the IDNDR.

Objectives and Goals for ID NDR When the UN General Assembly adopted resolution 44/236 in 1989 and formally decided on the IDNDR, the following objectives and goals were established—

1. The objective of the decade is to reduce through concerted international action, especially in developing countries, the loss of life, property damage and social and economic disruption caused by natural disasters, such as earthquakes, windstorms, tsunamis, floods, landslides, volcanic eruptions, wildfire, grasshopper and locust infestations, drought and desertification and other calamities of natural origin. 2. The goals of the Decade are: (a) To improve the capacity of each country to mitigate the effects of natural disasters expeditiously and effectively, paying special attention to assisting developing countries in the assessment of disasters damage potential and in the establishment of early warrung systems and disaster- resistant structures when and where needed; (b) To devise appropriate guidelines and strategies for applying existing scientific and technical knowledge, taking into account the cultural and economic diversity among nations; (c) To foster scientific and engineering endeavours aimed at closing critical gaps in knowledge in order to reduce loss of life and property; (d) To disseminate existing and new technical information related to measures for the assessment, prediction and mitigation of natural disasters; and (e) To develop measures for the assessment, prediction, prevention and mitigation of natural disasters through programmes of technical assistance and technology transfer, demonstration projects, and education and training, tailored to specific disasters and locations, and to evaluate the effectiveness of those programmes.

The Assembly imderlined the fundamental responsibility of the vulnerable countries themselves; in order to initiate coherent disaster- mitigation activities, countries were requested to create multi-sectoral 480 Extension Education Services national committees or focal points for IDNDR, which would stimulate and coordinate local initiatives aiming at the objectives of the Decade. The Assembly furthermore called specifically on scientific and technological inshtutions, as well as industrial corporations, to participate in disaster-reduction activities, recognising very clearly the extent of the benefits, the capabilities and resources of these groups could bring about. Such a country-centred approach is indeed geared to obtaining maximum advantage from country-level expertise and should be embodied in disaster, reduction policies and actions right from the outset. To date, over 100 National Committees or Focal Points have been established in response to the call by the General Assembly and to promotional activities that focused on the identification of local expertise and knowledge that could be mobilised in a country-level disaster mitigation effort. An important concern is that these national groups include all relevant local expertise in disaster management and prevention, as well as in scientific and technical knowledge; all these components are essential for the successful application of advanced technologies to disaster reduction.

Organisational Arrangements during the ID N D R Overall advice with respect to the Decade is provided by a Special High-Level Council, and a Scientific and Technical Committee (STC) on the IDNDR has been established. The role of the Committee is to develop overall programmes to be taken into account in bilateral and multilateral cooperation for the Decade, paying attention to priorities and gaps in technical knowledge identified at the national level, in particular by national committees; to assess and evaluate the activities carried out in the course of the Decade; and to make recommendations on the overall programmes in an annual report to the Secretary General. A secretariat responsible for the day-to-day coordination of the Decade has been established and is located in Geneva, Switzerland. Originally, the secretariat worked in close association with the then UNDRO; since the establishment of the Department of Humanitarian Affairs (DHA), the Secretariat reports to DHA. The organisatior^s of the UN system have participated in the IDNDR from the early phases of programme development through an Inter-Agency Steering Committee and a Working Group. These have provided a forum for inter-agency coordination and information exchange.

Activities and Progress The first years of IDNDR have been characterised by the formulation of targets and the initiation of projects. The STC has met on four occasions, the last one being in New Delhi in February 1993. "Three Targets of the Decade" to be completed by all countries by the year 2000 have been adopted, namely: Disaster Management Education 481

(a) Comprehensive national assessments of risks form natural hazards, with these assessments taken into account in development plans; (b) Mitigation plans at national and/or local levels, involving long-term preventation and preparedness and community awareness; and (c) Ready access to global, regional, nahonal and local warning systems and broad dissemination of warnings.

Criteria for various types of IDNDR projects at national, regional and international level have been established as well, with the following classification:

(a) International IDNDR Demonstration Projects: those projects intended to provide clear examples of activities which fall within the framework programme of the Decade as already endorsed by the Committee. In addition, those projects need a very good operational organisation and recognised implementing bodies. (b) International and Regional IDNDR Projects; which fall within the framework programme of the Decade and contribute towards achieving one or more of the targets. (c) National IDNDR Projects: which fall within the framework programme of the Decade and contribute to achieving one or more of the targets, some of which may carry a particular value. (d) National IDNDR Demonstration Projects: National Committees and Focal Points may wish to designate a limited number of projects in this category, with criteria similar to (a) above, and notify the Secretariat.

A note of special concern made at the last STC session is that the latest available statistics indicate that in 1991, 162,000 people lost their lives, and that US $ 44 billion in economic damage occurred because of 434 major disasters. In 1992, Hurricane Andrew caused economic losses in the United States of over US $ 20 billion, while thanks to effective advance warnings, loss of life was limited.

P r o j e c t s At present about 25 projects have been endorsed as International IDNDR Demonstration Projects and there are many more national and regional projects classified as IDNDR projects. A major problem is of course securing financial support for these projects. National and regional projects are normally funded by a Government (National Committee) or Government (National Committees) of the area(s) in which they would be implemented. 482 Extension Education Services

It was reported at the fourth STC that: While funding for most projects has already been provided, as for example by the European Community Development Fund (FDF), the Netherlands and Germany, UN agencies and non-governmental international organizations, other initiatives, including some demonstrahon projects, are however facing problems in obtaining financial support. The STC therefore recommended that information about individual projects should be disseminated through a variety of channels, including STOP Disasters, and that the STC should play a more active part in promoting such projects, including contacts with donors. Guidance on project development to the Secretariat and advice to the STC is provided for by a sub-committee. The terms of reference for this sub-committee specify that it will:

(a) encourage the formulation of IDNDR projects in all four categories, especially at national and regional levels; (b) review proposed projects and, if needed, suggest modifications; (c) periodically review and recommend projects to be designated as International Demonstration Projects, taking into account the need to cover the major programme areas of the Decade and the above criteria; (d) advise on possible avenues for funding or otherwise supporting International Demonstration Projects and, when requested, other Decade projects; (e) provide guidance to the Secretariat as required on categorization of projects in line with the above criteria; and (f) keep under review the above guidelines and criteria and recommend changes to the STC as necessary.

Information Strategy Eleven issues of STOP DISASTERS, the IDNDR newsletter, have been issued to date. The press run has been gradually increased from 8,000 to 10,000 (December 1992) and plans are presently under consideration to reach a target circulation of 30,000 in line with the recommendation of the Second STC meeting. The newsletter is currently distributed in 178 countries to national IDNDR committees, national agencies involved in disaster management, inter-govemmental, non­ governmental organisations, research institutes, financial and banking institi-ites, insurance companies, etc., which have an interest in the Decade programme. The newsletter is published by the Osservatorio Vesuviano in cooperation with the IDNDR Secretariat. The 1992 International Day for Natural Disaster Reduction was observed under the theme "Natural Disaster Reduction for Sustainable Development." An encouraging participation in the observation programme was registered both at national and international levels. At Disaster Management Education 483 the international level a statement was made by Boutros Boutros-Ghali, Secretary General of the United Nations on the occasion of thp Day. Similar messages were also released to the media by the Secretary General of the World Meteorological Organization and the Executive Director of the United Nations Centre for Human Settlements (habitat). At two Press Conferences organised in New York and Geneva in cooperation with the UNDP, Ian Eliasson, Under-Secretary-General for Humanitarian Affairs, James P. Bruce, Chairman of the IDNDR Scientific and Technical Committee, and Charles LaMunieret, Director and Deputy to the Under-Secretary-General for Humanitarian Affairs, briefed correspondents on the growing human and economic losses resulting from natural disasters, the importance of natural disaster reduction for sustainable development and the opportunity which the Decade programme offers for international cooperation in the field of natural disaster reduction. Information packages containing a set of audio-visual productions prepared by the IDNDR Secretariat and information material from other sources relating to the theme, were compiled and dispatched to national IDNDR committees to supplement their obseryance programmes. National IDNDR committees displayed on active interest in the Day and used the opportunity for promoting the Decade's objectives and for mobilizing support for disaster reduction activities. An encouraging feedback has been received from national IDNDR committees which organized varied and irmovative observance programmes. The 1993 International Day for Natural Disaster Reduction will be to observed under the theme "Stop Disasters Focus on Schools and Hospitals." An implementation plan of the IDNDR Information Strategy was approved by the fourth STC session. The plan aims to contribute, through the Decade Programme and a participatory approach to the establishment of a long-term comrhunicative relationship between generators, transmitters and users of information, an essential prerequisite for motivating people to adopt or promote disaster reduction m easures. An information campaign which would concentrate on three targets of the Decade on a step-by-step basis was identified to be important to mobilize the efforts of all Decade partners along a clearljr defined path which would enable the achievement of tangible results by the end of the Decade, laying a good basis for continuing efforts in set directions. In each campaign phase, the scientific community, disaster-prone commuruties, goveniments in developing and industrialised countries, the media and all other Decade partners would be asked to contribute their share to the achievement of each target which can be plarmed and also quantified in terms of achievement. The focused approach would also facilitate the mobilisation, the prioritisation and channelling of support to a selected number of disaster-prone groups, countries or regions which 484 Extension Education Services

might seek assistance or collaborative efforts in each case. The phased approached would also ensure that the basic questions as to who is vulnerable to disasters, why and at what level, would be answered at different levels and addressed sequentially, prior to any attempt at transmitting information on disaster reduction measures.

Follow-up on U NC ED and Agenda-21 The STC at its fourth session in New Delhi reviewed the outcome of the UNCED in Rio in June 1992 and identified four major follow-up activities that could potentially help to reduce disaster losses:

1. The formation of a Commission for Sustainable Development to monitor progress on Agenda 21; 2. The Framework Convention on Climate Change; 3. Negotiation of a new Convention on Desertification and Drought; and 4. The Conference on Sustainable Development of Small Island States (Barbados, April 1994).

Of special interest to participants at this meeting may be the reference to chapter seven of Agenda 21. This chapter deals with "Promoting Sustainable Human Settlement Development and contains direct reference to promoting human settlement planning and management in disaster-prone areas."

W orld Conference on Natural Disaster Reduction, 1994 A World Conference on Natural Disaster Reduction, organised in coordination with the UN Department of Humanitarian Affairs/ International Decade for Natural Disaster Reduction and the Government of Japan, will be held in Yokohama from May 23-27, 1994. The aims of the conference are to:

(a) review IDNDR accomplishments at national, regional and international levels; (b) chart an action programme for the future; (c) exchange information on the implementation of IDNDR programmes and policies; and (d) increase awareness of the importance of the progress of disaster reduction policies.

Participation in the conference is to include government ministers and high-level officials who will be preparing and presenting national reports on their IDNDR-related activities. Additionally, participants are expected from regional and international organizations, concerned with natural disasters, governmental and non-governmental representatives, and other interested persons. Furthermore, an invitation is extended to Disaster Management Education 485 all who are involved in Decade activities, including those from the fields of planning, finance, foreign affairs, health, science, engineering, civil defense, private sector, including the insurance industry, the media and emergency preparedness— There will be a series of Topical Sessions on:

• Cost Benefits of Hazard Mitigation, • Drought Management, • Inter-relationships between Technological and Natural H azards, • Buildings Hazard-Resistant Structures, • Warning Systems and Preparedness for Disaster Reduction, and • Vulnerable Groups and Communities.

The Conference is designed to be neither exclusively technical nor political, but rather to provide an opportunity for policy-makers to exchange ideas and hazard reduction strategies in a unique forum. The results of the Conference will contribute to the mid-term review of the Decade in 1994 by the United Nations Economic and Social Council, as required by the General Assembly.

Concluding Remarks The objectives, goals and targets for the IDNDR are straightforward. However, natural disasters occur in many different shapes and cause a wide spectrum of impacts. The consequences of a natural-disaster depend on many factors, including socio-economic factors, and it has been suggested that man-made influences are the main cause for the growing disaster potential. In particular, unplanned, often informal settlements in disaster-prone regions and rapid urbanization expose man to dangers directly or indirectly related to natural disasters. However, there is still hope and I would like to conclude with a quote from a recent speech by Jim Bruce, Chairman of the IDNDR Scientific and Technical Committee. Through the decade of the 90s we are determined to reach a higher plateau of global awareness of the suffering and damages due to natural disasters and to put in place the actions, both possible and necessary, to reduce these human and economic losses. But it will take a major effort on the part of all disaster-prone countries—that is all of our countries—to bring this about. The IDNDR provides an opportunity and a framework for international cooperation. For the sake of the people of the world, let us work together to make it happen.

Chapter 15

INDIAN CULTURE PERSPECTIVES AND HIGHER EDUCATION

Materialism is wonderful, no doubt, but it burdens man with endless anxiety and craving to possess more, to acquire and aggrandise and to indulge with slavish attachment. This is natural for man seeks his fulfilment and happiness only in thoughtless intemperance, in toiling for and reaching the temporary gratification of his physical passions, mental urges, and intellectual hungers. It is not a fact that, in recent times, more people are killed by worry than by work? Man in his present misconceived civilization has learned to waste himself and his precious time in the inevitable trifles and tensions that beset his life. But to the attentive and the vigilant, life is a glorious opportimity with possibilities to reach the perfection of civilization. —Swami Chinmayananda

On one side, new India is saying, "If we oiUy adopt western ideas, western language, western food, western dress, and western manners, we shall be as strong and powerful as the western nations; on the other, old India is saying, "Fools! By imitation, others' ideas never become one's own; nothing, unless earned, is your own. Does the ass in the lion's skin become the lion? On one side, new India is saying, "What the western natior« do is surely good, otherwise, how did they become so great? On the other side, old India is saying, "The flash of lightening is intensely bright, but only for a moment; look out boys, it is dazzling your eyes. Beware!' —Swami Vivekananda

1 5 CHAPTER

Indian Culture Perspectives and Higher

E d u c a t i o n *

Dynamism of the youth is the motive force behind history. Dynamism is the expression of life; it is the SAT-CHIT- ANANDA expressing and manifesting itself in each one of us. Each one of us is alive and alert only because of this live-vitality in us. There will be no expression of life if this Life-Principle is not there. The dynamism is a gift from God to each one of us; only, we do not quite realize its preciousness as we do not realize what it is. — Swami Chinmayananda Can you adduce any reason why India should lie in the ebb­ tide of the Aryan nations? Is she inferior in intellect? Is she inferior in dexterity? Can you look at her art, at her mathematics, at her philosophy, and answer 'Yes'? All that is needed is that she should de-hypnotize herself and wake up from her age-long sleep to take her true rank in the hierarchy of nations .... The national ideals of India are Renunciations and Service. Intensify her in those channels, and the rest will take care of itself. — Swami Vivekananda

Higher education in India lacks direction as we are not imparting our culture and civilization to youth. We are adopting the same education system which existed during British Times. Mahatma Gandhi's words at Chatham House, London on October 20, 1931, reveals: "I say without fear of my figures being challenged successfully, that today India

‘See Appendix 15.1 490 Extension Education Services

C h ar t 15.1

Indian Culture Perspective and Higher Education

Loyalty to the Love and Devotion Mother India for Motherland

is more illiterate than it was fifty or a hundred years ago, and so is Burma, because the British administrators, when they came to India instead of taking hold of things as they were, began to root them out. They scratched the soil and began to look at the root, and left the root like that, and the beautiful tree perished. There is a need to promote Indian Culture to make Indians aware of their past glory. India has the oldest living civilization in the world and its heritage of culture is one of the richest. With such an important treasure, children and citizens must be exposed to this glory which is their own heritage. Values of life are imparted by means of culture. Whether through epics, mythology or stories, values such as love, sacrifice, non-violence, etc. get entrenched in children's minds and remain with them throughout their lives. Indian culture rests on a philosophy of its own. It is not only a subjecl of study of academic interest as in western countries. A way of Indian Culture Perspectives and Higher Education 491 life, mortality, aesthetics and one's attitude to life are shaped by the knowledge and understanding of one's rich culture. One of the greatest features of Indian culture is its tolerance—it totally accepts all kinds of people, religious and ways of life. It is this adaptability, wisdom and tolerance that have allowed this oldest civilization to survive. The belief in the universality of life, tolerance of all with the underlying implication that everyone is a spark of the Divine are the factors that have led to the durability and living vivacity of Indian culture. The very purpose of Sanskrit study is to know precisely the cultural history of our country as closely as possible and to connect whatever good in the past with present. Certain terms need to be redefined here in the Indian context. For example, the word "secularism" in its basic sense refers to "pertaining to this present world." By extension it means in the western society, "pertaining to things not spiritual or sacred." Hence, a securalist in West is "one who theoretically rejects every form of religious faith and every kind of religious workshop. It also gained a connotation one who believes that education and other matters should be conducted without the introduction of religious elements. This secularistic philosophy as adapted in various nations proved to be a tocal failure to bring happiness to man. Further, it proved without any doubt that a society cannot exist without some values and norms for purposeful co-existence. From the Indian cultural context it has to be redefined reinforcing our values in true spirit of Indianism. India "secularist" should mean 'one who theoretically recognizes the existence of an eternal thing and allows full freedom to define the eternal and to practice diverse religious worships at his free choice'. This 'Indian secularist' advocates that 'education and other matters should be conducted against the backgroimd of Indian national ethos without however imposing any parhcular mode of religious w orship. The Sanskritists should dedicate to the task for they have to dispel doubts and remove confusion in the science-oriented minds of the modern youth regarding various facts of the hoary past of our country. Interpolations from various texts in religious discourses and quasi- scientific interpretations to equate the modem youth. Best reading materials and audio-visual tapes with abundant clarity in different regional vernaculars are to be made available. The translation norms are to be so precise and exact that the author's original ideas are exactly represented without any distortions or interpolations. Any enthusiast may read and interpret from any perspective as a sociologist, scientist, religionist, philosopher or a connoisseur. Education is a socializing and civilizing process which enables one to find his bearing in social history (time) and the world (space). It should enable him to be responsible citizen of the country as well as the human society. It is the process of formation of habits of thoughts. 492 Extension Education Services

feeling and behaviour which enable one to be aware of the one's potential and to develop the same to the maximunv possible extent and to harness the same for social enrichment and harmony. The education process continues right from womb to tomb, from cradle to grave. Network of customs, manners, conventions, language and traditions pounce upon the new born babe to mould it in the image of the people among whom it appeared. This culture constitutes the social heritage of the society. This heritage is transmitted from one generation to the next not through heredity but through the customs, traditions, language, literature, manner, philosophy, etc. of the race. The impact of this social heredity is so thorough in its operation that it is often mistaken for physical or biological heredity. A university stands for humanism, for tolerance, for reason, for progress, for the adventure of ideas and for the search for truth. It stands for the onward march of the human race towards even higher objectives. If the universities discharge their duty adequately, then it is well with the nation and the people. But if the temple of learning itself becomes a home of narrow bigotry and petty objectives, how then will the nation prosper or a people grow in stature? A vast responsibility, therefore, rests on our universities and educational institutions and those who guide their destinies. They have to keep their lights burning and must not stray from the right path even when passion convulses the multitude and blinds many amongst those whose duty it is to set an example to others. We are not going to reach our goal through crookedness or flirting with evil in the hope that it may lead to good. The right end can never be fully achieved through wrong means. Let us be clear about our national objective. We aim at a strong, free and democratic India where every citizen has an equal place and full opportunity of growth and service, where present-day inequalities in wealth and status have ceased to be, where our vital impulses are directed to creative and cooperative endeavour. In such an India communalism, separatism, isolation, untouchability, bigotry, and exploitation of man by man have no place, and while religion is free, it is not allowed to interfere with the political and economic aspects of a nation's life. If that is so, then all the business of Hindu and Muslim and Chrsitian and Sikh must cease in so far as our political life is concerned, and we must build a united but composite nation where both individual and national freedom are secure.' The Education Commission, 1964-66 has rightly added, "They (Universities and Colleges) can, however, fill this role only if they owe uncompromising loyalty to certain fundamental values of life. They are essentially a community of teachers and students where, in some way, all learn from one another or at any rate, strive to do so. Their principal object is to deepen man's understanding of the universe and of himself— in body, mind and spirit, to disseminate this understanding throughout the society and to apply it in the service of mankind. They are the Indian Culture Perspectives and Higher Education 4 9 3 dwelling places of ideas and idealism and expect high standards of conduct and integrity from all their members. Theirs is the pursuit of truth and excellence in all its diversity—a pursuit which needs above all, courage and fearlessness. Great universities and timid people go ill together. University Education Commission under the Chairmanship of Dr. S. Radhakrishnan in 1948 observes: "The decision was due to the realization that a reconstruction of university education was essential for a national cultural resurgence as well as for meeting the requirements of scientific, technical and other manpower requirement for the socio­ economic development of the country."^ There is a need of Spelling out the purpose of all Religions that it is not a dogma but the positive spirit behind them. The founders, prophets, noble sages and spiritually enlightened leaders of different faiths have through their teachings communicated a profound message of total human development that can render human life worth living wisely and harmoniously. The substance of their teachings provides guidelines and universal and immutable precepts of a balanced fulfilment of the urges of life and pleasures. These precepts provide a road map for man in his quest of security, peace, harmony, happiness and freedom from sufferings in consequence of his insatiable desires and passions.^ Higher educahon should promote these sermons. "The purpose of religion is not to build beautiful churches and temples but to cultivate positive human qualities such as tolerance. Generosity and Love. Every world religion, no matter what its philosophical view, is founded first and foremost on the precept that we must reduce our selfishness and serve others . . . Practitioners of different faiths should realize that each religious tradition has immense intrinsic value as a means for providing mental and spiritual health." —(The Dalai Lama XIV) Speech at Parliamentary Earth Summit, 92, 301-02 "I maintain that every major religion of the world—Buddhism, Christianity, Confucianism, Hinduism, Islam, Jainism, Judaism, Sikhism, Taoism, Zoroastrianism—has similar ideals of love, the same goal of benefiting humanity through spiritual practice, and the same effect of making their followers into better human beings. All religions teach moral precepts for perfecting the function of mind, body, and speech. All teach us not to lie or steal or take other's lives, and so on. The common goal of all moral precepts, laid down by the great teachers of humanity, is unselfishness. The great teachers wanted to lead their followers away from the paths of negative deeds caused by ignorance and to introduce them to paths of goodness." —(The Dalai Lama XIV) World Religions for World Peace, 264-65 494 Extension Education Services

(Both citations are from Selected Speeches and Writings of H.H. the Dalai Lama XIV. The Spirit of Tibet: Universal Heritage ed. A.A. Shiromany).'* In spite of the basic unity in India, we find that some fundamentalists try to divide the country or create problems on the basis of caste, creed, sex, communal basis or regionalism or party pohtics to get personal advantages at the cost of unity and integrative character of the country. Such feelings divert the attention of people from development to these petty issues v^hich become road blocks to progress of the country. Many examples can be cited to support the above contention, e.g. terrorism in Punjab which resulted in large number of killings, low level of development, fear of life and property; Gujarat violence resulting into large number of killings and feeling of mistrust, Delhi riots 1984 who are suffering till today and so on. Besides, there are fights among castes and regions. How can we overcome these problems to maintain unity of the country free from internal violence? How can we live together as contained in our ancient literature? How can we identify the persons who aim at disturbing the peace of the country? All these problems can be tackled through higher education to youth in cultural perspectives of India. Education can play a positive role in moulding the minds of youth so that they can divert or channelise their energy in nation-building. UNESCO has beautifully said that war begins in the minds of men, therefore, it is the minds of men that need reconstruction Ever since the dawn of human civilization, conscious efforts have been made by man to cultivate values in order to humanize himself by conquering his arumal instincts and ermobling his life by harmoruous development of all the faculties. When one realizes that one's actions affect the enhre society, the value system that we live by and the choices that we make acquire paramount importance. Living a life based on noble values enables human beings to refine their character which is called culture. The culture of a people or a nation is based upon the values that those constituting it live and uphold in their lives. When the cultural values deteriorate, civilization declines but when these are promoted civilization flourishes. Whenever higher ideals are abandoned and fundamental cultural values of the society are totally ignored, civilizations have disappeared. If perversions of man's desires and natural urges transgress the control and limits set by nature, it results in the loss of culture which is his internal aspect. When his culture declines, it eventually results in withering away of civilization which essentially manifests external aspect of man's social life.^ An interlinking of Education and Culture is emphasized in order to promote the process of child personality development particularly in terms of discovering the inherent potentialities of the child. Right from the pre-primary stage to the highest level of formal education, a programme of action has been formulated. Mutual participation, use of Indian Culture Perspectives and Higher Education 495 inexpensive and relevant material for cultural exposure, the promotion of the concept of cultural neighbourhood involving active participation of the community, a reform of curriculum, motivation of teachers and efforts to encourage the younger generation to participate in cultural and allied activities, will be some of the outstanding features of our cultural perspective.^ Young students can be taught the following in their different papers:

1. Unity in Racial Diversity The peoples who came to India represented various racial types: and with the material at our command, it has been attempted to appraise the different types of Humanity which came to be established on the soil of India, and how they reacted towards one another. The present work is concerned more with the mind and the spirit than with the body and the physical environment of the people of India—how they were enabled to think and act and find out for themselves a consistent world of ideas and of behaviour which have their value not only for the Indian Man, but also for the whole of Humanity. Consequently, it is not so necessary to dilate upon the physical bases and aspects which came to characterize Indian life and civilization in the different areas within the country. The great fact remains that peoples of diverse origin came to the country at different times, and they settled down beside one another; and entering into a sort of great understanding or comprehension amongst themselves, they jointly built up the culture we are accustomed to associate with India; they built up “the Wonder that is India. How does one account for this tolerance on the part of India? This tolerance stems from the philosophy of life to which India has always been wedded—the philosophy which says that man is the same everywhere. He may be tall or short, fair or dark, speak different languages, eat different kinds of foods, still he is the same man. The differences one sees between one man and another are only on the surface; underlying those differences there is a basic unity which is always there and which, running through them like thread, keeps them together. "Unity in Diversity"—this has been the principle India has always followed. She welcomes variations, for without them life will be dull. Variations signify the strength and versatility of the spirit of man. India has always believed in freedom of thought and speech. This is why one can see in her philosophy extremes of monism and pluralism thriving side by side. But where is the unity? The unity is in the recognition that it is the one that has become many and the sense of fraternity that such recognition implies.®

2. Unity through Places of Pilgrimage There can be little wonder that India became religious not orUy in the composition and compilation of sacred texts and the rise of sects all 496 Extension Education Services over the country, but also in being equipped with visible symbols of religious value. From Kashmir to Kanya Kumari the whole country became studded with sacred streams, famous places of pilgrimage magnificent temples, and centers of big seasonal religious gatherings. Some like Prayaga (Allahabad), Kasi (Banaras), and Kanchi (Kancheepuram) are still sacred to both orthodox and heterodox sects; some like Haridwara (Hardwar) and Rajagrha (Rajgir) are patronized by more than one sect; there are others like Puri, Ayodhya, Mathura (with Vrndavana), Ujjayini (Ujjain), Sriranga, Tirupati, Pandharapura, Dvaraka, Nasika, Kamakhya (Near Guhati), Buddha Gaya, Saranatha, Pavapuri, and Navadvipa that are patronized generally by a single religious community. At the four cardinal points stand the four Dhamans— Badarikasrma, Puri, Ramesvara, and Dvaraka, and in or near them the four seats of Sankaracarya, which every pious Hindu aspires to visit once in his life. The religious unity of India was achieved by eliminating all geographical distinction and distributing places of pilgrimage all over the country.’

EDUCATION FOR TRUTH

But should not social awareness also be a purpose of education? What if an educated man becomes selfish, selfish to the extent that he thinks nothing of betraying his country for the sake of some material gain? Does this not make an educated man potentially a bigger knave only? The ancient Indian ideal is that one should sacrifice oneself for the sake of the family, and the family for the sake of the country, and the country for the sake of the world. Social awareness may be a very desirable by-product of education but this is not to say that education should be used to create a bias for a particular political creed, religious dogma, or social philosophy; if anything, it should be used to create a bias for truth, A truly educated man loves truth more than anything else. And he himself is the best judge of what the truth is. No one else, not even the State, has any right to tell him what that truth is. The State having educated him to think independently cannot deny him the right to exercise independence. If education is for a purpose, that purpose is truth, truth determined independently, and not in accordance with any personal and sectarian interests. The worst thing that can happen to an educated man is to have to surrender his freedom of thought and conscience.'® POA suggests the following educational contents for University level students: At the college and university level, the main emphasis would be on the following aspects:

(a) Broad-basing and diversifying of cultural courses like music, fine arts, performing arts, etc.; Indian Culture Perspectives and Higher Education 497

(b) Correction of historical and cultural distortions by reassessing critically the content of existing courses in social sciences, humanities, languages, etc.; (c) Imparting of cultural instruction to students engaged in highly specialized science or technical courses so as to give their personality an all-round development; and (d) Development of special courses in technical institutions like archaeological engineering, relevance of India's architectural heritage, maintenance of monuments, musicology, musical composition, etc., apart from performance.

It is proposed to materialize these objectives by adopting the following action plan;

(a) Artists and writers will be invited as visiting professors for one or two years under an existing scheme of UGC to energise young talent on campuses of higher education. (b) Traditional gurus and artists will be given a place/recognition in the teaching system. (c) Courses in translation and comparative literature will be strengthened. (d) The NSS is involved in the survey of community arts in the region and in the upkeep, cleaning of local monuments, etc. (e) Efforts would be undertaken to set-up university museums. (f) Outstanding works of creative writing should be recognized for research degrees. (g) University education in the fine arts, music, dance, theatre, and literature will be reviewed critically, remodelled and u p g rad ed . (h) Each University should endeavour to adopt one regional form of culture for special attention regarding teaching, survey, research, etc. (i) University theatre movement will be supported and encouraged.

In the later phases, emphasis would be on enlarging the base as also on sophisticating the courses and technology cormected with culture. This would cover the following activities:

(a) Development and networking of specialized courses like archaeological engineering, traditional Indian architecture and its relevance to contemporary context, use of inexpensive local material for building, etc. in engineering and technical institutions particularly regional Engineering Colleges, IITs, State Engineering Colleges and Institutions of Architecture. (b) Capsule courses on these subjects in ir\stitutions like 498 Extension Education Services

Polytecimics and ITIs. (c) Special fellowships/scholarships/incentives would be given on the basis of State and National competitions for creative and performing arts.

4. Training to Control Impulses From the time you are quite young, the work of your educators is to teach you to control impulses and obey orJy those which are in conformity with the laws under which you live or with the ideal you wish to follow or the customs of the environment in which you are. The value of this mental construction which will govern your impulses depends a great deal on the surroundings in which you live and the character of the parents or people who educate you. But whether it be good or bad, mediocre or excellent, it is always the result of a mental control over the impulses. When your parents tell you, "You should not do this", or when they say, "You have to do that", this is a beginrung of education for the mind's control over the impulses."

5. Developing Reasons to Assess the Action through Education It is a good thing to begin to leam at an early age that to lead an efficient life and obtain from one's body the maximum it is able to give, reason must be the master of the house. And it is not a question of yoga or higher realization, it is something which should be taught everywhere, in every school, every family, every home, man was made to be a mental being, and merely to be a man—we are not speaking of anything else, we are speaking only of being a man—life must be dominated by reason and not by vital impulses. This should be taught to all children from their infancy .... The first thing which should be taught to every human being as soon as he is able to think, is that he should obey reasons which is a super-instinct of the species. Reason is the master of the nature of mankind. One must obey reason and absolutely refuse to be the slave of instincts. And here I am not talking to you about yoga. I am not talking about spiritual life, not at all; it has nothing to do with that. It is the basic wisdom of human life, purely human life; every human being who obeys anything other than reason is a kind of brute lower than the arumal. That's all. And this should be taught everywhere; it is the basic education which should be given to children. Usually all education, all culture, all refinement of the sense and the being is one of the best ways of curing instinct, desires, passions. To eliminate these things does not cure them; to cultivate, intellectualise, refine them, this is the surest means of curing. To give the greatest possible development for progress and growth; to acquire a certain sense of harmony and exactness of perception this is a part of the culture of the being of the education of the being .... Education is certainly one 3f the best means of preparing the consciousness for a higher development.'^ Indian Culture Perspectives and Higher Education 499

6. Correlating Human Rights and Duties The United nations-sponsored human rights movement and their enshrinement in national constitutions have brought about a great revolution in l^timan thoughts, relations and institutions. Abuse and misuse of human rights in the form of recurrent strikes, demonstrations, rallies and animosities on the basis of status, class, castes, tribes and rural-urban divide have created social,-political and economic chaos and convulsions in human affairs. On the other hand, breaches and violations of human rights in varying degrees almost every where and poignant gulf betw'een law and practice have generated great disillusionment and pervasive frustration. The UN Human Rights Declaration and the two Conventions enumerate only human rights and these are spoken of as ideal standards to be achieved and as rights to be duly protected by law and pursued in the courts of law under the cor\stitutions of all countries. By ignoring the imperativeness of the co-relationship of rights and duties, generally law has not placed equal emphasis on duties of man. Both rights and duties essentially have moral and spiritual basis of which law provides only an external formulation for an effective implementation. What is required is indoctrination and inculcation of respect through spiritual education for human dignity and eternal and universal human values since childhood. This may create an awareness and moral and legal conviction about the binding standards of human rights as well as responsibilities and duties. Besides, the imperatives of the reciprocity of rights and duties should eventiially pave the way for the replacement of the right-oriented approach by an effective duty-oriented commitment. An awareness and genuine commitment of man to universal and eternal human values as well as to binding standards of his responsibilities and human duties, should naturally replace the current emphasis of man on unilateral 'taking' or assertion of his unfettered rights, in his own self- interest, to 'giving' his best to others. This would require widening of the horizon of our formal, non-formal as well as informal education in search of a better quality of human life. It will be an education of the heart and soul rather than merely of head which will prepare everyone live properly and wisely with a view to contributing one's best to the betterment of the society aiming higher goals to be achieved for the m ankind. Today, humanity binds us together because the global society has created oneness of mankind. Human rights and their co-relative human duties are founded on eternal and universal human values and ideals transcending all man-made bovmdaries—civilizational, cultural or geographic. In our times of social, political and economic globalisation, traditional values are being questioned and challenged and so education as a social institution is confronted with new challenges in respect to the view of man, one's perception of knowledge and the educational aims and the vision of good life and values and its substantive features. The goal of elevation of man's awareness and consciousness, and of M tt Extension Education Services enlightenment of his soul with a view of making a new harmonious mtilti-cultural world-order and a more humane civilization requires a synthesis of varieties of cultural and religious diversities of materialism with spititualism and of the values, ideals and the spirit of all major religion^ of the world. This further underlines harnessing of every branch of knowledge, and the union of moral and secular values with constitutional and legal norms. Revival of the duty-oriented society, a spiritual basis and balancing of human rights and duties as correlatives and spiritual regeneration of the entire human life through education in a wider sense, can pave the way for a harmonious, just and peaceful global order. Moral and spiritual source of rights and duties enjoins tenacious pursuit of worthy ideas and human values.”

7. Development of Steady Intellect among Students Steady intellect is a natural and spontaneous state for a man of realization. Since he knows the truth, nothing in this world can disturb him. Even ordinary people and spiritual aspirants can derive immense benefit by cultivating a steady intellect. Intellectual, conviction about reality may help us to develop a steady intellect to a certain extent. He is a man of steady intellect whose mind is not disturbed by the pair of opposites, namely, happiness and misery, victory and defeat, gain and loss, praise and blame, attachment and hatred, honour and dishonour, heat and cold. Sri Krishna has given a beautiful illustration in the Bhagavad Gita (2.70), of a steady intellect.

'Water enters into the sea from all directions but the sea remains full and unchanged.'

8. Vast Intellect Visala Buddhi is that characteristic of the intellect, which transcends all narrow and selfish ideas and embraces the whole world. When a person lets go his individuality and identifies himself with the whole existence, he is called a man of vast intellect. We bow down to the great sage Vyasa, because he possessed this vast intelligence.

I (Gita Dhyana, Sloka 2)

Swami Vivekananda wanted our people to develop such an intellect. In one of his lectures delivered in Madras he said, 'We want that education, by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one's own feet.' Further he said, 'Expansion is life, contraction is death.' Indian Culture Pfefspectives and Higher Education 501

A person who is pnly interested in himself is like a prisoner. He remains confined within the four walls of his house, without any concern for the outside world. is quite happy with himself and is not aware of his spiritual dimension. There is no expansion of heart. A little spiritual growth will help us to expand our intellect. The same Divine dwells in the heart of everybody and we are one spiritually. Therefore, we must change our attitude towards others. The idea is, the man of vast intellect (Visala Buddhi) empathizes with the joys and sorrows of all beings as his own. He understands the sufferings and shares the happiness and miseries of others. Through this teaching Sri Krishna exhorts us, to love others as we love ourselves. Be full of kindness and compassion, identify yourself with others and partake of their joys and sorrows. Why? because unity underlies this apparent diversity. The man of vast intellect breaking all barriers embraces the whole world. A selfish man on the other hand feels miserable when others are happy and feels happy when others are suffering. This is called Bheda Buddhi. He always wants to preserve his separate identity. Such a man does not hesitate to harm others for selfish purposes. Because of his deluded intellect, he divides people into different categories, depending on their caste, creed, religion, sex, social status, just to exploit them for his selfish motives. What happens to such a man?

9. Developm ent of Positive Intellect To attain success in life and to reach the desired goal one must have a positive attitude. Faith in oneself, in God, courage, strength and fearlessness are the characteristics of a positive intellect. For a man of intense faith nothing is impossible in this world. That person alone who is ready to undergo any amount of suffering and face any difficulty can reach the goal. One should never harbour negative thoughts in life, 'I am only a house-holder', 'I am a siner', 'I am good for nothing'. 'I am weak'. Such negahve thinking can do tremendous harm to our personality. Swami Vivekananda stressed this idea again and again. He was very particular that our younger generation must cultivate positive ideas. He says, "He is an atheist who does not believe in himself. The old religion said that he was an atheist who did not believe in God. The new religion says that he is an atheist who does not believe in himself. All power is within you; you can do anything and everything. Believe in that, do not believe that you are weak; stand up and express the divinity within you. Tremendous power is hidden within each one of us, but we are not aware of that. Positive thinking helps us to release that energy. Even a little awakening of spiritual energy will make us strong. A man with a positive attitude does not like an easy going life. He welcomes challenges, obstacles, difficulties, problems and faces them with great courage. He always likes an adventure in hfe. Such heroic spirit is a 502 Extension Education Services quality needed to become a successful leader. He alone can lead the society who has developed a positive intellect.’^

10. Teaching Right Understanding According to Buddhist teaching, correct insight or right understanding is the first in the series of Eight Noble Steps leading to complete emancipation of a human being. This is called the Middle Path or Noble Eight-fold path. These are:

(i) Right Understandings Attainment of the knowledge and skill to know and see things as they really are. That is to acquire correct views about the world and significance of life.

(ii) Right Thoughts Right understanding leads to thoughts of renunciation, good-will and non-violence in a determination to foster noble aspiration and endeavour and to be free from malice and ill-will

(Hi) Right Speech Abstention from every kind of falsehood, slander, rude machinations and abusive language, foolish talk, chatter and gossip.

(iv) Right Action Peaceful, honourable and pure in action and abstinence from injury to any living being, stealing, sexual lust, falsehood and intoxicants.

(v) Right Livelihood Abandonment of wrong occupations and earning one's livelihood only by right methods. Specially mentioned as non-conducive to self- realisation are selling weapons of war, butchery, prosHtution, slave-traffic and purveying of poisons and intoxicating drugs.

(vi) Right Effort Suppression of evil and cultivation of good through assiduous self- discipline.

(vii) Right Mindfulness or Awareness Self-mastery over all one's actions through constant awareness.

(via) Right Concentration Mental equipoise of the state where one's whole body and mind are permeated with a feeling of purity and peace. Albert Einstein, "The religion of the future will be a cosmic religion. It should transcend a personal God and avoid dogmas and theology. Covering both the natural and the spiritual, it should be based Indian Culture Perspectives and Higher Education 503 on a religious sense arising from the experience of all things, nahiral and spiritual as a meaningful unity. Buddhism answers this description .... If there is any religion that could cope with modern scientific needs it would be Buddhism."

I I. Education Need to Promote Right Thinking and Service to others Education today is a peculiar thing because it is not bringing about any valued transformation in anyone. This should not be so. We expect a transformation, but it does not come, for a transformation can happen only with knowledge, with the discovery of truth. Knowledge of the truth transforms a person, but education does not. This is the tragedy of our lives, that in spite of so much education, our lives have not changed. We are still the same. In a very precise statement, Adi Sankaracarya has given the purpose of knowledge. He says that the result of knowledge is the elimination of falsehood. This implies that if I understand something as false, I withdraw myself from it; and when my wrong concept has gone, then my wrong conduct or vulgarity also comes to an end. Until now, however, we have based our lives upon certain concepts, many of which are false; consequently, the activity arising from them is also false. When real knowledge takes place, humility comes, for after a person discovers the truth, he realizes how foolish he has been and no one is proud of his foolishness. When we wake up to true knowledge, all of our sufferings come to an end, and we become totally different persons. Yet, at present, we are living under a spell of ignorance and wrong understanding. Our education, rather than removing these false concepts, is strengthening them. Since we are people of learning, we should become free from all of our wrong concepts; we should wake up from this dream. When a person works with inspiration, he never gets tired or exhausted. When man works only for himself, there is perspiration; but when he works for a noble goal there is inspiration. In cases where a man cannot dedicate his actions to the Lord, even if he works for some ideal or goal he will derive tremendous strength from his chosen altar of dedication. The nobler the goal, the greater will be the strength he gains. This is the beauty of love and dedication, which brings efficiency in life. In Sanskrit there is a beautiful verse which says, "He really lives in whose living countless people live." What is there to say about a man when even his death becomes an inspiration? He laughs at death. Death cannot destroy him. One who has fulfilled his life and has blessed and inspired many others alone can be called a successful person. He alone is proficient and he alone can be called efficient. Such is the success from which we get great happiness and the strength of face whatever situations confront us. This is where sorrow ends. Such a life is an inspiration to others. 504 Extension Education Services

12. Knowledge of the Symbols of the Country The authors while engaging themselves in training to college and university teachers found that even teachers lacked the true meaning of National symbols, what to talk of students, which are the means of developing cultural perspective in India. We, therefore, feel that the symbols of India and their meanings may be made part of the learning for everyone to serves as means of national integration and strengthening of cultural heritage of India.

NATIONAL FLAG

The National Flag is a horizontal tricolour of deep saffron (kesaria) at the top, white in the middle and dark green at the bottom in equal proportion. The ratio of width of the flag to its length is two to three. In the centre of the white band is a navy-blue wheel which represents the chakrn. Its design is that of the wheel which appears on the abacus of the Sarnath Lion Capital of Ashoka. Its diameter approximates to the width of the white band and it has 24 spokes. The design of the National Flag was adopted by the Constituent Assembly of India on 22 July 1947. Apart from non-statutory instructions issued by the Goverrunent from time to time, display of the National Flag is governed by the provisions of the Emblems and Names (Prevention of Improper Use) Act, 1950 (No. 12 of 1950) and the Prevention of Insults to National Honour Act, 1971 (No. 69 of 1971). The Flag Code of India, 2002 is an attempt to bring together all such laws, conventions, practices and instructions for the guidance of all concerned. The Flag Code of India, 2002, takes effect from 26 January 2002 and supersede the 'Flag Code-Indias' as it existed. As per the provisions of the Flag Code of India, 2002, there shall be no restriction on the display of the National Flag by members of general public, private organisations, educational institutions, etc., except to the extent provided in the Emblems and Names (Prevention of Improper Use) Act, 1950 and the Prevention of Insults to National Honour Act, 1971 and any other law enacted on the subject.

STATE EMBLEM

The state emblem is an adaptation from the Samath Lion Capital of Ashoka. In the original, there are four lions, standing back to back, mounted on an abacus with a frieze carrying sculptures in high relief of an elephant, a galloping horse, a bull and a lion separated by intervening wheels over a bell-shaped lotus. Carved out of a single block of polished sandstone, the Capital is crowned by the Wheel of the Law (D harm a Chakra). In the state emblem, adopted by the Government of India on 26 January 1950 only three lions are visible, the fourth being hidden from Indian Culture Perspectives and Higher Education 505 view. The wheel appears in relief in the centre of the abacus with a bull on right and a horse on left and the outlines of other wheels on extreme right and left. The bell-shaped lotus has been omitted. The words Satyameva Jayate from Mund ka Upanishad, meaning "Truth Alone Triumphs", are inscribed below the the abacus D evanagari script.

NATIONAL ANTHEM

The song }ana-gana-mana, composed originally in Bengali by Rabindranath Tagore, was adopted in its Hindi version by the Constituent Assembly as the National Anthem of India on 24 January 1950. It was first sung on 27 December 1911 at the Calcutta Session of the Indian National Congress. The complete song consists of five stanzas. The first stanza contains the full version of the National Anthem: Jana-gana-mana-adhinayaka, jaya he Bharata-bhagya-vidhata. Punjab-Sindh-Gujarat-Maratha Dravida-Utkala-Banga Vindhya-Himachala-Yamuna-Cuinga Uchchala-Jaladhi-taranga. Tava shubha name Jage, Tava shubha asisa mange, Gahe tava jaya gatha, Jana-gana-mangala dayaka jaya he Bharata-bhagya-vidhata. Jaya he, jaya he, jaya he, Jaya jaya jaya, jaya he! Playing time of the full version of the national anthem is approximately 52 seconds. A short version consisting of the first and last lines of the stanza (playing time approximately 20 seconds) is also played on certain occasions. The following is Tagore's English rendering of the anthem : Thou art the ruler of the minds of all people, dispenser of India's destiny. Thy name rouses the hearts of Punjab, Sind, Gujarat and Maratha. Of the Dravida and Orissa and Bengal.

It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of Jamuna and Ganges and is chanted by the waves of the Indian Sea. . . They pray for thy blessings and sing thy praise. The Saving of all people waits in thy hand, thou dispenser of India's destiny. Victory, victory, victory to thee. 506 Extension Education Services

NATIONAL SONG

The song Vande Mataram, composed in Sanskrit by Bankimchandra Chatterji, was a source of inspiration to the people in their struggle for freedom. It has an equal status with ]ana-gana-mana. The first political occasion when it was sung was the 1896 session of the Indian National Congress. The following is the text of its first stanza:

Vande Mataram! Sujalam, suphalam, malayaja shitalam, Shasyashyamalam, Mataram! Shubhrajyotsna pulakitayaminim, Phullakusumita dmmadala shobhinim, Suhasinim sumadhura bhashinim, Sukhadam varadam, Mataram!

The English translation of the stanza rendered by Sri Aurobindo in prose is:

I bow to thee. Mother, richly-watered, richly-fruited, cool with the winds of the south, dark with the crops of the harvests. The Mother! Her nights rejoicing in the glory of the moonlight, her lands clothed beautifully with her trees in flowering bloom, sweet of laughter, sweet of speech. The Mother, giver of boons, giver of bliss.

NATIONAL CALENDAR

The national calendar based on the Saka Era, with Chaitra as its first month and a normal year of 365 days was adopted from 22 March 1957 along with the Gregorian calendar for the following official purposes: (i) Gazette of India, (ii) news broadcast by All India Radio, (iii) calendars issued by the Government of India, and (iv) Goverrunent communications addressed to the members of the public. Dates of the national calendar have a permanent correspondence with dates of the Gregorian calendar, 1 Chaitra falling on 22 March normally and on 21 March in leap year.

NATIONAL ANIMAL

The magnificent tiger, Panthera tigris is a striped animal. It has a thick yellow coat of fur with dark stripes. The combination of grace, strength, agility and enormous power has earned the tiger its pride of Indian Culture Perspectives and HigheT Education 507 place as the national animal of India. Out of eight races of the species known, the Indian race, the Royal Bengal Tiger, is found throughout the country except in the north-western region and also in the neighbouring countries, Nepal, Bhutan and Bangladesh. To check the dwindling population of tigers in India, 'Project Tiger' was launched in April 19-73. So far, 27 tiger reserves have been established in the country under this project, covering an area of 37,761 sq kms.

NATIONAL BIRD

The Indian peacock, Pavo cristatus, the national bird of India, is a colourful, swan-sized bird, with a fan-shaped crest of feathers, a white patch under the eye and a long, slender neck. The male of the species is more colourful than the female, with a glistening blue breast and neck and a spectacular bronzegreen train of around 200 elongated feathers. The female is brownish, slightly smaller than the male and lacks the train. The elaborate courtship dance of the male, fanning out the tail and preening its feathers is a gorgeous sight. The peacock is widely found in the Indian sub-continent from the south and the east of the Indus river, Jammu and Kashmir, east Assam, South Mizoram and the whole of the Indian peninsula. The peacock is fully protected under the Indian Wildlife (Protection) Act, 1972.

NATIONAL FLOWER

Lotus (Neliimbo Nucipera Gaertn) is the National Flower of India. It is a sacred flower and occupies a unique position in the art and mythology of ancient India and has been an auspicious symbol of Indian culture since time immemorial.'^

13. Creating Archaeological Interest A present, there are 312 monuments which depicts Indian history and culture in different parts of India. Teachers may provide knowledge about these monuments through lectures, audio-visual aids and personal seeings through educative tours. These monuments would create interest in Indian philosophy and culture which would help in national integration.

14. Creating Interest in National Museum Museums store articles, photos, dresses, ornaments which create interest among youth about the culture and philosophy of our country. The teachers may take the students to these museums to make them aware of national and regional cultures. For example. National Museum set-up in 1949, the National Museum was made a subordinate office under the Department of Culture in 1960. At present, there are about two lakh objects of art houses in the National Museum in the areas of 508 Extension Education Services exhibitions, education, public relations, publications and conservation. Let us give an example of: The Indian Musuem, Kolkata, which is the largest and oldest institution of its kind in India, was founded in 1814. At present, it includes, six cultural and scientific sections, viz. Art, Archaeorogy, Anthrolopology, Geology, Zoology and Economic Botany, with a number of galleries under each section. Many rare and unique specimens, both Indian and trans-Indian, relating to humanities and natural sciences, are preserved and displayed in the galleries of these sections. The National Gallery of Modern Art (NGMA) was founded in 1954, and is the only institution of its kind that represents the evolution and pictorial transformation in the visual arts in India over the last one hundred and fifty years. The main objectives of the NGMA are to create an understanding and sensitivity among the Indian Public towards the visual and plastic arts in general, and to promote the development of contemporary Indian art in particular. The collection of NGMA, built primarily through purchase and by gifts, comprises nearly 16,049 works of art, representing over 1742 contemporary Indian artists; these include paintings, sculptures, graphics and photograph. NGMA periodically organizes special exhibitions from its own collections and conducts international exhibitions under the Cultural Exchange programme with different countries.’®

li. Promotion and Dissemination of Art and Culture Zonal Cultural Centres (ZCCs) were set-up for the creative development of Indian culture in various regions. The essential thrust of these centers has been to create a cultural awareness among people and to identify, nurture and promote the vanishing folk traditions in the rural and semi-urban areas of the states. Apart from organizing a chain of cultural programmes in metropolises as well as in remote rural areas, the ZCCs have established linkages with the state departments and NGOs for preservation, promotion and propagation of tribal and folk art forms. The NCCs have also taken up the following programmes; • National Cultural Exchange Programme, i.e. exchange of artises, musicologists, performers and scholars within the country. • Setting up of Shilpa Grams to promote and ensure direct marketing facilities to artisans. • Setting up of documentation centers to document vanishing and dying art forms. • Conducting of Republic Day folk dance festival and crafts fairs. Important Programmes organized by ZCCs: Let us discuss briefly for each center: Indian Culture Perspectives and Higher Education 509

Centre for Cultural Resources and Training The Centre for Cultural Resources and Training is an autonomous organization under the Department of Culture. The broad objective of the Centre is to revitalize the education system by creating an understanding and awareness among students about the plurality of regional cultures of India and integrating this knowledge with the school education. The main thrust is on linking education with culture and making students aware of the importance of culture in all developmental programmes. The training stresses the role of culture and science and technology, housing, agriculture, sports, etc. An important components of training is creating awareness amongst shadents and teachers of their role in solving envirorimental pollutton problems and conservation and preservation of the natural and cultural heritage.”

16. Celebration of Festivals Higher educaHon institutions should educate the youth about the festivals of Indian and rationale of celebrating them, e.g. celebration of Lohri, Pongal, Deepawali, Dussehra, etc. These will create patriotism among the minds of the youth and result in rational integration and national unity. Let us mention the celebrations done by cultural department in different parts of the coimtry.

17. Celebration of Centenaries and Anniversaries The Department of Culture organizes the centenary celebrations of important personalities and events, and has constituted National Committees (headed by the Vice-President of India/Prime Miruster/ Minister for Tourism and Culture) for the express purpose of planning and developing such programmes, or allocating fvmds to different agencies for conducting the same. The Govenuxient of India had earlier constituted National Committees for organizing the 50th Armiversary of Indian Repulic (26 January 2000-26th January 2001) and 2600 years of Tirthankara Mahavira's Kamma Kalyanak (6 April 2001-6 April 2002). Commemorative coins on Dr. Syama Prasad Mookerjee were issued on 5 April 2002 at Calcutta.^

18. National Mission for Manuscripts

Manuscript: Wealth of India India has witnessed a stupendous output of literature in its 5000- year-old history. This literature has been handed down to the generations both orally as well as in writing. In written form, this vast mass of literature has been preserved in different languages and scripts, and on different kinds of material like birch bark, palm leaf, cloth, wood, stone an d paper. Excavations in Central Asia have unearthed manuscripts of Indian 510 Extension Education Services

origin on subjects like literature, mathematics and medicine. A considerable volume of literature on Buddhism and Indian philosophy exists in Tibetan and Chinese translations. Buddhist monasteries and universities like Nalanda, Taxila and Vikramshila were v/ell-known repositories of manuscripts. Personal collections of British officers, who were deeply interested in Indian culture and collected privately, were p\irchased by East India Company and Imperial Library, Berlin in the 18th and 19th centuries. Buhler and Aufrecht, the well-known scholars of manuscripts, donated their collections to the India Office Library, London. Surveys were made by rulers in pre-independent India to assess the collections and contents of manuscripts in the country. With the passage of time, knowledge about manuscripts has also increased. It has also transpired that ancient manuscripts exist not only in Sanskrit but also in other scripts and languages such as Pali and Prakrit, relating to Jainism and Buddhism. There is also a vast range of manuscripts in Persian and Arabic which record various aspects of society since 10th Century A.D. Discoveries are still to be made with regard to manuscripts of pre-Kalidasa dramatists, pre-Sankara Vedantic works, early Sankhya works, grammar works prior to Bhartrhari and commentaries on the Natya Shastra, Baudhayana an d Upavnrsa which are referred to in later manuscripts. On a rough count, there are estimated to be more than 4 million Indian manuscripts in the country and abroad. Comprehensive information regarding the status of the manuscript wealth of India is not available at present for a number of reasons. The only general assertions one can make on the basis of existing knowledge, is that:

• these manuscripts are in different languages and in different scripts; • they are written on different kinds of material like birch, bark, palm leaf, cloth and paper; • they are in the custody of institutions like libraries, museums, monasteries and individuals with diverse organisational structures and varied sources of funding; • only a small percentage of these manuscripts have been surveyed and catalogued and even where the catalogues exist, they are not uniform and each owner has his own format; and • a significant proportion of manuscripts have not been preserved scientifically. In fact, experts estimate that almost all palm leaf manuscripts may physically disappear over the next 50 to 100 years.

In other words, no holistic policy framework or strategy has been evolved till date to survey, list, catalogue, preserve and dissemination information locked in the manuscripts. Indian Culture Perspectives and Higher Education 511

The Prime Minister in his Independence Day Speech on 15 August 2002 had announced that; The Ministry of Culture will launch a National Mission for Manuscripts to preserve and unlock the precious treasure house of scientific, intellectual, literary and spiritual knowledge in different Indian languages, contained in different kinds of material. Among other things, the Mission will set-up a National Manuscripts Library and promote ready access to these manuscripts through publication in book form as well as machine readable form. The discovery of lost works extends the boundaries of our knowledge and awareness about our heritage. Unlocking this storehouse of knowledge presents significant challenges. While some of it has disappeared, and some of it is rothng, parts of it are still unknown, inaccessible and fragmented. In the face of these challenges, concerted and co-operative efforts are demanded of the Government, both at the Centre and the States, in collaboration with universities, research institutes, Vidyapiths, Granthalayas, non-governmental organisatioris (NGOs) and individuals so that this invaluable heritage is documented; preserved and made accessible.

Existing Situation and the Stalceholders There are a large number of organisations engaged in conservation, preservation and documentation of manuscripts. The major iristitutions engaged in these activities are the National Archives of India (NAI), the Indira Gandhi National Centre for Arts (IGNCA), Indian National Trust for Art and Cultural Heritage (INT ACH) and the Institutions of the Department of Culture such as Khuda Baksh Oriental Public Library, Rampur Raza Library, Salar Jung Museum, National Museum, Indian Museum, Asiatic Society, Kolkata, Central Institute of Buddhist Studies and National Library, Kolkata. Besides, a number of universities, private trusts, societies, religious organisations and voluntary bodies are engaged in promoting, preservation, conservation, research and dissemination of information about manuscripts. While the activities of these organisations have contributed to the preservation of manuscripts on a case-by-case basis, there has been no holistic framework, policy or strategy for survey, listing, cataloguing and dissemination of information. The National Mission for Manuscripts proposes to fill these gaps by providing a holistic framework for documentation, preservation and dissemination.

Objectives of the National Mission for Manuscripts The Department of Culture proposes to launch a National Manuscripts Mission in order to enhance access, improve awareness about cultural heritage and preservation and encourage use of manuscripts for educational and research purposes and lifelong learning. Therefore, the objectives of the Mission are: 512 Extension Education Services

• To document and catalogue Indian manuscripts, wherever they may be, maintain accurate and up-to-date information about them and the conditions under which they may be consulted; • To promote ready access to these manuscripts through publication, both in book form as well as machine readable form; • To facilitate conservation and preservation of manuscripts through training, awareness and financial support; • To boost scholarship and research in the study of Indian languages and manuscriptology; and • To build-up a National Manuscripts Library at IGNCA.

Scope, Time Frame, Budget and Activities under the National Mission With this broad mandate, the National Mission be launched for a period covering the Tenth Five Year Plan, spanning 5 years from 2002- 07. During this period, the Mission will initiate action on the tasks of cataloguing, conservation, preservation and improved access to the users. Given the uneven nature of facilities and the fact that some organisations are more ready than others to start the work of cataloguing and providing access, all phases of work will be taken up simultaneously. The specific activities would include:

• need-based fimding for consolidating the existing 400-odd institutions in terms of buildings, conservation and storage facilities, equipment requirements, cataloguing and publications; • training and surveys of private holdings to identify private holdings and their cataloguing and preservation needs; • completion of Catalogus Catalogorum Project; • setting up of a National Manuscripts Library at IGNCA with a focus on manuscripts on medicine, astronomy mathematics and fundamental sciences; and • Development of standards and norms for a national database of institutions that catalogue, preserve and store manuscripts.

Besides this, the Mission will also earmark funds for purchase of manuscripts. A total budget of Rs. 35 crores has been approved for the Tenth Plan.

Implementation Arrangements A National Empowered Committee will be constituted to implement the Mission, comprising 10-15 experts nominated by the Department of Culture and headed by the Minister (Tourism and Culture). This Committee shall direct, co-ordinate, monitor and approve the annual budgets and armual action plans for the Mission Indian Culture Perspectives and Higher Education 513

The Executive Committee headed by Secretary (Culture) shall also be set-up for preparation of action plans, budgets and for chalking out the micro details of activities. The Indira Gandhi National Centre for Arts (IGNCA) will be the National Nodal Agency for the Mission and consequently house a National Manuscripts Library. The Mission Director will be appointed with the approval of the Department of Culture, and serve as the Chief Execuhve Officer for the Mission. The Department of Culture shall also set-up a Project Monitorir^g Cell for periodic monitoring and review of the activities of the Mission.

Expected Benefits At the end of the Tenth Plan period, the Manuscripts Mission expects to deliver the following benefits: The outputs of the Mission, viz. National Directories of custodial institutions and individuals and Subject Directories will be the first major attempt to bring together basic information about the manuscript wealth of India. Apart from sensitising people about the rich intellectual heritage of India, the Mission will provide vital policy inputs for future initiatives to conserve, preserve, digitise, improve access and save manuscripts for posterity.

• Availability of a consolidated database will provide a major impetus to new fields of research across the country that were hitherto not attempted or are still in their infancy because of the difficulties in accessing sources of information. The use and access to accumulated wisdom on subjects like astronomy, traditional medicine, philosophy, politics, civil society and governance will supplement contemporary research and further enrich academic debate and discourse. • Considering the wealth of iriformation available in manuscripts, the Manuscripts Mission is likely to generate immense interest amongst research scholars and traditional Indian languages and subjects. The esoteric field of manuscriptology will become more accessible as a research and career option. • A National Manuscripts Library that will be set-up as part of the Mission will provide central access to manuscripts and improve accessibility to all the stakeholders. • The Mission will strengthen infrastructural facilities relating to buildings, equipments, preservation, and cataloguing in more than 400 institutions in the country. • Through the Mission, it is anticipated that about 1000 educated persons and language experts will gain contractual employment over periods ranging from 6 months to 5 years. 514 Extension Education Services

The outcomes beyond 2007 would have to be articulated at a later date taking into account the experience gained in the Tenth Plan. The above-mentioned outcomes would be continued with an added emphasis on networking of institutions, micro-filming, digitisation and dissemination. To conclude, it is useful to recount the note recorded by Whitley Stokes, Secretary to the Council of the Governor-General on the true state of affairs for manuscripts in 1868. He stated: But whatever may be done, I trust that no time may be lost in doing something. The climate and the white ants of India are awful destroyers of manuscript. The old race of Sastris is dying out; the younger natives are losing their interest in the study of preservation of their national literature; and it is safe to say that in another generation, imless the Government bestir itself at once, much of value that is now procurable will have disappeared for ever. What was said 134 years ago is perhaps more relevant today than ever before.^'

METHODS OF PROMOTtON OF CULTURAL PERSPECTIVES AMONG STUDENTS

1. A lecture once a week on some facets of Indian Nationalism like National Anthem, Indian Constitution, India's Culture, India's Common Ideology, etc. This would create inte^ation and patriotism among the minds of students which they can translate when they occupy high offices in the Government. 2. Tours to historic Places: Tours of the students can be taken to make them apprise of rivers, mountains, aesthetic places and their historic and present relevance. In this way, students develops a love for different cultures, places of India that promote unity. 3. Holding Tournaments wherein participants can come from all parts of India—The players are not merely to play games but also learn about different states and develop mutual understandings. 4. Inviting eminent persons to speak on leading personalities of India—Experts can come and talk to students on the life and teachings of Swami Vivekananda, Guru Nanak Dev, Christ, Gautam Buddha, Pt. Jawaharlal Nehru, etc. to infuse their ideals into the life of youth. 5. Debates in colleges/uruversities about topics of cultural perspectives—This would ingrain the theory and practice of culture in their minds. Indian Culture Perspectives and Higher Education 515

POA SUGGESTS SOME OTHER METHODS

1. Zonal Cultural Centre The networkir\g of the entire country through Zonal Cultural Centres will help in provision of inter-state cultural linkages and affinities. These Zonal Centres vi^ould also build-up exhibition and displays of performing arts not only in terms of their emphasis on revival of languishing art homes but also in making the student community av^are of the rich diversity of India's cultural heritage.

2. Scouting Movement The Scouting movement has very pervasive coverage in the country. Through its inexpensive yet disciplined activities, the Scouting and Guiding and to the extent possible Rovering movement would be used to take care of activities like commuruty singing, protection of monviments, cultural camps, rallies, jamborees and inter-state camps. This movement is capable of achieving a great deal with very little investment.

3. N.C.C, N.S.S. and N.Y.K.S These institutions would be required to encourage cultural instruction particularly in terms of commxmity interaction through camps and through organized and disciplined activity related to protection of cultural and natural environment.

4. Museums and Archaeological Surveys While these institutions have at national and state level made a beginning to interact with educational institutions, in the proposed action plan, this activity would be systematized. The network of museums in the country and the protected monuments maintained by the Archaeological Surveys would be required to evolve comprehensive linkages with educational institutions by close collaboration.

5. Development of New Institutions Special Institutions for documenting and promotion of folklore and arts would be set-up. These would take care of preservation and documenting of the rich diversity of art forms particularly in the rural and tribal areas. These would conduct special capsule course for teachers and scholars.

6. Review and Monitoring An inter-departmental committee imder the chairmanship of Joint Secretary in Department of Culture and comprising representatives of CCRT, NCERT, CBSE and UGC would oversee, monitor and review implementation. Similar arrangements have to be made at the state levels. 516 Extension Education Services

PROBLEMS

In higher education system, there are following problems which prevent the students from exposure of their ancient culture and philosophy:

1. Students are too busy in their career-oriented activities. They hardly find time to attend to these activities. 2. Teachers in Higher Education system are themselves are not exposed to such education in their career and therefore consider it superfluous. 3. There is no weightage of such learning in the evaluation system . 4. Tlie TV, Radio, Man Media, hardly project these virtues, rather they prefer to give news relating to violence and other disintegration factors. 5. Vice-Chancellors are unaware of the advantages of such teachings. 6 . Youth and teachers hardly understand the meaning of National heritage which is bare minimum.

The Higher Education system has the potentiality to mould and build the lives of youth to make them conscious of the fact that in India's integrity, development and prosperity lies in their welfare. The Higher Education System, therefore, needs to find out ways and means to develop the faith and respect among students in their culture, country, people, land, dress, language, customs, traditions, rivers, mountains, festivals, archaeology, etc. These would strengthen the bonds of love among people unity and development of India. These developments can make India peaceful internally as there would be no place in such an atmosphere for communal, regional and caste violence. This would strengthen our motherland to face any outside challenge be it economic, political or social. R.N. Prasad rightly observers that the primary function of the universities is to provide learning circumstances to a person so that he may be able to cultivate his mind, skills and character in order to lead a purposeful life and contribute to the well-being and growth of the society around him. It is helpful, even without going into many details, to visualize a number of competencies befitting specific objectives which may be desirable to cultivate through the educational process, competencies such as:

(i) On the cognitive side—knowledge of facts, phenomenon and theories, understanding and application of this knowledge to new and unknown situations; ability to gather knowledge through first hand study of books as well as situations; to Indian Culture Perspectives and Higher Education 517

analyse and creativity synthesis thoughts and ideas; (ii) On the side of skill—ability to observe, explore and experiment, competence to present and discuss ideas, to give and obtain cooperation in a team, to organize work and people for carrying out tasks undertaken; and (iii) On the effective side—resourcefulness, self-reliance, capacity for disciplined hardwork, sense of responsibility and inclination towards justice, fairplay and helpfulness towards others, lack of prejudice or prejudgement in all spheres, initiative and openness to change and experience.

The universihes help strengthening national integration by creating understanding and fellow-feeling among their different groups, regional, groups—both teachers and students which will be to throw up a political elite, evolving institutions through which these national goals can most successfully be obtained.^ Higher Education system should promote the interest of students in national geography, history, poetry, saints, rivers, moimtains, dresses, etc. so that they can take interest in Indian culture and civilizations.

CONCLUSION

Education, conceived as a life long wider process of life, has great potentialities, in developing youth in taking keen interest in India's culture which can create patriotism and love for the country. In addition, youth can promote harmony and affection among different interests through common culture of India. Youth should portray in the forefront Indian culture which is an amalgam of all the different cultures of people. In this way, we can keep our country united, peaceful and prosperous. There would be sporadic attempts to violate this peace but youth trained in higher education system would dominate and make India a land of peace loving people who want to educate the foreign countries in the same manner to create peace and prosperity in the w orld.

N o t e s a n d R e f e r e n c e s

1 Satya Pal Anand, “Promises to Keep", Selection from Jawaharlal Nehru, P.U., Chandigarh, 1975, pp. 89-99. 2. GOI, University Education Commission, 1948. 3. R.P. Dhokalia, External Human Values and World Religions, NCFRT, New Delhi, 2001, p. 179. 4. Quoted in R.P. Dhokalia, op. cit., p . 1 7 9 . 5. R.P. Dhokalia, op. cit., p . 24. 6. POA, 1992, Para 17.1.1. 7. The Cultural Heritage of India, Vol. I, The Ramakrishna Mission Institute of Culture, Calcutta, 2001, p. XXXIX. 518 Extension Education Services

8. Swami Lokeswarananda-, Practical Spiritually, Ramakrishna Mission Institute of Culture, Calcutta, 1995, p. 128. 9. Cultural Heritage of India, Vol. IV, p. 7. 10. Lokeswararuinda, p. 134. 11. Sri Aurobindo Ashram, Pondicherry, India, The Sunlit Path, Passages from Conversations and W ritings of the Mother, 1984, pp. 5-6. 12. The SuiJil Path, p. 7. 13. R.P. Dhokalia, op. cit., p p . 9 -1 0 . 14. Swami Srikantananda, The Intelligent W ay to Yoga, pp. 30-31, 40-41, 37-38. 15. A.T. Ariyarante in "Ii\spiration for Sarvodaya from the Buddhist Thought" in Prajna, Bodhgaya Temple Management Committee, Buddhayaga, pp. 60-61. 16. Swami Tejamayananda, Right Thinking, Central Chinmaya Mission Trust, pp. 5, 29-30. 17. India, 2004, pp. 21-22. 18. GOI, Department of Culture, Annual Report, 2002-03, p. 76. 19. Ibid., pp. 176-77. 2 0 . Ibid., pp. 205-06. 2 1 . Ibid., pp. 207-11 22. R.N. Prasad, "University and Political Development in Independent India", University News, Oct. 4, 1999, p. 4. Indian Culture Perspectives and Higher Education 519 ______

Appendix 15.1

FACETS OF INDIAN CULTURE

I. Philosphical Outlook A tree must love the ground on which it stands. This is the land where, like hdal waves, spirituality and philosophy have, again and again, rushed out and deluged the world. Swami Vivekananda says; "The Indian Nation cannot be killed. Deathless it stands and it will stand so long as that spirit shall remain as the background, so long as her people do not give up her spirituality. Beggars they may remain, poor and poverty-stricken, dirt and squalor may surround them but let them not give up their God, let them not forget that they are children of sages." This is the theme of Indian life-work, he burden of her eternal song, the backbone of her existence, the foundation of her being, the raison d'etre of her very survival—the spiritualization of the human race. Perhaps for this reason, Mahatma Gandhi once said: T cling to India like a child to its mother's breast because I feel that she gives me the spiritual nourishment that I need.' Our outlook is deeply ingrained in the Vedic expression "Tat Twam Asi"—That art thou, connection between 'iilqir*ii and between the individual soul and the universal soul. We firmly believe in the Vedantic concept, 'Each soul is potentially divine . . . ' We consider ourselves as Sparks of the Divine. Each seed is potentially a fruit. So our aim in life is to become a man, a better man, a superman, divine man, a God-man and ultimately to become God—the concept of 31K I This concept of divinity of the soul is the cardinal article of faith. For us the individual is not just an insignificant unit in a larger whole. This is in total contrast to the communist or capitalist thinking of the Economic man or the Abstract man. This faith helped a Saint in replying to Alexander when he threatened to kill him.

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No weapon can cut this soul, nor any fire can burn it, no water can make it wet and no wind can dry it. We believe in the theory of rebirth—the Karma theory which gives us tremendous confidence. That is why death is a festival of liberation for us. The T' in me being the same as the 'I' in other beings makes me react to the joys and sorrows of my fellow-beings just as I react to my 520 Extension Education Services own. This genuine feeling of identity bom out of the community of the inner entity is the real driving force behind our natural 'urge for human unity and brotherhood.'

2. Tradition of Tolerance The outstanding fact about India is its tradition of tolerance. Many Jews driven from their Holy Land, after the destruction of their temple, found an asylum in India and still live here as a community hardly touched by the troubles through which Jewelry elsewhere has been passing. Christian communities were flourishing in India in the 2nd century A.D. and their descendants are living today in the same areas. The Zorastrians, that is, the Parsis, driven out of their homeland by the sudden impact of Islam found a sanctuary in India and today, though small in number, about one lakh, have made an impact on India's life. The name of the Holy Book of the Parsis is Khurd Avestha. Khurd means incomplete. Incomplete because they had to run away against the onslaught of Islam. There is a very interesting story about their migration. When they came to India, they reached Gujarat. The king of Sanjan (near Surat) Raja Udaysingh, sent one full cup of milk through his Pradhan, indicating to the Parsis that they were over-populated and so there was no place for the migrants. The clever but intelligent Parsis put a spoon of sugar in the cup indicating that they will merge themselves totally in India and will add to the glories of the nation. Indeed, they have fulfilled their promise ! if we go through the annals of the Freedom movement in India, we will come across the names of towering giants like Dadabhai Naoroji, Madam Cama, Pherozeshah Mehta and others. Even today we find towering giants amongst the Parsis such as J.R.D. Tata, Nani Palkhiwala, Godrej, Field Marshal Sam Manekshaw, the late Homi Bhabha, Sohrab Modi, etc. All religions have a place in India including Islam professed by about twelve crores of Muslims. India has successfully upheld her tradition of religious and social tolerance by declaring herself a secular, democratic Republic. The tradition of tolerance is not an attitude of indifference to others. It is a fundamental postulate of Hindu thought that every way of life has its own contribution to make to human welfare.

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^ ^ II 2 II

Ways of worship are different but the ultimate reality is one: Krishna says in the Gita:

^ iTiJT ^ I 4 / 1 1 I Indian Culture Perspectives and Higher Education 521 ___ __ I

He proclaims a doctrine, which is fundamental to all Hindu thought. For us. Religion is not a matter of exclusive dogma. We give respect to the faith and benefit of others. We are firm in our faith: but are prepared to approach other faiths v/ith an open mind. Owing to this approach, we are reinterpreting our own doctrines and doing readjustments. For example, we have absorbed Buddhism, though the religion of Buddha vanished from India, a thousand years ago. Its teachings are closely interwoven with Hinduism.

3. Sense of Synthesis India is something like a sub-continent; but, there exists a unity because of the sense of synthesis. In spite of variations in dress, systems, attitudes, customs, rituals, due to our unique culture, we are bound to one another. The life-long dream of every Indian is to visit Rameshwaram in the south and Banaras in the north. Every Indian wants to take a dip in the Ganga at Banaras and wants to bring the water from the Ganga to the south to perform abhishekha to Lord Ramanatha at Rameshwaram. Such rituals help in binding the people together. Our concept of the joint family is a unique contribution in the history of mankind. Generation after generation we have developed it. At the time of the death anniversary Jken we start with - »ii«iq5 .... By this the entire lineage is maintained. The synthesis of the Aryan and Dravidian cultures is the basis of Hindu civilization. The development of Indian art also bears witness to this great process. The Mauryan art was undoubtedly influenced by Greek culture. Indian painters mastered the paintings of the Persians and a new Indo-Persian school of paintings known as the Moghul paintings, enriched the artistic tradition of India. A similar process of assimilation and synthesis is taking place in every sphere of artistic activity. A unique example of this genius for synthesis is Mahatma Gandhi, his theory of 'Ahimsa' or 'Non-violence'. It is the central doctrine of Buddhism and Jainism and is also the accepted creed of the Vaishnavas ^3^ ^ ^ I ^ ^ I However, Gandhi came to the realisation of this essentially Indian doctrine through Thoreau and other Western thinkers and was confirmed in his faith by Christ's Sermon on the Mount. Even many Muslims claim that Islam profoundly influenced Gandhiji's faith. However, Gandhi claimed himself to be an orthodox Hindu and died with the words 'hey Ram' on his lips. Gandhiji rightly used to define Hinduism as 'Relentless pursuit of truth' .... Denial of God we have known. Denial of Truth we have not known. Perhaps for this reason Shri Ram Manohar Lohia coined the word Saathi for comrade, I" I In fact, the essence of Vedanta is nothing but a search for this 522 Extension Education Services truth. BvZFk Truth alone triumphs. Truth is the ideal of our culture. We never thought of erecting a Berlin wall between us and others. Only diffident people are afraid of the contracts and the thoughts of others and put up a wall around themselves. The greatness of any system is established only when it can hold its head high even while it is in contact with others. This search for truth makes India the ideal meeting ground for East and West—historically well qualified and spiritually supreme. The rapid transformation of India's economy, no less than of her social structure, also provides unmistakable evidence of the vitality of this movement for the mingling of the East and the West and the evolution of a new society based on the synthesis of the best in Europe and of the best in Asia.

4. Social Outlook A Significant specialty of our culture is its revolutionary social outlook. It reflects in the very definition of Dharma.

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Dharma is the one which holds together the entire Society. This is called Dhama of Dharma.

ITT tWf: II 2 II i.e., Material welfare along with Spiritual Bliss. This is called Sadhana of D harm a. The interpretations of the term Dharma given by Western scholars are too narrow and inadequate. The term Dharma has a connotation wider than the notions of law, customs, morality, religion, duty, righteous conduct—it is the ultimate source of all values of human society. We do not talk of alone. Along with it, we have three Purusharthas, 3T^ ^ I Westerners talk of to show that we are other worldly. No. The poor and the unfortunate in every country become to some extent, other-worldly and then comes only after the completion of the first three Ashramas, wrapj, ^ qi-ivit^s5PT i Sensual enjoyments were allowed. Earning money was not a taboo. In fact, ours was the richest country up to the 17th century. Maurya's period was considered to be a golden period. English historians are never tired of telling stories of Mohd. Ghazni's loot and plunder and there is a reference to an underground treasure-house, measuring 1.5 lakh cubic-feet full of Gold and silver during Shahjahan's period. Indians also carried out a highly sophisticated enquiry into sex relations. Vatsayana was the first commentator. It is a tribute to the glory of the Body-synthesis of the sensual with the spiritual. Indian Culture Perspectives and HIglier Education 523

Westerners say we were conservative. No ! Ours was the most liberal society—Women enjoyed all rights. They were equal to men. Ladies like Gargi and Maitreyi made wonderful contributions to our culture. With all the richness and liberal outlook, economic and social equality was, and is, the burden of our song, right from the Vedic period.

Timrqf I

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Everything animate or inarumate that is within the universe is controlled and owned by the Lord. One should therefore accept oiUy those things necessary for himself which are set aside as his quota and one must not accept other things, knowing well to whom they belong.

5. Scientific Outlook A major aspect of our culture is its open attitude towards science. Westerners feel that Indians look upon the world as 'Maya' i.e., illusion and therefore, they are not concerned with the facts of the material world. However, this word 'Maya' is grossly distorted. Lord Macaulay used to make a satirical comment about the Hindu conception of geography by quoting expressions such as 'Ocean of Milk' and 'Ocean of Honey'. No doubt, Hindu mythology makes reference to the milky ocean but nobody believes in its factual existence. The Westerners also did not want to believe that the Sun was the centre round which all planets rotated and the Jesuit priests punished Galileo in 1633 for confirming the theory of Copernicus. It may be mentioned that Aryabhatta bom in 476 had already written a book on astronomy and said that the earth was round. The word is relevant here. is the very word for geography in all Indian languages, and it has been accepted without m u rm u r. The reason for the scientific outlook is the enquiring mind. Nachiketa symbolizes this mind. The entire Vedanta is a search for Truth: The Guru telling the disciple: O ! traveller—march on—march on. Go deep and search for the truth. Naturally, Indiaris excelled in every branch of science—Mathematics, Astronomy, Chemistry, Sculpture, Pharmacology, etc. (a) angf? is a branch of Dhanwantari was a pioneer in this field. He gave his knowledge to Sushrut, Charak, Agniwesh and Nagarjun all giants in this field. This knowledge went to the Arabian countries, Greece and then to other parts of Europe. The Greek physician, Acuaris had praised Harim A1 Rashid was cured by Indian physicians. Alexander also kept some Vaidyas to cure and 524 Extension Education Services

elephantiasis. Mohd. Ghazni arranged to translate Sushruta's book and n am ed it i Birth control was known before 500 B.C. The usage of metals and minerals like Gold, Iron, Pyrites, and Quartz for medicinal purpose was known. Vaccination was known to our physicians. (b) Surgery—Sushruta has named 127 instruments for surgery. He had advocated sterilization of instruments before surgery. Operations for cataract, removal of kidney stone, joining of bones and for that matter, even Plastic Surgery were known to us. (c) Chemistry—Nagarjim—A native of Daihic near Somnath was a great alchemist (2nd century B.C.). In this field we were ahead of Europe. There is one complete volume on Mercury. Calcination, distillation, sublimation and fermentation processes were all known to us. (d) Metallurgy—different types of iron and steel were known to us. Good quality swords were made in India and were also exported. King Porus gifted a sword of special steel of Sikandar ir\stead of giving gold or silver. The iron Pillar, near Kutub Minar in Delhi, weighing 10 Tons, is 1,500 years old. However, it is not rusting even now. The moulding of such a big pillar is really a mystery and baffles the modem metallurgist. (e) Mathematics—The Zero and the decimal systems were India's contribution, admits Prof. Walse. We are also pioneers in the field of Geometry. The relation between the radius and circumference of a circle was known to us S=2r. the value of up to the 4th decimal place, was known to us. Bhaskaracharya was an expert in differential calculus—surds, roots were known to us. In Algebra our men developed the concept of the negative quantity without which algebra would have been impossible. Bhaskaracharya (1200 A.D.) was aware of the law of Gravitation which Newton discovered afterwards. The fact that Sunrise at Lanka, Mid-day at Java, Sunset at Siddhapura, and Midnight at Rome occur at the same time was known to our scientists. (f) Astrology—Aryabhatta knew the speed with which the earth rotates. Solar and Lunar eclipses were explained. Aryabhatta knew that the moon did not emit light of its own. Many Arabs translated his work 3T^t^3rar, etc. P arashar, before A ryabhatta w as an o th er g reat astronomer. (g) Industry—To get sugar from sugarcane was an Indian method. Use of cotton was indigenous. Others learnt it from us. Wearing of muslin and fine silk were our specialty. A fine piece of muslin could be passed through a small ring. Egyptian mummies were wrapped in Indian muslin cloth 2000 years ago. (h) Navigation—Bhiku Chamanlal writes in his book, 'India Mother of Us AH', that the art of navigation was bom in river Sindh 6000 years ago. The Sanskrit word for navigation is ^ ships went to Mexico Indian Culture Perspectives and Higher Education 525 and Peru. He called these people Indians. In the 3rd century A.D. horses were exported by ship. by is a treatise on ship­ building. In this treatise four different types of wood and various names and size of ships were mentioned. There was a reference to the Lighthouse, Ports, Dock Yards, etc. KauHlya devoted one chapter on in his Arthashastra. Swami Vivekananda, while talking proudly about our scientific outlook very aptly says: 'Here, activity prevailed when even Greece did not exist, when Rome was not thought of, when the very fathers of Modern Europeans lived in forests and painted themselves blue. Even earlier, when history has no record and tradition dare not peer into the gloom—ideas after ideas have marched out from here, but every word has been spoken with a blessing behind it and peace before it.'

6. Love Towards Nature We not only love human beings but we also love the animal kingdom, plants and so on. The Late Sane Guruji calls it Advaita—the truth that human beings, animals, plants—all are one. The same life- force—Prana is in each one of us. We consider ourselves as sons of Mother Earth.

Naturally we start our day before getting up from the bed by praying.

II

Then we take bath by chanting

TntrT iTt5!mR I ^ ^ II

For us every river is sacred. The Nile (Egypt), Thames, and the Volga never got such status. All rivers are one. The chemical composition of water is H^O but we call our rivers by suffix Ji'^iwidl, etc. The love for animals is also in our blood. There is no God who is not associated with some animal or the other. Siva with Rishaba, Vishnu with Garuda, Brahma with Hamsa, Indra with the Elephant. Even a humble rat finds a patron in Ganapathi ! Prohibition of the killing of even poisonous snakes or crop 526 Extension Education Services destroying monkeys proves the hold this idea has on the Indian mind. Even the concept of has come from this sanctity which was attached to all life. It made a great impact on Buddhism and Jairusm. When somebody asked Mahatma Gandhi his preference for cow protection or immediate came the reply, 'I will prefer cow protection.' Reverence for life is the burden of our song and that is why we worship Nature, the moimtains, the rivers, the plants. Every Deity has its favorite plant and flower—a Champa, a Jasmine, a Lotus, etc., their association with God makes them sacred. This Advaitic outlook 'living in tune with nature' is nothing but spiritualization of science and technology. It may even be termed as Ecological yoga. This outlook, this facet of our culture is going to help the entire humanity.

7. Role of Sanskrit Culture and language go hand in hand. It is the mother of all the languages of the world and perhaps the only language which has not changed from place to place or from time to hme. The word Sanskrit means refined. It is not a naturiif'language, is natural. It is like a flower while Sanskrit is the essence. During the Vedic period, paper was not available; hence it was not a written language. However, the great treasure of knowledge was preserved with a scientific approach. Our Saints and Seers possessed the knowledge of Phonetics (science of pronimciation) and Etymology (the origin of word). They developed a marvelous method of memorizing the Vedas, Stotras and Hymns. There were people who were knowing two Vedas, three Vedas, four Vedas and so names as etc. Because of the imiqueness of method, even after 4000-5000 years, we are chanting Vedas with the same time and pronunciation. Foreigners admit that there is no match for Panini's grammar. Sanskrit literature has a conhnuity which is perhaps tmique. It extends from the time of the Vedas. It has given a binding expression to the ideas, aspirations and sense of beauty to the whole sub-continent. In every field of literature, epics, poetry, drama, lyrics, none siupassed and few equal Sar\skrit—Valmiki's Ramayana, Vyasa's Mahabharata and Kalidasa's Shakimtala are, not merely the literature of India, but the literature of entire mankind. Max Muller says, "I spend my happiest hours in reading Vedantic books. They are like the light of the morning, like the pure-air of the mountain. So pure, so true." Russell also pays glowing tributes: "All philosophies of the world are combined in the "Gita" and Schopenhauer exclaims 'O Upanisada— you will be the solace of my life and the solace of my death'." Many of us wrongly consider the Vedas as prayers in honour of God, but Europeans regard the Vedas as also useful in bestowing material benefits. The military system in U.S.S.R. is based on the Vedas. Indian Culture Perspectives and Higher Education 527

The German scholars made efforts to interpret every word in the Vedas. The Germans started news Bulletins in Sanskrit much earlier than we in India. There is a Sanskrit school at Ker^ington in England where 900 students study Sai\skrit. Sanskrit has produced not orJy Philosophical and Religious literature, but also Ocular literature. Only one example of Kautilya's Arthashastra is sufficient to support this point. It is a manual on political Admirustration, written about 300 B.C., and has fifteen chapters elaborating 36 different departments like Law, Crime Investigation, Agriculture, Mining, Foreign Policy, War, Appointment of people management of famine, etc.

8. Aristic Heritage The Art of India is recognized as a unique chapter in the history of human endeavour. Its continued vitality, its astonishing nmge, the boldness and vigour of its conception, the sense of beauty and power it conveys has placed Indian artistic heritage among the major cultviral legacies of the world. Each one of the achievements of our artists of yore such as, the cave temple of Ellora, the murals of Ajanta, the rock-cut pagodas of Mahabalipuram, the Lingaraj Temple at Bhubaneshwar, the Sun Temple at Konarak, the Trimurti at Elephanta, the Nataraja temple at Chidambaram, may perhaps be said to be infinitely superior to the c\m\ulative achievements of the artists of Europe from the dawn of its history. In each and every field of Art, Architecture, Sculpture, Painting, Dance Drama, and Music, we were the leaders.

(a) Architecture Sculpture and Painting were considered as a part of the aspect of Town Plaiming was known to our people. There were 18 Schools of Engineering. 50 ton stone pillars, big carvings and multistory caves were s h ^ magic for the Europeans. Our painters were expert in wall, cloth aitd wood paintings. There are references to 6 types of brushes, 5 main colours and 28 combinations. The coloiar chemist was ready to give guarantee about the durability of the colour for 1000 years.

(b) Natyashastra Bharata is considered a pioneer in the field of Drama and his treatise on is imique where he refers to all the aspects of such as Gestures, Music, Role Playing, Dance, etc. The various types of platforms such as the Half moon. Moving stage, sliding stage were known. Even the design and Architecture of the Theatre and its acoustics were known. Hence Bharata was not only an actor, a director and a make-up man but also a decorator and engineer all rolled in one. In the field of Dance, we have various types—like Bharatajxatyam, 528 Extension Education Services

Kathakali, Manipuri, Kathak. The same is the case with Music. We have a galaxy of people like Ravi Shankar, Allahrakha, Samata-Prasad, Balamurali Krishna and others who are popular throughout the world.

9. Universal Outlook Our culture is universal as it is based on Vedanta which is a Universal Religion. The way of life proposed by this culture is acceptable to entire mankind and can be briefly described by a few quotations from early Indian literature.

(a) I

That which is, is one; wise men speak of it in many ways.

(b) May he direct our thoughts. (c) We preach I Ignore evil, cultivate graciousness, develop universal love and do active good to all. (d) Daily in the evening, we pray;

^ ^ i^TRqi; 1

Let everyone be happy. Let everyone be free from all ills. (e) The sentiments of Vedic prayers are echoed in the heart of every modern man. May he be an Indian, Russian, American or Chinese—of any caste, creed or religion. He is asking the Almighty to lead him from the unreal to the real, from darkness to light, from death to immortality.

n ^ w r ; ^ i 'SI#: II

This is our culture and our philosophy. In the world, we are not a good for nothing race. Arnold Toynbee says: "The world is at the point of annihilation and only Indians can show the Path." All idealists were excited by the French Revolution and everybody was singing a song. Bliss was it in that dawn to be alive but to be young was very heaven. The day the youth of India sing such a song, India will arise. Today we are not singing this song because we are ignorant of our rich heritage. This ignorance should be effaced with the utmost speed.

The Eternal Message of Our Himalayas The mighty Himalayas to the far north have been the symbol of India and her focus of national inspiration during all these millennia of our history; and the Himalayas represent the spirit of meditation, the spirit of inwardness. That spirit gave to humanity the Vedantic vision of Indian Culture Perspectives and Higher Education 529 human excellence, namely, his inborn divinity. India has written a luminous chapter in the history of man, in the history of the tremendous development in this life of inwardness, and transcendentalism, in that immortal literature of our nation, namely, Upanisads. A little later came the great Buddha who added a fresh chapter of re-authentication, bright and glorious, to this great ideal and technique of meditation, to this heroic struggle of man rising above his sensate level of man achieving inner penetration and exercising and expressing his profotmd spiritual dimension, making for universality in his vision and sympathy. Today we have another symbol and centre of inspiration for India in this Kanyakumari in the far south, impressively situated at the confluence of the three oceans. Kanyakumari represents the expression of that innate diviruty of man and of the consequent universality in his vision and sympathy, in the practical field of individual and collective life and endeavour; it represents what Vivekananda calls Practical V edanta. Bibliography

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Advisory Committee of the Centre, 124 Celebration of FesHvals, 509 Adult Education, 289, 300 Cells to Combat Sexual Harassment, 324 Directorate, 300 Celly, R.K., 443 Aesthetics in Higher Education, 271 Centre for Career-oriented Programme, 125 Agarwal, Subhash C., 339 Charaka, 9, 523 Aggrawal, Archana, 18 Chattopadhyay Commission, 142 A Good Environment is the Key to Health Chaturvedi, T.N., 3, 348 and Development, 3 Cheema, D.S., 360 Agricultural Drought, 453 Child Health and Survival, 57 Al-Khateeb, Muhammad, 75, 77 Child Marriage Restraint Act, 1976, 60 Ancient India, 162 Churamani, 16 Human Rights, 162 Citizens, 179 Annan, Kofi, 449 Duties, 179 Apastamba-Dharmasutra, 151 Community Development Society, 388 Artistic Heritage, 527 Community Polytechnics, 336 Asana, 243, 245 Constitution and Structure of Ashton, John, 380 Municipalities, 397 Aurobindo, 138 Constitution of Special Investigation Avoidance of Materialism, 366 Teams, 221 Contributions of Higher Education, 112 Bankowski, Zbigniew, 14 Controlling Corrupt Practices, 356 Baradford, L.P., 294 Control of Negative Thought Waves in the Behaviour Management, 282 Mind, 252 Berry, John, 6 Co-ordial Relahons between the Teacher Berthat, E„ 73, 85 and Students, 141 Best Bakery Case, 187 Care Value-based Education, 146 Bhakti Yoga, 248 Correlating Human Rights and Duties, 499 Bhargava, P.K., 294 Cultural and Educational Rights, 178 Bhat, Vighnesh, 326 Cultural Perspectives among Students, 514 Bhave, Acharya Vinoba, 150 Methods of Promotion, 514 Biodiversity and its Coi\servation, 25 Cyclones, 452 Bogue, Donald 39 Borkar, G., 88 Day Care Centers in Universities, 325 Brundtland, Gro Harlem, 78 Desai, A., 117 Building Management, 273 Etevadas, Rajkamal P., 319 Burleson, Noel David, 49 Development of Positive Intellect, 501 Bush, George W., 15 Devotion and Dedication, 150 Values, 150 Career-orientated Progratiunes at First Dhanwantari, 523 Degree Level in Universities and Dhyana, 248 Colleges, 93 Dietary Life Styles, 75 Index 543

Disaster Management Education, 441 Flood Fare Casting and Warning System, Disaster Prevention and Rehabilitation 452 Education, 454 Floods, 451 Distance Education, 335 Food Problem, 33 District Planning Committee, 399 Diverse Health Care Providers, &1 Gadhok, Taranjot K., 461 Draught, 453 Gandhi, Mahatma, 137, 168, 350, 405 Duration of Panchayats, 435 Gandhi, Maneka, 15 Dwivedi, O.P., 358 Gastrin, Gisela, 86 Gayoom, Manmoon Abdul, 340 Earthquake, 450 Gomes, Janina, 238 Ecological Draught, 453 Gorden, Gloria, 41 Educational Unemployment, 111 Gore, Al, 17 Educational Programmes, 111 Govindachari, A., 39 Reorientation, 111 Govindarajuler, P.N., 382 Education and . Human Resource Gujarat Tragedy, 446 Development, 111 Gupta, S.C., 7 Education, Awareness and Information, 5 Gupta, T.N., 443 Education Commission, 1964-66, 492 Education for Peace, 140 Haridas, Nedungade V., 258 Education for Truth, 496 Harmony and Peace, 149 Election of Chairperson, 435 Hassanagas, P.K., 257-58 Elo, Olavi, 478 Hazard Assessment Considerations, 464 Emphasis on Human Rights Education in Hazard Assessment Process, 472 Universities, 197 Hazards and Vulnerability Analysis, 470 Employment-oriented Education, 114 Concepts, 470 Empowering Women for Improved Health Hazards, 472 and Nutrition, 54 Characterisation, 472 Environmental Pollution, 25 Hazards, 471 Environmental Studies, 24 Nature and Conditions, 471 Multi-disciplinary Nature, 24 Health Education Programme, 71, 78, 80, Environment, 284 84, 87 Beautification, 284 Functions, 80 Environment Education, 3-4 Change in Knowledge, 80 Essentials for Ethics in Higher Education, Change in Attitude, 82 356 Change in Behaviour, 82 Essentials of Health Education, 80 Change in Habit, 82 Essentials to Develop Personality and Change in Customs, 83 Status in the Society, 291 Training of Personnel, 87 Ethical and Moral Values, 147 Meaning, Nature and Scope, 78 Ethical Education, 363 Methods, 843 Contents, 363 Significance of Health, 71 Ethics in Higher Education System, 351 Health, 73 Ethics, 349 Meaning, 73 Meaning and Nature, 349 Higher Education and Administration, 326 Experience True Knowledge, 139 Leadership of Women, 326 Extension Agencies in Higher Education Higher Education in India, 112 System, 411 Higher Education, 155, 322 Growth in Enrolment of Women, 322 Facilities' by UGC for Women in Higher Role of UGC in Human Value, 155 Education, 320 Higher Education System, 31 Famine, 453 Population • and Envelopment Female Literacy, 417 Education, 31 544 Extension Education Services

Holistic Development of Personality, 250 Mahalingam, N., 317 Hubley, John, 41 Maheshwari, S.R., 358 Human Population and the Environment, Mahila Samakhya, 336 26 Mahler, H., 77 Human Rights and Duties Education, 161 Mainstreaming Indian Systems of Medicine Human Rights Courses, 191 and Homoeopathy, 63 Scope, 191 Mainstreaming Women Education, 327 Human Rights Courts, 218 Maintenance of Public Conveniences, 277 Human Rights Education in Schools, Major Units of the Centre, 125 Colleges and Universities, 174 Malhotra, Jeet, 382 Human Rights in Indian Constitution, 176 Malimath, V.S., 193 Hussain, Abid, 113 Management of: Hydrological Draught, 453 Furniture and Equipment, 275 Impact of Po\ erty, 377 Redundant Articles, 276 Impact of Yoga on Life of Students, 250 Meetings, 281 India, 35, 172, 442, 447 Telephones, 279 Chronology of Earthquakes, 447 Vehicles, 278 Disaster Potential, 442 Managing Environment, 14 National Action Plan for Human Rights Crisis, 14 Education, 172 Managing Personal Staff, 279 Decadal Variations in Population Manchanda, S.C., 258 Grovk'th, 35 Mass Motivation Campaign, 41 Indian Culture Perspective and Higher Essentials and Aspects, 41 Education, 490 Mental Education, 364 Information Education and Meteorological Draught, 453 Communication, 64 Misra, Pardeep Kumar, 99 International Conference on Nutrition, Misra, Shikha, 339 1992, 75 Modi, Narendra, 188 Introducing Independent Teaching on Human Rights, 199 Monga, G.S., 4 Muller, Max, 526 Iyer, V.R. Krishna, 349 Municipalities, 400 Jacob, I.F.R,, 5 Powers and Responsibilities, 400 Muralidharan, K., 142 Jayapal, P., 380 Murthy, Hemalatha, 258 Joshi, Murli Manohar, 152, 340 Myrdal, 31 Joshi, Sneha, 326 Naknjima, Hiroshi, 4, 240 Kalidas, 10 Nanjundappa, D.M., 429 Kalpana, H., 329 Narayanam, K.R., 348 Karmayoga, 248 Narayanam, V.N., 135 Karunakaran, 66 Natarajan, R., 137 Khanna, S.K, 116 National Animal, 506 Kirk, 294 National Anthem, 505 Kothari Commision (1986), 133 National Bird, 507 Kreisel, Wilfried, 5 National Commission on Teachers', 1852, Kulandaiswamy, V.C., 95 142 Kumar, Brijesh, 188 National Council for Teachers' Education, Kumar, Ravinder, 369 201 National Environment Awareness Lama, Dalai, 493 Campaign, 6 Launching of Employment-oriented National Flower, 507 Courses, 111 National Human Rights Commission, 180, A Draft Report, 111 207 Lovell, Bernard, 17 Constitution, 207 Index 545

National Calendar, 506 Meaning and Genesis, 42 National Literacy Mission, 296 Population Explosion, 31 National Mission for Manuscripts, 509 Implications, 31 National Policy on Education, 1986, 133 Post-Literacy and Continuing Education, National Population Policy, 2000, 48, 52 299 National Programme for Earthquake Powar, K.B., 6, 326 Engineering Eduction, 548 Power of State Government to Make Rules, National Song, 506 222 National Vocational Qualifications, 102 Practice Ethics in University Management, Defining, 102 360 Natural Hazards and Disaster, 449 Prahallada, N.N., 129 Need of Code of Ethics, 361 Pranayama, 245 Selflessness, 361 Prasad, Kamala, 350 Integrity, 362 Prasad, R.N., 516 Objective, 362 Prathyahara, 247 Accountability, 362 Programme of Action NPE (1992), 133 Openness, 362 Promotion of Women Studies, 329 Honesty, 362 Protection of Human Rights Act, 1993, 206 Leadership, 362 Public Interest Litigation, 188 Need of More Investments to Sustain Punctuality, 280 Population Growth, 32 Nehru, Pandit Jawaharlal, 407 Radhakrislinan Commission, 1948, 133 Neighbourhood Committee, 387 Radhakrishnan, Sarvepalli, 134 Neighbourhood Group, 387 Rajan, K., 444 Niranjanananda, Swami Parmahansa, 243 Raju, R. Satya, 132 Nishkam-Karma, 357 Ram, Eric, R., 86 Niyama, 243-44 Rammurthy Committee Report, 1990, 143 Non-availability of Balanced Diet, 75 Rao, G. Chandrai-ekka, 131 Notestein, Frank W., 31 Rashtriya Mahila Kosh, 416 Nyam-Osor, 72 Removal of a Member of the State Commission, 216 Oevananda, Swami Vishnu, 256 Research and Documentation of Human Right, 199 Pahwa, Ashok, 445 Reservation of Seats for: Palmer, Don, 83 Scheduled Castes and Scheduled Tribes, Panchayats, 434, 436 398 Powers and Functions, 436 Women, 398 Constitution and Structure, 434 Backward Classes, 398 Pant, K.C., 355 Right against Exploitation, 177 Part-time Research Associateships for Right to Constitutional Remedies, 178 Women, 325 Right to Equality, 165 Paryavaran Vahini, 6 Right to Freedom of Religion, 178 Patanjali, 252 Right to Property, 178 Physical Characteristics of Hazard Risk Assessment, 468 Occurrence, 463 Risk Management, 467 PIL and Human Rights, 226 Rural Development and Higher Education, PIL, 227 405 Features, 227 Russell, 526 Pillai, J.K., 319 Pillai, P. Gopinadhan, 313 Sagan, Carl, 441 Politechnic Education, 335 Saini, Vishal^ 340 Poor Health Standards, 33 Saksena, j.S., 382 Population Education, 42 Samadhi, 248 546 Extension Education Services

Sanjive, K.S., 79 Right Speech, 502 Saraswati, Swami Satyananda, 242 Right Action, 502 Scouting Movement, 515 Right Livelidhood, 502 Sen, Amartya, 403 Right Effort, 502 Setting up of CCOP, 123 Right Awareness, 502 Seventy-fourth Amendment Act, 1992, 378 Right Concentration, 502 Seventy-third Amendment Act, 1992, 410 Technical and Management Education, 107 Shaikh, Zahira, 187 Problems, 107 Shetty, Anita, 137-38 Technical Education, 335 Sliarma, Jagdish C., 381 Temporal Characteristics of Hazard Sharma, Shanker Dayal, 135 Occurrence, 464 Singh, Bhagat, 445 UGC Act, 1956, 98 Singh, B.P., 20 UGC Guidelines^ for Human Rights Singh, Jaideep, 362 Education, 229* Singh, J.P., 34, 48 UGC Scheme for Promotion of Yoga Singh, L.P., 356 Education, 266 Singh, Nisha, 10 Under-Graduate Course in Human Rights Singir, A.W., 32 and Duties Education, 230 Singh, Parmanand, 189 Under Several Population Groups, 59 Sitiha, S.B., 188 Urban Slums, 59 Sinha, D.K., 441 Tribal Communities, 60 $kinner, D.F., 86 Adolescents, 60 Social and Psychological Tensions, 34 Understanding the Purpo^ of Life, 256 Soc^ Issues and the Environment, 25 Unemployment and Underemployment, 33 Socio-economic Draught, 453 Unfolding Mental Potentialities, 351 Soil Moisture Draught, 453 Unity in Racial Diversity, 495 Spedal Public Prosecutor, 219 Unity through Places of Pilgrimage, 495 Sri Prakasa Committee on Religious and University and its Changing Role, 112 Moral Instruction, 133 University Grants Commission, 20 State Finance Commission, 399, 435 Urban Development, 393 State Human Rights Commission, 215 Urban Development and Higher Education Constitution, 215 System, 375 State Policy, 179 Urban Local Bodies, 379 Directive Principles, 179 Financial Powers, 379 Strengthen Spiritual Power, 254 Use of Excessive Alcohol, Smoking and Studies on Yoga, 257 Drugs, 76 Supply of Potable Water, 277 Suresh V., 380, 461 Valmiki, 9 Swami Chinmayananda, 487 Value Education will Build Cliaracter, 144 Swami Lokeswarananda, 141 Vatsayana, 522 Swaminathan, M.S., 66 Venkataraman, R., 14 Swami Nikhilananda, 163 Vethathiri Maharishi, 239 Swami Vivekananda, 487 Visala Buddhi, 253 Swa-Shakti Project, 416 Vital Education, 364 Vivekananda, Swami, 134, 271 Tagore, Gurudev Rabindranath, 134, 237 Vocational Education, 109 Taittiriya Upanishad, 163 Issues of Concern, 104 Tata, J.R.D., 520 Future, 103 Tafochenko, V., 83 Vohra Committee, 349 Tibilsi Conference, 8 Vulnerability Analysis Process, 476 Teaching Right Understanding, 502 Key Elements, 476 Right Understandings, 502 Conceptual Model, 476 Right Thoughts, 502 Factors, 476