REPORT OF THE VISIT OF THE EDUCATION COMMISSION TO MADHYA PRADESH

(20th March—1st April, 1965)

EDUCATION COMMISSION GO\^RNMENT OF IN^IA 1965 FOR OFFICIAL USE ONLY

REPORT

OF THS VISIT OF THE

EDUCATION CDMilSSION

TO

MADHYA PRADESH

( 20th Marisrh to 1st 4pril,1965)

SaUCATION COi^'MISSION GOVERimNT OF IT'D IA 1965

-2-

CON TE N T S pace No,

A REPORT OF THE DISCUSSIONS HELD AH BHOPAL DURD^G THE VISIT OF THE EDUCTION COMyllSSION TO MADHYA PRAI5ESH (26th to 2Sth Mal’ch, 1965)

I. Discussion with the Principals and teachers of secondary schools selected fron all over Madhya Pradesh.

II. Discussion -with teacher educators selected 9-11 fron all over Madhya Pradesh*

III .Visit to Plarnidia College and discussion with 12-17 the Principals of Arts and Scicnce Colleges and neeting with students*: representatives.

IV. Discussion with Education Officers from the is Directorate. •

V. Discussion with Individual Educationists. 19-22

VI. Discussion with the Ghairnan and Secretary of 23-26 the Board of Secondary Education, Madhya Pradesh.

VII.D iscussio n with the Headsr' of Departments 27-30 (Director of Public Instruction, Dii'ector of Technical Education, Director of Employment Exchanges, Director of Health Services and Director of Tribal VJolfare).

V III.D iscu ssio n with the Vice-Chancellors of 31-33 Universities in Madhya Pradesh.

IX. Discussion with the. Education Secretary. 34-35

X. Discussion with the State Council for V/omen‘ 3 36 Sducation.

X I. Discussion with per sons 'inter ested inthe 37-41 education of the Scheduled Tribes. .

X I I . Discussion with the Chief Minister. 42-45

X III.D isc u ssio n with the Education Minister. 46-48

XIV.'Discussion with the Secretaries to 49-50 Government (Chief Secretary, Education Secretary, Fiaanao Secretary, Planning & Development Secretary and the Agriculture Secretary).

XV. Discussion with Principals of Engineering 51-54 Colleges, Polytechnics and I.T.Is. selected from a ll -over Madhya Pradesh. . * .

p .t.o . -3-

KAa^^-iaseO’lfeEMD.^ions TEJiT EM3RGED IN THE 55 DISCUSSIONS'HELD ;lT-'THE DIFFERENT CEl'^TRES .JM LliiDiHY;; PRADESH (Except at Bhopal 25 March 28 March, 1965),

••‘A - DISGUSoION,-AT GV/ALIOR

I. With the. vice-Chancellor and the Exocutive 56 . . -I'Council'of the ji\^/aji piiversity,,

I I , With.-Menbors of ’the - staff of the Jiwaji 57-53 ' . University,■ Principals and Professors of Colleges.' '■ '•

I I I . With, representatives of students. 58-59

IV. With educationists.

V. ‘’With Principals and Lecturers of' Higher ^ ;61 Secondary Schools. ^ '

V I. . With Teacher-Educator s. ' 61-62

V I I . ■ With inenibcrs of the ‘staff’^of„ the ;Rani : 62^6? - - • Lakshmibai ’ColiGGe o f Physical-Education.

B - DISCUSSIONS kT SAG^a/. ^^D -JmilPUR.

VIII. With Vice-ChanceHer and Rector, Saugar 64-67 University.

DC. ^ith Heads of Faculty of u'lrts,SaUs^ir'' University. ' /

X'. with Heads of Faculty of Sc'icnc,e,Saugar' - ’ 69 Iftiiversity. • • . ■, - — _

. XI. At Hone Science Cpllege, Jabalpur. • 70

X II. With Rector and Registi'ar’,Jabalpur piiv.er;sity.70-71

X I I I . With. Principals of Colleges and-Heads ,'of ’; , "72 Departments, Jab alp 1:0: Toliver sity.• • , ^ ‘ • .-XIV. With'Research Students at-Jabalpur University. 73 XV. With'Principals ^ d Teachers''of Secondary 74 Schools at Jabalpur. - ...

XVI. V/ith’-Vicc-Chancelibr and Members of Staff 74-76 of the Jawaharlal Neliru Agricultural University, Jabalpur.

XVII. With Principal and Other Staff of the 76-73 Governnleht Engineering College, Jabalpur.

XVIII. With local educationists at Jabalpur. 73-82 ✓ XIX. With local educational officers at Jabalpur. 83-34 ■ C - DISGUSSIOKS ■■.g' IHDORE .IMP " ^5

XX. i.t Malharashran, Indore, qq

X XI. At Islania Kar iniia" Dcbrd'^’ Coilbgc and Higher Socondary S^jhool, Indore.

XXII. At Fine iU?’ts College, Indore. ''••• .... 3^

XXIII. V/ith yice-Chanccllor and Menbers of the 83-89 Executive Council of'the Indore'Uhiver sity.

XXrr. ■ *W-ife-Principals of Colleges and Teachers at qq ‘••'Indore,- .. ' ; - ■* :

XXV. With students'"af' lhdbre,v..

..XXVr. • With .The Qf.?ic^‘i’ ...Commanding ,N .C .C . in 92 ’ Madhya Pracicsl:;'. at Indore.

XXVII. With Headmasters of local Secondary Schools 92 at Indorv.. ^

•XXVIII. ^t P .G .B .T . College, Dewas. 93 XX.IX. . i^t Higher Secondary SchoolV* Ujjain. ‘ ■■ 94 XXX. iwt P.G.B.T. College, Uj jain. 94

■ XXXI. • With Headnaster.s of Higher Secondary Schools 95 and Principals of Basic Triainingu Institutes.

XJQCII. Vikram University, U jjain. ^ 96

XXXIII. A t Madhav College, IJjjain. 97

XXXIV. At Sciia4ki€i Oriental Institute. ’ 98

XXXV. With local educationists at Ujjain. 98-99

D - DISCUSSIONS AT RAIPUR /J\ID BHILiU

XXXVI. With Principals of Colleges and University lOO Teachers at Raipur.

XXXVII. With educationists at Raipur. 1 0 1

XXXVIII.With Principals and Teachers of Higher lOl Socondary Schools at Raipur. XXXIX. At Kamaladovi Sangeet Hahavidyalaya,Raipur. 102 XXXX. At Science College, Raipur. 102

XXXXI. At Engineering College, Raipur. ' 103

XXXXII. At Sanslo'it College, Raipur. IO3

XXXXIII.At Durga ;j?ts College, Raipur. 103

XXXXIV. With Teacher-Educators. 104

XXXXV. With the Vice-Chancellor ,Ravishankar University,104 Raipur.

XXXXVI. With student leaders at Raipur. 105 -5-

XXXXVII. Governiinent Dani Girls Multipurpose, 105-106) Highe.r Sc

E - Dl.suUS^iUi\|S AT KORBA

XXXXVIII. with lc3adlcrs o^ the ivComaunity, i07-109 Korba andl Members of Coi’^r.un'ity Developrient Blocks, Kvw3?ba and- Kartala,

XZXXIX At Indust^rial Training Institute.,

F - SUn-'ui^'JlY OF THB m i OR/JIim SUBMITTED T0)'"TOE EDUCATION COMMISSION IN 111-157' PRADESH

G - Ei^GLISH LANGUAGE TEACHEJG INSTITUTE mS 5 ^ a “PR ^ S H T BHOP^U...... “ISS-IGD)

iJINEKURE I - Progic-aixie o^. the visit of the 170-175 Ed uc.at ion Coriiiiission' to Madhya Pradesh.

iOTSKURE II- List- of persons who uet the Gor.inlssion in Mladhya Pradesh. 176-204

iiNNffiCURE III-List of Memoranda received by the 205-210 ^ ^ E;duc;ation Coixaission in Madhya Pradesh. A REPORT OF TRE DISCUSSION HELD JiT BHOPiJL DUR'IKG THE VISIT OF THE SDUCiaiON GO^fr■iISSIOK TO lUDHZil PRaOESH (25t,h to 23th March, 1965). A REPORT OF THE DISCUSSIONS HELD AT BHOFAL^QJRK^G THE VISIT OF THE EPgCATION GOMIlIgSION TO KADHYA PRADESH ~( 25t-b to a ^ n March. l & M Y , ^

,, I . . Discuss ion; with the Principal^ and/Teachers / .'• ' of Secondary Schools selected from a ll ,over Madhya fPradesh held at; Bhopal-on 25.3.19,65;

The following points o:nierged in the course -of the

discussion at the meeting:

(1) The development of personality of students in

secondary schools through games, sports and other

. , . ... physical education activities should be included among

the Aims 'and Objectives of Secondary Education^ * •; -■;£, ! '■ /.* I . *»■ (2) The duration of school education should pre»

ferably be 12 years as greater maturity is required-of

students who proceed tio the university. But this

,-;r- '1^ V.‘V "c -A,.. T 7 l ^tension of the •school period can be brought about

without dis-organising the existing educational structure t'N ^ r. ';*.L ‘ v • ' • in the different states. *

(3) Wherever possible middle school classes should

be attached to secondary schools even though the firsts 7 or . . . V 8 years of elonentary education is regarded as'a •

continuous integrated course. •

(4) The twelfth year should be added to tj^ese

higher secondary schools which have the acccanmodation,

staff, equipment and other necessary facilities for the

purpose* 'The other alternative of constituting a

'separate unit' called a Junior College consisting of

Classes XI and XII should also be explored. ,...... ^ - •. L- -'‘i-’ (5) ' The’ open-door policy in secondary and higher

education adopted by certain State Governments has

led to considerable deterioration of standards. .No

q ualitativ e improvement is possible unless selective

admission is introduced at least at the higher education

stage. , »-8*«

X6') - burden of language learning is very heavy. It is'possible to have at the secoidaryy stage two languages for compulsory study'and the third llanguage as an opt ional.

• ■ .( 7) .The copgestliofi ^ist ihg In't school today prevents the innlfcro duct ion of dynamic methods of

•’i T;.J -ir-v'T . , ti-fi... 1.V ■ .... teaching. Whatever I is learht in 'the training colleges

Cannot be Implement eod bWause- of lack of .accommiodat ion, equipment arid'other rn'ecessai*y facilities* rUnless better environment exists fc'bir the leai*rting process,'t cannot be much- qualitat ivei '"'iimp^ov^enti '

(8) The externia^l exaj^ltiation W ill continue for a long; time to ccme. But ilt s evils Can'be minimised if better techniques are devisaed for internal as Cessment* The experiment of intern.ial assessment which was tri'ed in

Madhya Pradesh had too' be abandoned as it waS' hot carried out with proper* checbkis and 'saf e^ardisv ••

(9) The standarc»di or the l^igher Secondary-School

Examination as"a quaalifylng test for admiss-ion to the universities ia holb hiigh ettough* It i s '^ that the standard of thiss lamination should b‘e raised and brought on a par witth thSt bf the'^Indian'School Gei^tificatbe

Examination. " ' • 0

(10) Pr ivate ehnt erpr ise has a gr eat r^le' to play in the development coT secondary' educ-atton- in- the future.

Therefore voluntary effo rts in the establishirient and promotion of secondaary educat'ional ’instIttitioris should be encouraged by 'stat e ■ Governments* —9

lit THS SDUCATION COMMISSION MET ITEACHER EDUCATORS FROM MADHYA PRADESH FOR A DISCUSSICO^>J ON 25.5.65, DURING 'WHICH THii; FOLLOWING:-

Prlmarv Teacher Education;

1, Differing educational standarc-ds of trainees in Primary

Te,achers’ Institutions, such as'Middle-ppass, S.S.C., Intermediate, make the classes very heterogeneous. Inn a unit of 125 students,

50 are direct recruits and 75 are untraiimec teachers already working in schools,.. The direct recruits are S,SS„C. pass, except those belonging to Scheduled Castes and tribes number 333 per cent many"’ of whan may be middle pass. The untrained teachers aree geflorally. middle pass teachers, but there are a few matriculates and intte;rniediate pass amongst them,

Sc£|p.better jnethods; of grouping and classsification, need to be tried,.

2,.r ^ The untrained middle pass readdars working in schools

should be given.,special opportunities tco bring their general

education and.their knowledge of the'schhools Subjects to the S.S.C.

levels,. , ; . ••

3, The two-year training institutttor.s which prepared teachers

for the middle_school level and which haadl & programme of further

study of the school.subjects have been rreicently abolished. All

prinary training courses .should be of twwo years' duration so that ^ t ' ' A ‘ ' proper attention could be given to generral education and the study

of contents along with professional educcation,

4, • All Primary,Teachers Training ■ in the State is oriented to

the Basic pa;btern. Out of thqi total insstrt:ctioniL time of 6*.8 hours

per day,, one hour is given to the main ccr'aft every day and 30

minutes to the optional crafts. The’Priiiiary teachers should •

develop some skill in the crafts taught" "'In"the schools but if they

are ^ot required to teach theiiiy: so-much time'’ heed not be devoted to

craft every day,. .

I ChiJ,dren younger than 9 pMs sshould have handwork rather

than a craft, which may-be irutroduced inn standai^ III or IV,

5, There should be at least a feww graduates in the middle

schools. -10-

PriffiaiT“tt*'aIhed of in-service training

'present the iacilJtieiS ; providing it are^ ex^r^iJiely limitedi

Only 2 of 119 B.T. Is, in such progj*iainmes*

It For the backlog of uuntrained teachers it would be possible

to start correspondence courfse!es’> or Teaching Courses, on the ^adio*

Supervised Practice Teaching' sshould be included in these courses.

Headmasters selected for tie ppurpose should do, the, supervision ' -■ :'"y • ' after receiving some orientaitiidn from the Training-Institution staff*

o ■ V ■ j j ■ , - , , f Secondary Teachers Sducatiom

8i ’ In 1960, all Seconid?iai*y Teacher’s Colleges were converted

into-Post-Graduate Basic ^raiirlnihg Colleges and a curriculum suitable

for'‘ work in Basic and Post-B3aWsic schools was introduced,. The '■r ■ ■ majority of the teachers iraiirined here work in Higher Secondary

schools through their courses ( of training equips themjfor the Basic

^Education Programme, _ As.,“th<^'rtre is no scheme for converting all secondary

schools to the Basic or the PPost-Basic type, it appears that the majority

of the Secondary Training Ccpllleges should be oriented to the programme

of ;^econdary schools, Therce r may be one or two post-graduate'''colleges

vhich nay concentrate on '^h© training of supervisory, personnel needed r for Basic Schools and of bhts staff ot B.T* I, for .the Primary "level.

9, ^ It is true that seeccond.?^.ry teachers lack adequate knowledge

of the subjects they,teac.i teiithe’r because many years; have passed

since they studied these sujbjjj.ecrts for their first degree.lor because

they Offered subjects lije, jPWhilosophy, Sociology etc. for their first

•;3e^e and never studied, scihaopl subjects at the degree level. ’It

may not be possible to incl.udide content courses in the present B.Ed,

course wliich is already a?e:r-'-crowded. It would be Desirable to

organise seminars and sunpe^r '’ courses’ for the purpose, .. . ^ '

10,. Though there appe^anred to be some difficulties about the

4 years integrated courses obffering general and professiGnal

educati6n'together, it woul.di ,worthwhile trying the e,:^eriment

1 ■ ' ... ‘ in every State.

11, In the subject-aireea such as Science^ English, Mathematics,

vocational subjects whs re Ithdiere is a shortage of qualified teachers. -li­ lt would be worthwhile to get certain Tra'aiining^j,Colleges to specialise in certairi-'SChool' subjects' such' Ta matTieminaitlcs^and Science; social studies, language arts. These cplleges ccoDuld be suitably equipped for the purpose and th^ji^ould include thhei'He aching of these subjects in pre-service as well as in-oervice proggr'aames. Subject-Inspectors could be attached to such colleges. Theyy should participate in the teaching prograinme and the staff of the TTr’aining-Colleges could assist them in their school inspections. -12-

'Uscussion with the Principals of Arts and '•5o±ence^ Colleges at ?.hopal on 25th..March .

A; The EducatioP Commission met the Principals of Arts ’and Science Colleges in Madggjp T^adesh on March 25, 1965. The following points emerged in the discussion (1) A student is declared successful on the basis of sessions marks as well as marks secured by him in the Public Ibcamina- tion. It was pointed out that the sessional marks, which form 259^ of the total, are given without proper assessment, A student who may have actually failed in the Public Examina- tion is promoted in view of the high sessional marks secured by him. The result is that he fares very badly in the first year of the Degree course. As many as 10i> of the students usually fa il in the first year of the Degree course. In the second and third years, the pass percentage is between 10'^ and SOfo^ (2) The Government is following an open-door policy as a result of which v/hosoever knocks at. the door has to be admitted. This, together with the situation arising out of the internal assessment, is depressing the quality of the students and making the v/orking of the Colleges very difficul Even the elementary facilities for teaching in the shape of laboratories, equipment, etc, do not exist, particularly in the newly established Government and private colleges. The number of students, however, is continuously increasing while there is often a reduction in the contingent expenditure and little or no increase in the staff.

(3) There is considerable delay in the disposal of applica­ tions for grants from private colleges. Sometimes it takes a year before the necessary sanction is issued, (4) It was pointed out that the Universities have laid down regulations for granting recognition to new institutions but somehow the Management is able to satisfy the Inspectors about their financial position and the Inspectors then recommend the recognition of the institution on a temporary basis. It is also sometimes able to get a grant from the University. In this way the provisional recognition drags on for several years till the institution is ablie to fulfil the desired conditions - if, at all.

(5) In regard to the criteria for admissions, the following suggestions were made:- (a) So fa\ \ concern ed,

adequate

extent be ne old mechanical (b) ,In,cfUx^QQ Oolleges are ctating notes. It «• - 'j admissions tr , , ‘ • * '■ «■ irtrnen there are no like the Dalton degree stage, s.ff ioulty can to sane ,q this method a .This *,as not, hours of work. - ' given, ^ . ,,

(o) It was . fieult to restrilct >ortu''' ' , for admission t<^p^'^ down; 'otherwise

the study c-4^ave to'be followed. . ;;:.'"feound to suffer'. ’.For the left_o\ gs can be provided in \ ' ■ o,.r,york b ^ " '‘ , - •. ^t.he shape o f. even^ correspondence courses etc.

( d) It was... po^^t ed out that i^rhile some institutions may have a very large number of students, this is not so in the

case of others. It was therefore suggested that institutions

should maintain waiting lists and transfer the surplus

Candidates to other institutions vii a:'e the numb^ raaT not be

large; • ... .

(e) ^'he need for restricting the number at the 'post-graduate

stage is greater. It was suggested that only those viio"had

taken up Hono\^s coui*se should be allowed to go in for post-

graduate study and the M.A, course should be of two years^

duration. That is^ an Honours student should put in 15 years 'V ‘ •' ■. . “ ‘f and the pass students only 14 years. ..

(f) Another alternative suggestion put forward in this

jonnection was that all thode who have secured 4^% marks in the

B.iSc. should be given admission in the post-graduate classes.

Alt,ernatively,. all those who fail below the prescribed level

r * '■ - , t sh9uld be^given a test and interview by the College and the

best of them admitted, the number depending on the seats'

available. Jhey should also be eligible to appear in a supplanenta"

basis of . senior it y. -^^t will be desirable if some of the posts are f tiled-t hr ough open competition or selection; X‘-£*

exainination to improve-the ir div isiion,,

(6) The following suggestions wer»e3 mad

mi''- efficiency and the capacity^of the; ttqac

(a) The problem is tv^^o-fold. Ftrsstly

done to ensure that the knos/jledge aand nim s^ iuterests of the teachars, who ar e 3 act what shou ; . ...I Colleges for 15 to 20 years, are maiintf takihg the Knowledge is increasing so fast thait wU for teaching good teacher is apt to get out-datfcedj apprenticeship.' FT51R " abreast wtth the developrneent3 probatioa but later o, ' the newteaooher!

them on the completion of the pioba oallea uporn to:

they fall to give a tolsraole undergoing awy-k

(b) The ne- teachers maybe app'ointed-. or. these teaiCher

basis, say, for five year's and, If after t'lis pei

Principal is satisfied with their:> .%rork, they may t?.Q made

permanent* OtherwiJse their- contract may be extended for anoither

psiiod of five years and they may be asked to. improve their

qualifications and efficiency^ ' ' :.:o;

(c) Their emoluments, social status, service conditions, eto,;.

should be improved. It \s the ft? iricipal3 respon.s ib ility to)

create conditions in whibh the t each,era > can work with

satisfaction. He should recognise the good work done and whien

necessary, pull up the slackers; ,

(d) They should be given all the necessary facilities in

the shape of books, journals, laboratories, sabbatical laawe, 0

(e) To purchase books, teachers may be eligible for re_

iinbursement of the amount spent upto a stated proportion; -15-

(f) The teachers at present follow the same old mechan ical

method of t each ing,namely, lecturing and dictating notes. It

was suggest ed. that different methods, e.g. like the Dalton

. plan;. ass ignments, may ,be tried. According to this method a

particular subject: is t-aken, an outH.ne is given, reference

books provided and there is later* an opportunity for

discussion. T.his ^ould, of tour^se, ,m ply acpe. r educt ion in the

number of formal lectures^^but .would ensure more effective

sup,eryision of the students’; work bj^the teachers. It will also

develop in the students f^s well . as the teachers the habit of

studying and.using books intelligently, .

It .was point ed. out that this ip^.othod would be possible vii ere

the-number : of studentS;;.i^ .small but in. the, existing situation

it may not be practicable. It could be tried at the postgraduate

stage, - .. .V : f (g) It was suggested that since much of the .Improvement in the

Faculty depends.,on the. Mead, of ..the ;Pepartment, his vjork may be

judged. aft er three or . four years and merit may-be specially

rewarded* r ; r

(h) The practice of the teachers being .elected to the various

bodies ,of othe^ universities should be discouraged so that the

‘teacher-p^lItIc ian.s are elimih.a'ted. This wa^s reported to have been

d;one in the Agra University;

( 1) There^ should be. a rule that no teacher, should undertake

examination work whose remuneration will exceed Rs. 1200 in a year;

( j) An S f f i c i ^ c y Bar should be .placed after every four years.

Before a teacher is allowed to cross It, his work may be ju iged

by a Gortirnittee appointedby.the Un5.versity. This will help in

keeping up standards; ., .

(k) At present promotion to. higher grades is given mostly on the

basis of sonior.ity. It will be desirable if some of the posts are

filled through open competition or selection; -IS-

(1) At present many teachers concentrate upon research t for their ph*D, at the cost of their other duties, .Vhile ■! a teacher should no doubt carry on research, it is

equally important that he should take Interest in teaching

and general welfare of the students.

(7) * For bringing about emotional integration of the

country, students should be taught something about India’ s • t ' past culture so that;theym^y appreciate and understand

what the country has stood for. It was, however, pointed

out that the solution of this difficult problan would

depend on a variety of factors - general atmosphere of

the institution, behaviour of the teachers, the impact of

the subjects taught on the mind of the students, the

atmosphere of ccmmunity life etc. Every single subject

in the college or,.the univeil’s'ity has to be taught in

such a way that ].t makes a real contribution to the

development of the right 'kind of mind.

’(3) The postgraduate teach.-rs'in colleges should be

regarded as on par with univr^rsity teachers as reg^trds

oiioluments etc. if they have the same qualifications and

do the same kind and quality of wcsrk.

B - The Commission then met the Representatives of the

Students and the following points emerged in the course of

the discussion:- “ -

(1) Quality and quantilty should be given the same importance

(2) The universities should not have politicians at their

baclc. r^ven educationists should be away from politics.

(3) In Madhya Pradesh, there are degree colleges in which

there are no adequate facilities for science students.

'(4')‘ The examination system is very unsatisfactor;^^. There

should be some better test ascertain the candidates' real

intelligence.

There is a drawback in the yearly examination because a brilliant student may be ill at the time of the examination and fail. Supplementary exa^iinations should be introduced throughout India.

(5) f‘lections to the students union ira the colleges ^s well as universities should be abolished imme(ai ately. There is deep relationship betv^een students and political parties. The best methpd would be that a Principal with a selected professor and « seniormost students form a committee sand they should regulate the s.ocial~and cultural activities of the college,

(6) The students^ strike in Bhopal was not, in fact, a students* strike. It was a political strike. ^

(7) I'or disciplinary purposes, there should not be so much of free time for students. There should be more tutorials. They should also form small societies and clubs in the colleges where they can meet for a discussion. as*

IV The follo\vw:ing points emerged p.t tne meeting

of the CoDmiaission with the Officers of the;

Directoratt(e of Public Instructionj. Bhop;al

on 25th Mffecrch, 1965 s ~

(1) The-S'St-ate has 8 years of ele.mentra-’y education followed by 3 ye?rrsj of second.'^ry educp.tion. Three years, are too short a. peBr’iod for good secondary educ.ation. If necessary, the diirraition of elementary education should be cut down and more time given to secondary education, ;

(2) The ee>jcperiment of higher secondary schools; : ha,s not been very successful because they f^re opened even in ver5^ small locparities and this malces them expensive.

(3) The iintrcduction of the scheme of internal assessment has raoised the results of the secondary school

6 xajnina.tion to alnmcost 90%»

(4) Open-i-cdoor policy of admission to secondary aiid collegiate educa.tiicon has resulted in a.n increa„se in the number of sub“stajui(dard institutions.

(5) The ^Statue is able to secure good quality teachers in the hriuimanities ajnd langua„ges . As regards

Science5 the St.'itte; is compelled to appoint third cla.ss

M.Sc.s as lecture3r's because even second class degree holders are not willing tto join the teaching profession,

(6) Therre are some difficulties in the v/ay of regular inspectioon of schools (a) The number of schools per division is llarge (b) The means of transport is poor

(c) Heavy rains coccur during the months of July to Septem­ ber. Only D.S*Ess* are authorised to inspect a^nd not A*S,Es,

(7) Tie State Education Department is considering a proposaJL to lawce the Board of Second-^ry Education organise inspections wiihi 'the help of a panel set up with n^sis- • tance from Trainni.’ng Colleges ajid D *S *Es . -19-

(8 ) The Stn.te is trying to build up st.^ndard institutions with suitn.ble incentives, one in epxh dis­

trict, but due to the V'-^.st expansion in educ^.tion, r^ll

of them do not come up to the required stnjid^^rd,

V In the discussion v/hich the Commission- h'^d v/ith the Educ^,tionists in Bhopnl on 26th Ilrrch, 1965 the following points emergeds-

(1) The training period for primary teachers

should be two ye^rs. (2 ) S r^ ln rie s for tep,chers should be improved. (3) A ration.nl policy should be evolved about

the trnnsfers of teachers.

(4) Accommodation should be provided for women

teachers in rural preas .. ^ (6 ) The prp.ctice of adding internpl assessment m--rks to externrnl assessment has given rise to high

results nnd lov/ st^nd^'rds» Private C'-^ndidates, who rre not allotted to nny school, suffer under this system. (6 ) Recognition is gr'^.nted to schools even v/hen basic essential conditions r>re not fulfilled* Schools in

close vicinity of erach other should not be permitted .

(7) Twelve ye^rs of second'^ry education is

necess'^ry. There should be bifurca.tion after, the middle

atn^'e. Boys who nre inclined tow-^rds vocational studies

pjTter class VIII be provided with facilities for vccj'tici’"'! education, although it might be more practicable to have the bifurcation at the end of Class X* (8) The medium of -instruction should be English in technical pjid science nud medicnl subjects.. In other

subjects, it should be optionral even at the university

stage. Sniskrit should also be t.aught along with Hindi from Cl.ass IX. Hindi should be made rjs simple -20-

^is possible^ )ne ooDnly. needs p. v/orking knowledge -of

a foreign lojigiage^ 9 ? ^^-nd this could be acquired in

one or two ye p.'s -

9 , Girls’ ediuluacation should be exp-^.nded pjid p.

seppr^te JointDirr'e’eector for V/omen*s Education should

be p.ppointed.

10. There hp.® 5 been org'^rdsptionpJL confusion due

to the three-tier p p njid two-tier structure of schjcl

education. Tils ii-sls3 the mpln hurdle in working cut p,

common polic^^

11, All ducr^ut^ttion should be p. concurrent subject*

One P^ency shculd b boe responsible for ecluc'^ticn at ^^11

levels.

12, In r(spe(Ct;tt cf schools under private bodies,

there is consider^'p.bbble mism.pjiagement, p'^rticul^^rly in'

respect of te/.cheirs^ss * salpries , The Government should

t'^lie over the.e sfcbhhools pjid ppy the teachers’ salpries.

13* The legifoonnpl Ipjigup^e should be the medium cf

instruction p; pJ-I 1 stages.

1 4 , In tie H.iiinndi States, people should hp.ve freedom

to choose thethixcrdd lpngu--ge. Sanskrit is the only

competent I'^niuagee to tpke this position, since new

words for tecinic-a.all education cpn be created in this

langu-^^'e«

1 5 , The ^t.'^iiiddrprds have fpllen in the university,

rnd one of tb re.*a£assons is thp.t the humpn m-'^.terip.l that

now comes to :he Uiurniversities5 is generally spe-^I^ing

of poor qualify. ^ /At the spjne time, it is very difficult

to restrict rimis;s:siions t? receive higher education and

should be givsn t^hhiis facility,.

1 6 , The Dpen-'-cdoor policy has cert.ainly benefited

people in rur^l pirreeas. It is difficult tj restrict

this Dolicv lonngg as v/e do not know what else the 't'he students should do pfttete^v p.ssing out of the secondnry schools. '

17. The results in thhdie$ fr s t ye^r of college •■re very po^.r, as only 20fj of t t:he students pass the exa­ mination, .This results inn. i greit n-'^tional vast-’.ge .

18. The teaching stafffif' is not adequate to nipjr^ge the l^xge numbers of studeensnits 5 and consequently-, pbten-

dpjice in the colleges is ddiU.sap}ointing,

1 9 . The P .U »G . hn^ noDt^t. been a wise step. Adding

Class XI to the high,Tf>. schioiocol :s better,

2 0 . Labor'^tory facililt.tiies in higher second^^-ry scho'ols

"^re disappointing nnd. prac^titrica' exnminations pre n^t

done satisfactorily5 but ODx^x^'^jrdrers try to pass the c'^n-

didates on humr^jiitprinji gr'oioiunds

21* The cpjididates ha^vivce sU2h a wide ch ace of ques­

tions th^t mnny f them p,t'.t

questions pxid avoid intermnecedin'b-st^nd'^rd questionf.

Thus a first class ,at the (e e>Kpjniip,tion does not sigrify

much,

22 . Even students who ; put .n only 10% p,ttendnrce

pxe all0V70d to tpJ^e the ex.*:pjpJTninp^ion because of politicp.l

pressures,

23* The pattern of ediuac«,,ati.n should be 8 yenrs of

V elementrry education + 2 yee^-^Ts f high school educati on

♦ 2 ye'^rs pre-university ccoDU:rse + 3 ye-rs degree course a

Admissions in the universittjoy shculd be selective» '.''he

expjnination -at the end of tthh

should be conducted by the uumivcrsity.

The ten-ye^r courssee shoald mnxk a terminal stpge ,

The first 8 ye'^rs will be gge-'enerd education njid for

everybody. There should b ^ ? dive’sion tv^ voc*^tional

courses for those students wwhu d' n.,t v/ish t c#Citirue

further educ'^ti; n. Those w^hho pnjs the hi.-rh scho ,1 -22- should p'^.ss a tvo ycppxr P oU .C , course 5 prter which there should be some fcbifurcrition. This will solve the problem-of the ixesenntt rush on the university.

24, One of the irmnrln functions of the university is resepxch, n.nc thiss 5 will be possible only if admission r'xe restricted, AltGerrn-^ti^es sh;,uld be provided f:^r those who ^re denied . .;o.dmissi::n t ) universities.

25* The coistitbUttion : f . universities throughout the country should boc3 reguloted by Conmi.n lct»

2 6 . The Rese.^rcthi v7;;-rk d .ne by universities should be token up in 3ons!U'illt-^,tion with the U .GoC., so th'^.t it nipy be v7ell-CQ>.rdin'\-^.t€ed, ^voiding repetiti...n. uiscussions with thhee Ghaiman and Secretary of the Board of Secccondary Education, Madhya Pradesh State, Bhoppaal.

On the morning of thhee 26ti March 1965, the Education

Commission met the Chairmana and Secretary of the Board of Secondary Education, Maddhhya P?adesh, Bhopal. The following main points emerggeedl in the course of the discussion;-

(1) The Board conducts aass manr as 12 different examinations. The most imp^oortan' of these are, however, two: (a) the Intermediate ESxicainintt ion to which about

53.000 students appear at p3r'>eseni (out of which about

25.000 are from Madhya Pradieash orly); and (b) the Higher

Secondary ’A’ Examination wijhiich .s taken by about 81,000 students at present and whiccbh qu£lifies for entrance to the three year degree coursee^. Tte Board also conducts a separate Secondary School, (Gert if icate. Examinat ion for adult women which is an intteijr est hg feature#

(2) The future of the Intt«ermeciate Examination is undecided at present. This; (examhation was very popular when the Intermediate coursee actually existed. It has continued to prosper and atttrract students even aft^er

the liquidation of the Interrmnedia:e course because many

students, especially from ruurral a.-*eas, find it advanta­

geous to take this examinatiicon which entitles them to

join the second year of the tthree year degree course.

The State Government is of tthhe op'jiion that this exarr.ina-

tion should be restricted too studjnts from Madhya Pradesh

only because it is very difffiicult to control students who ccrae from outside. On t:hie otter hand, there is also

the view that the examinat iooni shoiid be abolished

because it does not serve anyjr useiil purpose. There is also a financial aspect to tlhie prdblem because the Board .-.24-- makes a net saving of ^ 4 per candidate per year which means as annual insoanae?

(3) The High SchoOJl-s in Madhya Pradesh State were ■ : converted into Higher^ S'econdar y Schools almost overnight.

This has resulted in i t:h e establishment of many sub­ standard institutions^. ‘ Several Higher Secondary Schools^' ar e also extremely smAail 1 and, unecpncmical. It is not possible for the Eoa r>d to, control these sub-standard institutions. In thee first, place, the Board does not have any inspecting aag?emcy of its own and all inspections of schools are mace, < o^n its behalf, by the officers of ,the

State Education Depar?toment. Naturally, these officers cannot refuse reccgnlit: ion to -Government Higher Secondary

Schools whatever theiir' condition may be. The Board also finds it difficult t'oo iignore the wishes of the Government because there is a veer'y large proportion of gbvernment servants on the Bcardi .and almost all its members are nominated. If the Bopaird has to exercise its rights properly and see thato no sub-standard institutions are established, even by' ( Gjovernment, the entire problem will

i have to be examined dde) movo, and the Board will have to be given a status of . ssUfficient authority and adequate autonany.

(4) The load of thae? 'curriculum and examination is very heavy in the three-yeeair Higher Secondary Course. Probably, the best way would be3 to lengthen the duration of the course to four yesrs. Since that was not possible, the Board has decided to introduccee a system of phased examination. Seme subjects vwiill be examined at t he end of class IX; others would be eexaTiined at the end of class X; and only a few imporrttanb subjects would be examined at the end of class XXI. It is felt that, under such a system, the loadl of study on the students would be considerably reduced!., The Board has also made certain curricular changes whiiich are intended to reduce this burden of curriculum stillll further.

(5) It was stated that, unidder the new scheme proposed by the Board, craft will be t:aiaught for two periods a week in class IX only. It waiss agreed tlr^t this would reduce the burden of the curp'idcuiluni to some extent.

But it was pointed out that tbhaere is hardly any point

in teaching craft in class IXC < only for two periods a week when it is not taught tn. (classes VI - VIII.

(6) It is not possible for* ^^Madiya Pradesh to adopt the

policy of Rajasthan or Punjab) t and to have a complete

examination at the end of cla,vsss X*

(7) The system of internal £ assessment has not worked

satisfactorily. It has been jahbused by most schools

and probably the abuses have ^boeon worse in the weakest

educational institutions. On aaccmnt of this misuse,

the percentage of passes has ggqone beyond 80 in the last

few years and about 60 per cemtt oC the students get a

first class. In the course olf the analysis, it was also

found that the system of inter?nnal assessment is very

defective in itself. Further,, no prreparation was done

by way of’ training teachers tco utilise it properly.

The Inspecting Officers also t:oook no interest in training

teachers for a proper* use of t:hiis system and in watching

over their performance. These? fare avoidable defects -26- • which can be remedied. The Board has, however,

decided to suspetd this scheme from the next year.

The Commission felt that this would be a retrogade measure and suggested that the whole question might be reexamined* ?he general view was that the system

should be continued with necessary modifications rather than be summaril/- abandoned. DISCUSSION WITH HEADS OF DEPARTMai'lTS

V I I . The same morning5 the Sdication Commission

met the Heads of Departments : Director of Public

Instruction, Director of Employnentj Director of

Health ServiceSg Director of Tribal Welfare and

Director of Technical Education. In the discussion

which followed^, the following mein points emergeds-

(1 ) The State is finding itself in severe

financial d iffic u ltie s . It is already spending

about 29 per cent of its total budget on education.

In spite of this large expenditure, which next only

to Xerala, there are no fuiids aviilable for opening

even a single primary school during 1965-66. There

has been a drastic cut in the coitingencies of

schools. Evon the T,,,A. allocatim of Inspecting

Officers has been reduced and th-3y are not able to

do justice to their res pons ibili'. ia s.

(2 ) The State has adopted an open door policy

at all stages and no- admission is refused to any

child or student wanting to study further -at any

sta-ge. This is true not only at the middle school

stage but also at the secondary end collegiate

stages. This has led. to an enornous increase in

enrolment and expenditure,

(3) It is not possible for the Education

Department to insist on the fulfilment of conditions

, laid -down for recognition ^and to t?efuse recognition

to sub-standard schools, There are two i^easons for

this s In the first place3 t-he' Go/ornment

institutions themselves are very )ften sub-standard5

and because of this, it is not possible to insist

on proper maintenance of standards in private

institutions also. Secondly, there is such an immense political pressure for* (opening of new

institutions urder any circumsitsances that most of

the new ih'stititions. are sub-s:tJani ard and there

are no funds left to improve t:hae existing ones*

(4) No precjse data is avai-luable about small

and uneconomic educational ins5t:itutions . These

institutions come into existemcce mainly because of

a policy of GoTornment under whiich expansion was

emphas ize d. T.!ie new Ed uc at i on M in i s t er has ^

howeverj ordered an enquiry int:o the matter and

has stated in "he Legislature t:hat he would not be

afraid to closo down on instifcuition which is

extremely uneonomic. Detailcedi information is,

therefore5 belig collected in t:his matter and

would be available in the noxtt two or three raonths,

(5) All new recruitment to tbhe Education

Department is ione either at •thie level of the

Assistant Master or that of tlhes Lecturer. All

further posts are fille d by p:rcomotion based on

seniority. The consequence is that persons with

adequate talerfc are not avail.atble to fill the

higher posts. There is need tco change this system

is the work ol the Department jis to improve,

(6) The District Education. (Officers are in

class II at present. There Is a proposal to raise

their status 1o class I.

(7) The P,G-,3.T. Colleges aire proposed to be

integrated in the scheme of s.uipervision and

guidance to secondary schools.. This w ill be a now

experiment,

(8) In the Mahakoshal area^ primary schools v/ere conductei by Municipalifcites and Janpad Sabhas ,

Recently, Go v^r ament has tail on t over all teachers -29-

into its sorvice and is paying their salaries

direct. This has left very little responsibility

and work for the Jonpad Sabhas arid Municipalities.

They are now proposing that either the old status

should be restored or Government should take over

the entire responsibility for primary education.

(9) There is a good opportunity now for

lengthening the duration of the training course to

two years, mainly because it is not possible to

absorb all the output of training institutions.

This proposal should be examined in detail for

implementation in the Fourth Planw (10 ) The primary and middle schools ‘in tribal areas have been transferred to the Tribal V/elfare

• Department. This is a good move. If there-.is a^

^ separate cadre of teachers for tribal areas, they

tend to stay there and take greater interest in

their work. In a general cadre^-no teacher is

prepared to work in tribal areas,' (There is of

course the disadvantage that the quality of recruits

would go down considerably if there is a separate I . j . cadre of teachers for tj?ibal areas 5 but it was asserted that this has not -happened in Madhya Pradesh)

(11) A State Institute of Education has been

recently started. It is suffering from want of proper

funds and assistance. . (1 2 ) The Education Commission should, examine the working of the Centrally sponsored schemes. The

general feeling is that these schemes are not working

well. They are readily accepted by the State

Governments because the Centre provides* all the . expenditure on a 100 per cent basis; ’but later on the funds are diverted to other purposes and the

institutions are made to starve. The Vijanan Mai:idirs -30-

schcmo, tho Scionco Consultants schenis and similar

schemGs are illustrations..

(13) Thoro are 23 I.T,.Is in Madhya Pradesh. In tho

past, they used to recruit a nuinber of students who had

passed class’ V III. But now the recruitment is raore or

less restricted to those students who have passed tho

higher secondary examination because they are available.

This policy creates pressure on expansion'at ‘ the' secondary

stage, because hardly any opening is available at the end of

the‘middle school stage.

(14) The population in Madhya Pradesh is not very mobile.

While people from Kerala come and get Jobs in Madhya Pradesh,

the students from one district of Madhya Pradesh are not

prepared to go to another.

(15) The scheme of junior technical schools has been

adopted in Madhya'Pradesh with slight modifications and

these are now called Secondary Technical Schools. They L ' \ ' »**• have become very popular and most of the students coming * * ' * ’ out from them get good employment immediately.

(16) There is not much provision for agricultural

education at the secondary stage in Madhya Pradesh. (The

point could not be discussed in detail because the Director

of Agriculture was not present).

. (17) The courses for Polytechnics are prepared by Boards

of Studies which consist not only of educationists but of representatives from industry as well.

(18) There are four centres in Madhya Pradesh where part-time diploma courses in technical education are provided. This is a new experiment'which needs the attention of the Commission.

(19) It is very difficult to get staff for technical institutions. ’

(20) There is no programrae of Health services for schools in Madhya P;^adesh, except for programmes of school, meals for about one million children (this prograiame is organised with , the help of UNICSF). • ' ■ DISGUSSSIQN IgTH

V III* On the affternoon of the 26th March, the Education Comnission

met the Vicej-Chaancellors of UniveysLties in Madhya Pradesh for a

discussion durinag which the followiig main points emerged

(1) The SState has adopted an open door policy in higher

education under ^which admission is lot refused to any student who

has passed the hiigher secondary exanination and desires to study

further. This haas created intensive pressures of expansion. On the

Science side, thee admissions are selective to some extent because

the number of appplicants is very lar^e and the seats available

cannot be indefinnitely increased. Tie problem, however, becomes

extremely difficuult on the Arts side.

(2) ^ largee number of new colleges that have come up in recent

years (most of thiem are Government iistitutions) are sub-star^ard

and overcrowded, It is not possible for the Universities to control

this. Government'^ gives an assurance that all the necessary

facilities would Ibe provided to the iBwly admitted students. The

Universities are Ibound to accept such assurances and give.recognition

. to Government coU leges but these assurances are sometimes not

fulfilled at all cor fulfilled very la:e. Secondly, the Principals

of the Government Colleges form an overwhelming majority in most

universities. Connsequently it is nexi to impossible for a university

to take any decisiion contrary to the ceclared policy of Government,

(3) What happpens in Madhya Prad©h is very similar to what

happens in the Sta3.te Universities in Merica. Every student who

applies for admisssion to a university sLfter passing the higher

secondary aohocbl its admitted to the first year. But the results

at.the end of the Ifirst year examination are very strict. Only

about 30 per cent cof the ,sti:idents pass on the Arts side; and on . . . ■ the Science side, tthe results are as low as 10-20 per cent.

Standards, therefoire, improve from the second year of the three-

year degree course,. It was pointed oul to the Vice-Chancellors that -32- this is a very costly methiood of maintaining standards at the

universities. But they fe^llt that, mder the circumstances, this

was the only thing that co^iulild be done,

(4) There is nothing r wrong in the open-door policy as such|

but the number of admissioJhsis should be consistent with the

availability of facilities • . VJhat is wrong in the present situation

is the attempt to admit Tio?ree students than could be justified on the

basis, of available facillt:iees • -It would, therefore, be a good

idea for the State Goveramieont to hold a Conference of all the Vice-

Chancellors and Principals oof Colleges in the summer'vacation, to

. decide the maximum number*

institution- of the collegiiatte standard at the'beginning of the next

academic year on.-the basis oof the facilities that are available or

could be provided, and tD ?armnounee this list for information of

the public sufficiently in a advance. This w ill that admission

would hav^‘ :to be refused tto- > 'some applicants and that the decision

with regard to such: r-^fusaJL •. may be taken oh m ^its separately by

each institution. I f a sy.'sttem of correspondence courses is devised

to meet the dem ^d of. thi>s

clamour for admissions wou'ldd also be lessened to some extent, VJhile

the desirability, of such-a. pprocedure was admitted there were doubts •

whether,,Gov.erhment would aidoopt i t , • ~

(5)- A new pressur3 ^^roup of Univiersity Teachers is coming

up .- teachers who want t:x jpaander to all agitations made by the

students to gain popularLt:y. This pressure group is even worse

than the politicians and iiS ■: causing a great deterioration in

standards,

(6), There should; oe ssom-e control on recruitment of staff to

private colleges.,

(7) The system of imtternal a&sessment adopted at the higher

secondary examination is siuach that about 60 per cent of the students

get a fir s t class and atou-t..,86 per cent pass. This is another reason

for the increase of pressuiree in .admissions*.to universities. It is a very, common-.experience, that studenttss vho obtain .first class in the higher7secondary school often i ffatl in the first, year degree

exaitiination,

(8) According to the present prraac'.ice adopted in Madhya

Pradesh, the universities do not, as an lule, prescribe the definite number of students to be adiDmiit1,ed to a college. They only

lay down the fa c ilitie s that have to b)e provided for a given number

of students and consequently there iss a great time-lag between the

admission of the students and the prowrision of facilities, It may be

desirable to consider a change in thiis system,

(9) A question was raised whetfcheer the power of giving

affiliation to institutions should be^ wested personally in the

Vice-Chancellor in crder to avoid the ? pressures v/hich arise in the

Academic Council or the Executive Qounncil, Most of the Vice-

Chancellors were of the view that thiss miy not be practicable♦

(10) I t may be desirable to conndiuct Honours courses to which

admissions should be selective. This roia^ be one way of improving

standards and it is possible to adopt i.t in spite of the open-door

policy of the State Government,

(11) In some areas, the only cool.l^e which existed was a

Government institutions and it has sincce; teen transferred to the

University (e .g , the Madhav College att ^Ujjain) . The consequence ■ ( has been that the University is forced! to adopt the open door

policy which has been accepted by the i.S'itabe Government. The general

feeling was that the Universities shouj.lcd lot be placed in a position

where they do not have the right to deeciids as to vAio should be

admitted. - 34- DISCUSSION VA7ITH THS F.DUCi^ION S:^CR'^TARr

The same afternooon the Education Commission had a

discussion mth Shrl V.So Krishnan, Education Secretary, in

the course of which tthe follomng points arose »-

(1) It Is wrong to saay that the High Sschools v/ere converte(d

into Higher Secondaryy Schools overnight. It did take some

time and involve consisiderable expenditure. It is, ho waver,

true that the standarjrds' of many of these institutions are

very poor. Out of a ttotal of 1100 higher secondary schools,

not even 10 per cent ; would be satisfactory. This has been

due to two reasons the large demand for higher

secondary schools vvhMch has been coming from the public; ancd

( 2) the lack of resouurces with the State Government, ( 2 ) The transfer of cone year of the Intermediate College

to the High School is-s not wrong in principle but it creates

problems of staffing^, laboratory, libraries, etc. As it

has not been possiliMe to solve them satisfactorily, the

standards of higher ^ secondary schools have remained

unsatisfactory. It ddoes not, however, mean that the

standards of the oldd high schools were good.

( 3 ) A top priority wwill have to be given to the improvememt

of the existing hi^hner secondary schools in the fourth Plant.

But here also it has3 not been possible to provide adequate funds, mainly to preessures of expansion. The '"ducation

Secretary, however, promised to have the point re-examined,

( 4 ) The internal a^ssessment is good in theory. But in practice, it becomess a race between institution and institution and t^aacher and teacher. The v/hole idea has

proved to be a col:)sssal failu re. (It was pointed out that most of the teacherss who abused this system were Government employees and a qu^sstion was raised v/hether it could not have been possible ffor the Government to -talce action against

'inn Secretarv Dointed out that the scale -35.

of abuse was’ so that it would be very difficult to

take any action..,. Secondly,,: itimpossible

to prove., any malpractice in asssigning; alarger proportion

of internal marks).

(5) The open door policy adopteed by the State means that

every student who is eligible tto get admission in the thrse-

year degree course should be addmitted to some college or

the other. The philosophy behiin3 this policy is, tv/o-folds

'(t) h i ^ e r education is under-c-developed-in Madhya Pradesh

and needs e:^ansion; and (2) it_;_ is a duty of the State

to provide higher education to ^allviho seek it and are

qualified for it. It is, hov/eveeir, tiTue that the resources

, t , available are not adequate to.maalce satisfactory arrange-

ments for proper education of students who are acmitted.

It may, therefore, be necessary; to restrict admissions to

colleges on the b a s is 'o f facil;ittaes.^available. The matter

is now'being examined by 'Gov,ernnm£nt. There' should ;be a

close relationship between the^ iiutake of students .and the

f aci 1 iti e s av ai lable in the co 111ege,

(6) The idea of starting corressxondence courses is good

and would be examined by G-overmxiiient.

(7) The existing system* of recruuitment to ]5ducation

"'cpar.tment is unsatisfactory beccaise all fresh 3©c3ruit3 are

only taken, at the lowest level. It may bedesirable to

change the system. X; THE EDU0f1?I(»i C O ^IS SIO N MET THS OF THii STATE COUNCIL FDR WOMEi^’ S 'iilDUCATION. MADHYA PRADILSH. ON 26th MARCH 1^65, DURING ^a^HICH THE x-X)LLOWING POINTS EMERGED;-

1. Girls* education should be made free at all levels, in a’

State like Madhya Pradesh which is backward in respect of girls* education*

Z, More girls’ schools should be opened in rural areas. They should be staffed by ^pj^en teachers. Members of the public should persuade parents in rural areas to send their younger girls attending standards I-^V to mixed schools. There may be one or two women teachers in such schools.

3, Adiilt women should be appointed in rural areas. Such women are willing to work in rural areas, they are capable of looking after themselves and they will be a good influence in the rural areas.

Though middle-pass is accepted as a qualification for entry into the teaching profession for waaen, middle pass women are not selected when there is a sufficient number of S »S ,C . pass womenk

These women are usually younger and are reluctant to go into rural areas nor would they be ,suitable, A certain proportion of posts in girls schools in i^ral areas should be reserved for adult women who may be middle pass. Middle pass women recruited to the profession should ' t : be selectec^ for teacher training*

4 , Cheap type quarters, such as are reported to have been constructed in Madras, costing about Rs 500/- each should be provided for women in rural areas, expeditiously and through other agencies than the P.V/.D, A separate housing corporation may be established for this purpose, . . 't' , ' ■ Women going as teachers in remote rural areas should be given special allowances. Special hostel facilities may be provided for } their children studying in secondary schools and colleges,

6 , The amount allocated for women's education in the State budget should be used for the specific purpose and should not be diverted to other schemes.

7, It would be goo4 to enlist the cooperation of the staff and pupils of girls schools for the programme of adult education for women.

The school building could be used for the purpose. -37-

MEETING WITH THE P2RS0NS im'ERESTSD IN TRIBAL EDUCATION AT BHOPAL ON 26th March,1965,

XI* i Shri Shrikant,. the Chairman, made the following

observatii.ns by way of introduction;’

,• . Shri Wadiwa, M.P,, Shri ‘J.P.Naik, ^nd myself, menbors

of the Working Group on Education of Backward Classes, extend

to you w^rn welcome, Wq would like to know ycur views with

regard to the questionnaire issued by the Working Group and

circulated i .

Wo-are dealing mainly with the problems of the Back-

ward .Classes i.e. the Scheduled Caste and the Scheduled Tribes. • * . • V* * “i ^ • • Generally we have left cut Other Backward Classes as-.it is a

* ' r ' * controversial’’subject. The Government of India has adopted ■' I -"i a policyi.of not maintaining a list of;'Othor Backward Classes.

I would not mind if‘ you express -your views in English or in

Hindi, fully-and frankly, regarding the progress of education

at all stages about schedule^ castes but scheduled tribes

in particular. . •

! You all will agree that ‘the Scheduled Tribes com­

paratively are' lagging behind among the Backward classes sc a

far as education is ccncerned. The problem of Scheduled Tribes

is a huge problem so far as Madhya Pr^dfesh is c^ ncemed where

the population is nearly Z0% of the total' population. I^have

a memorandum, with me showing the progress of tribal education ’■

^ M .P . during the last 17 years and which pres^^nts a very‘■gloomy

picture. .We have to find out the right approach to the problem

especially to make up fv.r the leeway, in the fourth plan, so ■

that the target'mentioned in the constituticn is reached.

Two things are very necessary. First, the pace of

progress should be doubled or trebled and should be greater at

least than the pace or education of the general population.

Second, in order to reach the tar.^et in time, special efforts

have to be made to attract tribal population to receive education

in greater numbers. • -#45-

There is f.Departnent wcrkirng ffc-r the Welfare of

Backward Classes, iicluding the tribal jp^cples, in every State.

Sone of these depar.nents are also dolnjg the 'work of education

for the tribals. Mcjiimun efforts should! tbe na'de to nake up

for this leev/ay as :he prc,;;rdss« sc f a r invade is hot satisfactory*

Wg should find out Tirstly the reason;s fcor the slew progress r^nd

secondly thq difficalties in the way of? :reaching the tal’get and the remedies ttereof. ,

Dr. Naik; Research Institute c:f Chhindwara expressed his views as follois:

(1) The 'eascns as tc v;hy t'hce progress is not’satis­ factory is that no preparation is thcu^ghtit of before the Plan begins to be impleiented, 'Every plan sbhcould have *a preparatory period. For instame, we have started scchools in a climate where

society is not rip tc accept it, Ther’elfore before the schools

«re started the climate should be prepiaired first. The tribal society in general has not been able tto. understand the impor­ tance and need of educating their chiU diren, much more with regard to the girls.,;.

(2) Whei the tribal gets ediuccation, he changes over to the way of lifj cf. non-tribals.

(3) In-3ervice training to a teacher for the tribal . area is very necessary, • , ■

(4) Free education should toe^ given to the children of the teachers Uio are prepared to wojrk in tribal areas because.he has t( incur a lot of experiaditure for educating his children elstwhere. Generally p^eo:?ple feel the tribal area is a Kalapaii (An.adamans) and wcoual^ not like to go there and serve the'-e .'“or a long.tim e, . .

(5) (5) Th3 hc.stel in the formivccf ah Ashram or otherwise shculd necessarily be .attached to a mdiddle or a hi-^h school and this may be in the beginning ru..m Iby non-official agencies, as they havQ an insight ^nd a spiri tb tof devotion. — o-fc?-

(6) With rregrrd tc the ccmpul^icn, it may net be intro- duGod all at cncee as’ it will bring in corruption and coercion,

( 7 ) Selecctbicn shoTild be made jf intelligent tribal stu*'

dents for being EseBnt, tc some gccd schools and provisions made

for their studiess..

(8) If pcosssible, correspondenie courses should be

started for good w^rorkers.

(9 ) Educeatoicn' of the tribals requires special and *

specialised educsat:icn. Therefore i f tie education department

has a cell ftr tWiiis, it-may be rim by the Education Department

‘ or in consultaticoni with the Departmenl for the Welfare of the

Tribals ^nd Backvwaxrd Classes, At any late there shcul'd be

m o^ cc crdinaticnn between the Dfepartm^nt of Education and the

'Department for thie^ Welfa:re of the Tritals and Backward Classes.

vShri Kalika - ^ . . . r ...... •

■ *■ Shri Kalilkca made the following' remarks, ' '

( 1 ) The esdtucatidn th

linked with emploD^nent {'^read-earning!, ’‘ Sc far this remains,

"tribals are hot llilkeiy to be''attractec towards'present

education, VocatiiOmal'training should be included in-the

curricula of schcoojlfe for tribals. ' ■ ’

( 2 ) Theres is a scheme Tor 'the purpose o f'g iv in g '

in-service trainiinjg to • t-jg^-chers for a period-i-of. ■three...months..

This may be extemd(ed in order that*'the training is' adequate,

( 3 ) SpeciLa,l allowance should te given-to the -

teachers serving iin tribal areas and ii schools for'the'tribals^

if not' in cash, ilh kind, As referred to by Dr. Naik'- free

education to the 'clhildren of the ■'teach3rs, ■

Shri Leuva. Assisstsant'Commissioner foi GGvernment of India.

( 1 ) The pDt:imary education canrct make any headway

among the tribalss- lunless their parents are tackled* In

primary classes w*rh(ere large num.ber of tribal students are enrolleel,. t-he registers maintained ^ree misleading because the

real attendance is /ery pocr. The f?^cit is that the tribals ahve

not begun to. appreciate the present-djayy education,

(2 ) There siould be ccmpulsioin for sending the children

to the primary schccls> even they may tbe fined if they do not

send their childrer to schools. Othor'wiise it will t^ke a very lon^^

time for edudatingthe tribal society^, in a measurable length of time*

Mr. N.Bapfit. Vanvad Seva Manial

( 1) The at'endahce of tribal s'fetudents in schools is as the

timing in the curr.'cula is not su itab lc e. They should not be asked

to attend schools /hen there is agricJiultural work for them,

( 2 ) k Cadr3-' of good women worrkcGrs should be created lik e

the migsienaries for the spread of piriim.ary educationi Non-official

agencies should be entrusted with th:is3 kind of work and given'

adequate grants by the GoverntTient.

Shri Kashi Nath.il o f. Talvi Ashram M.«PP.

( 1 ) The s(h6ols for the'trib)alls should be of basic

type and that is *he‘'only educaticn whhich should be more suitable

for the tribals,

( 2 ) We sh.’Uld have sufficiehit. number of workers conducting

Ashrams provided idequate grants are3 fgiven by the Government.

Non-officials can run the Ashram wiUhi qualified superintendents

on the lines of. ^sic educaticn becjauase that alone will go a

long way in spreaiing education among^ the tribals.

Dr. Kothari'

Dr, Kothfpi suggested the fcolllowing points for consi­ deration:

(l'). To find out t h e ‘difficu.'ltties in the way of enroiment

of sufficient nuiber of tribals p^s.siing out at all the stages,

( 2 ) Dr, iothari posed the q^Uvjesticn, that if the Government are not able to jtart schools in aniy area would the non-ofricial r . agencies agree t; take up this work; uupon themselves on the condition of getting grant from the Governmenit,, (S) He posecd another quosticn 'vhether seme machinery is necessary;

■' (a) to selecct. children for gooc schocls'so th=.t good elcnent is •not. wasteedl.

(b) tq, soe tth\".t, the :naxj.BiiTn niJrrber ©f boys c)nd girls go to attend the schools.

- ' ■ (4) He empheasiised the point of enotional integration of the tribss with otheer' society by paying special atten.ticn to this section in spree?.!.din3 the education as rapidly as possible. -42- DI3CUS3SI0N wflTH THE CHIEF M3]?irSTER

XIIs On the morningg of 27th March, the Education

Commission met Shri DJ.P.Misra, the Chief Minister of

Madhya Pradesh, for ai 'discussion during which the following points em^ged*.

(1) Madhya Pi^radesh is,one of the educationally backward States due too a variety of reasons; the area consists mostly of thie erstwhile princely States in none of which adequate attceintion had been paid to the developm^t of education; the genieral poverty of the people resulting in the lack of adequaat e financial resources; a large proportion of the bac-k-ward class population, the Scheduled

Castes and Scheduled T'ribes forming, more than a third of the total population o^f the State, In fact, the educational progress of the Statee could be more concretely measured by the spread of educatiio)n among the backward classes in general and the schedduled tribes in particular. The

Government of India sshould make some special assistance available to Madhya PPr*adesh for the development of education among the tribal peopple. The problem had already been discussed with the Unnion Finance Minister who had called for a 12-year developpment plan which was now under preparation,

(2) It was ncot possible to educate the tribal child­ ren through their owm dialects because they were far too numerous and varied rfircra one area to another. It would be a better programme ir-nstead to teach them through the regional language or' Hindi right from the beginning. It was, however, necessc-jary that tl;ie teachers working in tribal areas should ih.-ave a knowledge of the tribal language and of the life and • cultural heritage of the tribes. There is also an advantageB in using tribal dialects as media of instruction in the fflrst two classes. - ('3) The emphasis in the educational policy of ,the

State so' far had been on expansion. This had led to a ^ ,

general neglect of quality. There was also a considerable

lopsidedness in educ at ion al* development and faulty planning

because the erstwhile Part G Stat.es (which had been integrated

with Madhya Pradesh) received V ery ,liberal Central grants which'were not ^always utilised toj,the best advantage^ • 'An

educat ional • survey of the'ent ire State should, therefore,

be Carried out, as early as'possible; and, on the basis

of such'a survey, a good programme-of educational ‘expansion

and improvement should be de^/eloped. This survey''coilld

be carried out on the basis of a Division; but thfe

I. ■ * i; . . suggestion to conduct it on a District-basis coiild''also

be’considered. * •

(4) The Chief Minister was.-,not in favour o^ the

- t . •' , • open-door policy at t-he university stage/ He wanted to

takes steps :to see that the admissions to colleges were

kept in line with the facilities for teaching 'ava’ilable

iri these Institutions. Se was personally of the view,

that'college education should not.be regarded a's' the

birthright of every child, - ./

' (5) The Chief'Minister agreed with Prof, Mathurfs . . . ^ ^ ■ suggestion that there should, -be some quality institutions m^ihtained by the State Government at all levels of '

edu6’ation. Admissions to these .institutions' should be ■ • ‘ j«. strictly on merit and teaching ,should be of a high standard.

He wa's of, the .view that 'a'programme of this type should

be’ included^ in the Fourth Plan,^itself.

(6) The indiscriminat'e opening of new universities was not a good policy. More attention should be given

to the developaiient of existing universities rather to

the opening of new ones,

(7) The Chief Minister felt that there should be

a Central university in every State, This programme .

would promote national integration and raise the standards of education. He wass also of opinion that the University of Sagar is m o s t * s u it:a ble to be taken over by the

Government of India aas? a Central University. , If a new university is to be' sstarted for’ this purpose, it may, l3e located at Bhopal*'

(8) The Chief Mipiisiter was of opinion that tbe Govern- ment colleges locatedi at the headquarters of universities should be transferrecd to universities rather than be maintained by GovernirTi^nt. He wanted to evolve a ccmmon pQ2_icy this '’egarcd which could be extended to all universities in th& jSfcate. ^ ,

(9) Referring to> ;sfcudent indiscipline, the Chief

Minister stressed th(e need for a firm policy.. He.,felt that there should be a law under which every student who joined a strike or a^g-Stated in an unconstitutional manner ■ i i ' • ’ should be r®ioved fr'Oim the rolls of the educational institutions automat i(cally for one,year.^, A firm,.p o l i c y of this type, he sai-d., w o u ld go a long way in controlling • • this evil. He a g r e e ^ d that the authorities were often

'in the wrong and thait they did not heed even to the legitimate danands o)f students in tline. He also conceded! that adequate faciliities were not provided for them very often. T h e s e matter’s , he said, should be adequately and promptly attended to* But all the same, there should be a fim policy in dealing with an unconsitutional .agitation undertaken by the students*

(10) Dr, Jha ref@3?red to t^he Students’ Councils set up by the newly founded Essex University in England. The .

Chief Minister expr^sised interest in the proposal and said that he would Inaive the proposal carefully examined and act upon it in Maidhya Pradesh.,

(11) T h e in stitu lt lion s t e a c h i n g pur e . Ayurveda should be wound up as early a.-s possible. An Ayurvedic section

o-Hoy»+-.oH Ita each Medical college to enable all - 45 - raedical students to 1 earn the--

Simultaneously, research in Ayiuir.^eda should be encoupaged to the utmost. '*■

(12) The Chief Minister a^s^ured that he would examine the feasibility of lengthening tih e duration of training for primary teachers to two yeari’s,

(13) The study of Sanskrilt should be encouraged; but the students of Sanskrit should also be given modern ' -i - ' ^ ■ knowledge so that they are p la c 03d on a par with othei? students.

(14) A time has now come Ini the history of India when a very vast and intensive effor-t is needed to improve the

standards of educational .systori as a whole and to imple­ ment sincerely the plans for edu

this point of view, the repor.t. 0)f the Commission would be

eagerly awaited and would make a Valuable contribution.

(15) There is a large discrepancy at present in the

educational standards in differeint •iniversities. Some

steps should be taken to see that these are m i n i m i s e d . DISCUSSION WTTHi THE EimC AT ION MINISTER

The Education Ccormmission then met the Education

Minister for a discus.s:ion during which the following points',

emerged;

(1) The ultimat'e policy should be to develop Hindi

as a medium of i n s t r u c 't ion at the university stage. On

the side of the humanit-t ies, Hindi is now being largely

adopted as a medium of:" instruction. The teaching of

science subjects, on t:hie other hand, is done mainly through

the medium of Qiglish.. It is, however, possible to teach

these subjects also t!nr*ough Hindi. An attempt should be made in this directiom*

(2) In Madhya iPr'adesh, the students are given the

option to answer the hr examination papers either in English

or in Hindi. A very large proportion of students take the

benefit of this conceisjsion; but no comparative study has

yet been made to find! -out whether the standard of attain­ ment of the students wiriting through the Hindi medium

is better or lower thiajn that of students writing through

the English medium. T'here is, however, a general feeling

that the quality of ©aswers in Hindi is better.-

(3) The polic^y of the State G-overnment is not to

place any restrictioms on the development of primary

education. In fact, ILt has to be spread as quickly as

possible and in doin^g so, quality occupies a second place.

But the position wltlh regard to secondary and collegiate

education is entirely different. Here>; a concentration

on quality is essent ital. Government, therefore, is

considering a revisi-om of the open-door policy, A stage

has now been reachedl when it is necessary to concentrate

and consolidate i*athie;r than to expand.

(4) There arf3 3many lacunas and weaknesses in the -47-

ex isting system of grant-in^-aid avdopted by the State 'Govern- ment. That is why a committee ba\s been appointed under

the chairmansh ip of Shri Mandloi, the former Chief Min ister,

to go into the entire question an id advise Government regard­

ing „t he.reforms needed. Governmiemt will take action as soon

as the report of the Committee Is received*

- , (5), The Government of India ,will have to take a. definite

decision regarding the pattern o.f school and college classes.

We will haVQ to decide whether we sjhould go back to the old

Intermediate system or not. If tlrhe Commission so advises

and the Government of India agreeis t.6 go back to the old

Intemediate :systeni, there would jibe no difficulty in making

all the changes'necessary in the eax:isting^’system of higher

secondary schools. It would, ho-wc-ever, not be desirable to

mak6 any changes in a hurry or to adopt any interim measures,

unless the final shape of things tfco coFxe is definitely known,

(6) The education of girls i s very much under-developed

in the State, The main diff iculty,r Is that women teachers are

not available in sufficient numb.er^s. The State Goverrmient

is trying to get teachers from all, possible sources. Condensed

courses are being encouraged; hous^es are being provided to

women teachers in rural areas; and! other schanes recommended

by the Durgabai Deshmukh Committee or the Bhaktavatsalajn

Comiriittee are also being implement ed. The main difficulty

is inadequ:*cy of funds,

(7) There is no programme at :preseit for the training

of middle-passed teachers in Madhy^a Pradesh because adi.iijsions

to training institutions are gener^ally thrown open to those

who have passed the Higher Secondairy Examination, This

position creates problsns for mididie-passed women teachers.

The attention of the Government h.as been drawn to this

problem and it is being examined* - 43-

"■( 8) The Eoacat ion M inister’ wwas not .y ar..y much in favour of the system of correspondfennce courses. ^ But he had a open mind and was preparecd to give^ it a trial if it would be recommended as a soiurnd policy by the

Educ’ation C oram i s si on., (9) ’Some^check is necessar'y on admissions to higher education. It is, however, rnot possible to decide easily what this check shou-lcd i>e* The advice of the Educ.ation dommission would boe very welcome in this regard* .

(10) Religious or moral eduicration is^.of very gbeat importance*. The Education Commission should give

It s ■ att eht ior?i t o th i s pr obi em. DISCUSSION WITK SBCKSTARIES TO GOVERIxi;!ENT

’ V.

XIV. Education Cornmission' finally met the Secretaries to

Government. Those present included the Chief Secretary?', Fin^^nce

Secretary, Planning & Development Secretar^^, Agriculture Secretar;

and the Education SecretaryThe following points emerged in the

c o ^ s e of the discussion s . . \;

. ^ (1) The Third Five Year Plan of the State v/a.s-.about Rs.SOO

croros. The total outlay in the Fourth Plan is likely to be

n3..600 cror^Gs. Out of th is , about .T:.80-90 croros would be for ' . . . •-> Education. ■, ‘w- ' ' '

.(2) One-aajof reason for backwardness is tho failure to

develop human resources. The deveidpment of education has,

therefore, to be emphasized 'in all the backward States like

Madhya Pradesh. Even while agreeing to this general proposition,

the Chief Secretary felt that it would not be possible to

allocate more resources to Education than what has nqv; been

proposed., :' • •

(3) The possibility of’levying an Educational Cess in

Madhya Pradesh, on the lines of that levided in Maharashtra or

Gujarat, was examined in the'State. It was felt that,tip total

receipt's from the Cess would not ‘ be very large and that, its

levy would create several problems. "The idea was, therefore,

dropped. . ...

(4) It was pointed out*to the Finance Secretary,that,

owing to the 5 per;cent cut imposed in the budget of the

Education,Department the contingency grants of all educational

institutions had been very -severely cut and that, in con3 0i;iuonce,

the quality of education had been’adversely affected.. The

Chief Secretary agreed that this matter coiild be examined. !•’ r.i' ^ ;• . (5) There is a sudden change in the mediiLJ of instruction

between school and college and 't.’iis has a ver^^'aclv^^e effect

upon standards. Either the nediuni of instruction in the school -50-

and the colloge should bo tho saj'ie orr adequate preparation

should be made to enable students to receive education

through a foreign iiecium at the coinioDgiate stage. In the

present systeiHj thare is no such. prov/ision at all and

consequently the results at the ond oof the first year degree

course are very pocr.

(6) It \^ras pointed out that, w hon, ttfie Government Agricultural

Colleges wsre recently handed over to) the nev; Agricultural

Universityj all the teachers in Agriciultural Colleges who were

formerly Government servants were sucdddenly transformed into

University employees. There is a goodd deal of dissatisfaction

about this since thair wishes v/ere nott consulted a t. a ll. The

Chief oecrotary pronised that this couuld be .looked^ into.

(7) The idea of instituting School Improvement Funds was

discussed in some detail. Government: should provide the raininura

expenditure necessa?y for contingencieJS in all schools. In

addition, it should b3 open to parents5 to make contributions to

supplement the facilities provided. TChis could bo done by

instituting school improvement funds* These would be levied

separately for each schoolj in accordlaiince with.a scheme prepared by the headmaster in consultation w ith 'ttie pareAts, ^id approved

by Government. A ll the receipts froui ithe fund would be pooled

together at the' school level. Goveramcent would also give a

grant-in-aid of the local collections con Cortain well-defined

■principles. The entire amount thus colllected should be utilised

for improving the facilities provided iin the school. It was a felt that this would te/good idea for ssupplementing the r.esoujrces

available to education and that it shouald be examined further.

(8) The Panchayat Samitis in the Staate were not constituted

^ yet; and no decision had been taken with regara to the

transfer of education to their control.. Cne thing, however, was

certain?*' The teachers would all contimue to^ be Government

servants. -51- XV. THE £DUUG,ikTION. COMMISSION MST THE PRINCIPALS OF ENGIINIESRING COLLEGES AND rECHNICAL INSTI- TUTI0NS3 .AT’ BHOPAL> ON 28.5.65 DURING WHICH THE FOLLLWING POINTS EMERGED:

Shri V,S. KKr;is,hnan, Education Secretary, Madhya Pradesh

Governnent, conduc*)tcsd the proceedings on behalf of the Education

Commission - Prof., W,G, Garde, member of the Task Force on-Technical

Education participsated in the discussiors.

Pattern, of ■ T e chnical Education nt Secondary Stage;

Prof, V,G, (Garde summarised the -thinking of the Task Force on this issue. The j f'ollowing tentative decisions of the Task Fcrce taken at its 4th meee^ting held on 10,3.65 were placed before the meeting, for discussaion:

Viz (a) theire; should be Technical, Vocational, Agricultural or Commerce schoolss of 4-year duration at the end of 8th standard,

(b) boys complating this course should be held eligible for admission to thhe 2nd year of the S-y^aar polytechnic course, commencing after thhe IQth standard,.

(c) the st^nnd.ard in General Educa'ion subjects attained at the end of this 4-year course shouli be the same as that of 10th standard of Generali Education stream,, The need for the 4-year dura­ tion for the Techniical Course at the end of 8th standard was further stressed in the liggh"t of the inherent defects of the present 3-year

J.T,S, scheme and tthe question was throwr. open for discussions.

The members wore generally of the view that the existing vocational instituttions at the end of ihe 8th standard have not been able to attr^cot good students, as the prospects for the successful traineesj are in no way bright. The introduction of 4-year course now suggwsteod at the 8th standard (in place of the present

3-year course of S.)-would not in aiy way remedy the situation unless the boys comiipleting this 4-year coarse are shown some prefer­ ences for admissicm the Polytechnic by way of reservation of seats. Similarly thtey should have scope for joining the engineering? college also, (This- is necessary because parents naturally desire to puik, their childreen only into those courses where highest : -

11 - education is open to thGi?nl)l) ♦ Any ccnditicn that these trainees

' should receive "'One aW itiidorial year 'of training before they can be

'"adnltted to ehginee^Lng ( coolieges would clearly serve nd a deterrent

in' attracting bright boyjTS 3 to the ’course. • -

Some mecibers’ilso J f felt that general education and: vc'caticnal

education ’shculii -net b© rmiiixed -iap>^- AeoGrding t€ tfeen, there is

already enough confusion i T: by way of paralleT training institutions

run iDy both the Ministriiess of Education and Labour^ They wanted that

the 8th standard public'

Upon their perfomrin^e, -tithe students should be chp^nneled into either

the gehoral’ educatioi cr^ 't-technical education streams. On the

necessity of centinuliig > bcDo'th I .T .IV ^n'^. J .T . Institutions, it was

Agreed that the presBnt I I .T i l s would not be in a pcsiticn to meet

even l/6th of our re^uirreEnehts of technicians in the Fourth Plan

^nd it is, therefore, neoccessary to-ccntinue both the' types of

institutions to' rncet ourr ;■ requirenents,

Plegarding the connpparative professicnal conpetences of the

1*1',I, pd J.T'.S. beys', iit was pointed' out that the local industries

would prefer-.J-,T.S, traiinnees to i .T . I s . Though the I , T , I , trainees

have a higher technical s^skill, the general education background given

to J.T.S, would helj the2 ; latter do 'better in the long run',

Ai*ter considcrabllee discussicn, the pattern ot technical

education evolved b^ thee ' Task Force on Technical Education was

generally adopted sibjecctt to the following provisions:-'

(a) The’ tra'iiees o ^ f the four-year technical, vocational,

comraerce or agricul’-'urall schoo-ls at the end of the 8th' standard

should get preferehfe foorr admission to the polyt-echnio courses, A

certain percentage jeatss in the polytechnic should^ be treated aS

reserved'for these )cys>, if adequate nur.ibers -of ■ them are'forthcoming,

(b) These foir-yeeaar courses should not be attached 'to higher

secondary schools wVere tthe Haadrhristers would'be'non-technical

perflons. Instead, tiey eshhc'uld be under the Director Technical

Sducation, S3-

(c) It should be 'ciilsuj^ed: tba>a\t tie skill of the boys conpleting

the. four-year training oourse shoulilcd bt the same -^s.^ if net more than,

that of b6ys.

(Z) Medium of Instruction in TechniiiccP|'] Institutions

The members generally endors'SQed ^Ihe decision,; of,, the all-India

Qpuncil ,of Technical Education tha'Ut. the medium of instruction should

continue to be in English*

(3) Discussion on the guestionnaire-e Isfued by the Task Force ’ on Technical Education<

■ The members desired to have 3 irmore time to study these

questions in detail. They agreed ttco said their detailed replies

to the office of the Education: Comnimiissjon,

('4) Measures, to raise the professi.cycrnal gcnpetence of engineers The following suggestions wereire .cade ‘

(a) If the standard of the ,t tee chnicians/e in’gingers is not rery

higii, it is mostly because of ,.the ppcoor quality of iiistructors recruited

. to the various institutions. Under,.v.tth.Qoresent rules, services of . . ■ . , . . , ■ • -“t ■ • experienced engineers are, denied to.o Engineering institutions for want

of attractive sCf^los of pay. The hheeod to recruit. e:j^erienced

engineers is all the more keen in? vviiew .of th'e specialised courses

that would have to be introduced neiecc.esSirily hereafWr, Emoluments

offerbd to'the different members off the staff recruited from the

industry will have to be based uponn the:r e’xperie’nce,

(b) Most of the institutions.s suf.'er from inadequately

equipped workshops. A suggestion wwaas, :he ref ore, made that the

workshops attached to different pollyytecinics should be centralised to

run a Central zonal workshop. It wa^ass cliimed that this would give

proper orientatii.n to the trainees aadmr.ted to the polytechnics.

Principal Savan who made this sugge;esstici agreed to send a detailed

note on his proposal,

(c) It would be necessary to,o run specialised diploma courses

on different subjects (as sheet mettaal wcrk, welding, fitting, etc).

(d) A-t present in institutiojom's wlere the system of semesters is intrcduced, ’pass* in ;eaoh sjemeas'ter is riot insisted upon.

This has led to deterioration cf qruaality of trainees*

(e) For running specialised T fshort-^term courses based on the

local demandi necessar/' powers'are.^it<^.,beLdeleg-ated'to the State

Gov3rnnents. At present this powarr, .wests in the all*In d ia Council

of Technical Education* This delaggaition' is necessary to establish

heslthy relationship letween ind-usst:ries and institutions*

(f) A.S all the students comnilng out of Engineering institutions

cannot as a rule turn out to be cconnpetent designers, it is necessary

to have two branches 3f engineers;: (a) Science oriented; and (b)

Technblogy oriented,-rhis bifurcaitlicn should be dene at the end

of the 2nd year cf tte 5-year englimeering' course,

■' (g) kt present there is cr-'..nisiderable interference by the

University’ s Acadenic Council the Syndicate in internal matters

pertaining to different departperntts^*-The.si2,'-acaden n'ltters are

often 'decided ih 'a n-n-pcade,mic. \w^y. It should be le ft to heads of

listitutions to teke a final dec^ission in siach c^ses based on merits

.cf. each case.

(h) Desirability of havimg', a separate. T^schnj^'Cal University

cn the. lines-of Agricultural Uhiivrersity was discussed and the

nenbers were generally of the v1ie3w that this practice wfluld le^d

uo deterioration of standards.- -55-

liiilH 11BC0)i®iSNDia'I0N£ IHjVT EliERGED K THE DISGUSSIO)H!S HELD iJ TEE DIFFERH'IT CEWTRSS IN ;PTIAQESH (Except at Bhopal 25th tferch - 28th Mlairch, 1965). -DISCaS33ST:0NS A T ^GWALIOR

On 22nd Marrcch., 1965, the Commission met the Vice

Chancellor and the Execmttive Council of the Jiwaji University. The following points emes^ged in the disousWoni-

presentt work-load cn students is light and thsre

is considerable wastage iir^ colleges. The courses should be more substantial than they art-e; at present.

i’®al de,s,5xre to learn is not there in th€ students

Teaching should be interns,ive and the examination should test not

the superficial knowledgje, but the students' knowledge in depth. Fop th.is puppose the Jiwvaaii TTm'T-ov» • University,7 being a new one, should

start new exp3e:riments in the system of examination.

There shoul.di be schemes for the professional ori­ entation of new teachers^ :sn j- so that the/ may discharge their duties adequately.

There shoul.d be flexibility in the service conditions

of teachers - quick prom.o.tions, extr. increments, ■ etc., for good

work, and penalisation f.o.r poor work. First appointment shoul.d be on a contract ^.basis, contfarmation following a period of satis­ factory work and progrejsjs,

(6)/ Presh appoi.mtments shou:d be made as tutors and not as lecturers. After* -fwn rsv. ^ two or three years of service, tlie tuiaps could be promoted ;as lecturers.

^ ^ Science teawlhers should be,given sabbatical le a v e every four or five years ifor further training or research.

ratio is becoming increasingly ..unfavourable. Unless hi/e-bnpv. r stcondaiy education is improved, university education canincot be improved. '

■ ' ' shoulcd be a two-year intermediate'course b fore the first degree., ga^(^ should preferably be located in the colleges.

should normally be expected tc do some teaching work also.

CO nt d., i^'O) : The. initiattive f ’oT'lieaitfty 'ch in methods of teaching, • examination, eetc,, should come from the universities themselves-and not be inmposed from outside, . -

( H y 1 G-overnment colleges follow an open-door policy for admission with no seelection procedures or minimum qualifi­

cations. Political proessure is cxercised in this matter on the colleges as well as; on the Government.

( 1 2 ) - Students maay he invited to do social work for about six months during their" period of university education.

(13) The staffi^Hjg position in the higher secondary schools makes teaching ^standard unsatisfactory, and students who pass out of them arce often ill-uquipped.

( 14 ) There is nae-ed to try out new methods and techniques for handling large classs'es adequately without loweiang stand- ■ ards. If this can he ddo ne (vide T.V. lectures on zoology, etc. ' ) in some American Univcrcsities), the time and man-power saved

could be used for tutorrial work etc.

(15) So long as3 a foreign language is the medium of instruction, standards are not likely to rise appreciably.

I I , . The same aaf ter no on, the Education Commission met some, members.of tiie3 staff of the Jiv^/aji University, Princi­ pals and Professors of Crlieges. The following points emerged in the meeti ng s-

( 1 ) The main ccause of the fa ll in standards of educatioij is the very :rapid expar^sion under political pressure which has (■ ■■ \ r? suited ..in quick pr 0 21001^ ions, inadequate staff and equipment. ( 2 ) Cur educattlen is becomng more and more job- centred Instead of cariing about general educational objectives.

(3 ) ' Teacher, trraining programmes need strengthening. (4 ) High schoool. education should be so oriented that it is related to our prresent-day problems.

(5 ) General eddmcation can be improved only if ’ education becomes a community ressponsibility. (6) ‘ 'Bhere is no proper coordination between the persons v/hd-fraJiie:’’the = syllabus at. the higher secondary level’''and those v^o frame the syllabus at ,the college'level. • :/ (7 ) - At pres'ent, options'in-the-examination question papers are provided in such a way that;,'‘candidates can attempt three or four questions out o f a mu:ch large number.’ This en-

'courages the students to learn only "a portion of the syllabus,

(8) The system .of . internal assessment .for the Higher

Se:condary School Examination in Madhya Pradesh has failed. As a result of this assessment the pass pjer. centage. has', shot up very high and the number of First Divisions, is disproportionately large.. •. v . ^ . ’, , ’ t( •’ (.9) '" ■ . Library facilities should.-be .increased and young teachers who v/ant to, learn should be -allowcdi^/to do so.-, i: ( 10) '.'S.-... ,. There shouid be some; unif ormi'ty of attainment at various stages dn. .all. the universities. ■ d i: i- .-.y •(1 1 ) '- . In-the- sciences',"-there should 'be (if available) at ieast two• professors. in each subject, one of them being m ai^y concerned with-, research.' ■ r .

:(-}2)''^ . It is not n(3cessary to make "English compulsory for a l l . at ■ the • secondary-.’stage, . '

(13) .'r ; The conditions for^ post-graduate research are not satisfactory. -Professors whot are called upon to do |6 periods of teaching every week in the post-graduate classes• cannot attend to researifih .work; ■ ; ■. ^ '• ;(■ = t ' I • (14). Arrangements should be made to keep:,’ every universitjr informed of. the research being carried on in other universities ♦ in Various, fields. -1 • ^ - ( 15 ) Indian • culture •• and I-ndian studies should occupy a more important place in the curriculum. ' '

III'. ■ ; i- The same' evening, the Education Commission" met some representatives of students. The. following" points emerged in the discussion;- ( 1 ) Science teaching is too theoretical at present. -*59*- T.iore should be scienca workshops during holidays and studcnttsis

s.iould be oncouraged to attend them.

( 2) There is ovcr-oipowding in scicnee classes and toco >

. much vise is made__of guess papers.

( 3) ■ Th ere shoald be an entrance test for ,admission tco )

Colleges for student3 who do not-have a first or second divisioon

ia the higher secondary examination. _ ,

(‘0 -. The standard of teaching of Fnglish in high, schoolls

should be improved,

pre-e.agine.cring course should-be introduced.

• (0 - Selection of the. different branches of ongineeringg

■ to be taught in the second and third years should be made a c c o r r d -

. i.ig. to-the aptitudes of the students* v.

(7 ) The teaching staff in the Medical colleges in Madhiiya

Pradesh is inadequate and needs improvement i

(B) , , .‘ Adequate financial assistance should be given to

poor and deserving stadents to prosecute higher studies,, as pro3-

ftssional education is much costlier. ,

( 9 ) . : Facilities for post-graduate-- education should be

r^jduced from. 5 years to Ai years. The distribution of subjects^

ia Medicine is illogical - too fev/ in first year, and too Many

■■ in fourth year. ' There are not enough Jobs for aspiring house-

surgeons.

( 10 )- Md-term transfers of- teachers-should be avoided aas

rit affects teaching very much. r

' (11) .:: .or There-is not enough contact bet\Yeon ; students andl

tt;achers even where the tutorial system exists.

( 1.2 ) : . .. Technical books are very costly. It is necessary

'.to. publish .them' at lower prices. _.

( 1 3 ) Travel facilities should be provided at^ the univer£sity

to enable stude-nts to .witness national and- Stage games...

cointd IV. _ - On the afternoon of the 24th of March, 1965, the

j- ' ' i-- ' . r.ducation Commission met the folio\Ving educationists- for a dis­ cussions- 1 . Shri K.C. Shukla 2. Shrimati Chan^drakala Sahai. 3. Shri L.C. Gupta, Commissioner, Gwalior ^ v is io n . 4. , , T3.L. Gupta. _ • 5. IJi*. C.N.Haksar, Director, Jiwaji Industrial .Research Laboratory, Gwalior. '• 6/ Prof. K .L. Saxe ha, 7. Shri J.L . Dar, Principal, Scindia School, Lashkai 8 . I^ss Genner. The following main points emerged in 'the "course of the discussions

■Shri B.L, Guptas The-basic education as envisaged by Mahatma

■Gan^i has not been givi3n a ftdLO* trial, it is bound to remove mai^' of the present ills. To/6egin mth, it should be introduced in a few institutions, preferably in^residential institutions.

Instead of raising the teachers’ salaries, it would be a good thing.if ,certain’amenities such as facilities for the education of their children, study tours etc., could^ be provided to -give a better status to tv'achers in the eyes of the public.

Shri L.C. Guptas There- is a great .deal o f wastage i ^ i g h e r educa­ tion- on'account of .heavy'failures and .the standards .are lov/. y ■ ' , > The<*most important reaso’ri'is the unrestricted admission to col­ leges. '"Students who> are --hot really fit'enough to profit from higher education are often admitted, Secondly, a larger numbt-r of ,students arc admitted than there are facilities for. >. Thirdly, post-graduate study and research do not,-get good calibre students because, most of them^are diverted to engineering and medical colleges. It is, therefore, essential .that the status of the teaching profession in other colleges•should also be. raised to

" * V • attract the right type of students.

S hyi K.C. Shukla- There should be a school e-ducation of 10 years, followed by tv/o years pr^^-urdversity and three years for the degree course.

No student should be admitted to the"University -61-

before the age of 17 or1l8.

S)irin:a1;i Chandrakala SahHais If the passing of the tenth classs i

rscognised as minimm quaalification for certain appointmentss, ^

tiie tenth class could’ be''’ made a terminal point and schools whhich^'

do not come up to the^ higgher secondary standard could be dowrngraj

Dr, O.N. Haksarg StsndaT(^ds can be raised only if there arc scome

restrictions on admissi>orns to colleges.

In order t-o attract brilliant talent to the tcatchin'

snd research profession., relaxations should be made in the aamoum

of teaching experience, cetc. ,• required for appointments to A'issisi

tant Professors and Rwadders. At.present, however, brilliant;

a candi'date may be' lie is3 taken only as a lecturer.

Y, The sane ev/ening, the Education Commission met the

Principal and Lecturers ^ of Higher Secondary School at J.G.MilLls.

The following main pointfcs emerged at the discussions-

,(l) The. patternn of external ^xajnination needs change,.

Intcnnal assessment invcOjLving periodical tests should, be giv/en

its due place in the exaamination system.

( 2 ) Introductioon of two new languages in the same jyoar

in, Madhya Pradesh has core at ed difficulties for the students.

(3 ) Craft incli;.uded in the higher secondary syllabuss

should be divided into ttwo parts; one of a general nature fcor

those who go in for higl;hcr education and the other of a sperciali

nature for those who go i n for vocational courses.

( 4 ) Compulsory^ education of English comes in the v. 1

way . of the developnent (of Indian languages.

: ( 5 ) Scien3e laaboratories are starved for the: lack 'Of a|

proper grant-in-aii sysBtem. , • . ,

V I ." . . On ,1:h2 morrning of the 24th of March, 1965, the F d u

tion Commission held a discussion mth Teacher j^ducators. The

following points em ergeed in thediscussion:-

( 1 ) . The s h o r t a a g e of science teachers in higher s c;on-\?

++Hr r.Rtablishment of more four-^y^ar dlegre «6S2- ( 2 ) ^ The absence of propoea? laboratories and scionce

, cquip^icnt has brought about a brc£:ak-down of science teaching in

higher secondary schools.

( 3 ). Training colleges sshoulrl assume acadeinic leader­

ship so that the trainees who conmplete the course get' guidance

in the work that they do in the £secor.dary schools.

( 4 ) There should be more suimrer institutes for providing

an i-ntensive in-service programmee to the, ih^ghor secondary

schools teachers of science.

( 5 ) The new extension unnits :;vhich have been introduced

in tr^ning colleges should be reop,iac2d by full extension centres

as the existing extension units aare not able to do effective

follow-up work.

(6) A separate seminar ddepar'ment should be established

in each training college for condiiuctiiig sendnars, \wrkshops

and other in-service programmes.

(7 ) In the secondary traiiiming colleges,. students should

not be allowed to take subjects oir special methods unless they

have taken these subjects at ':he cdegree level, .■

(8) Special arrangements should be made for providing

content course in science and othcei? subjects for teachers of

secondary schools.

V II. The same afternoon, tthe Education Commission had a

.discussion with members of the staaff of the Rani Lakshmibai Oollegc N of Physical Bducation, Gwalior. T?he followi ng main, points eiierged

in the discussions-

( 1 ) The open-door policy followed in institutes ;of

higher education in Madhya Pradeshi is not applicable for admission to this college. Selection is ma^de after elaborate screening

consisting of tests, interviews anad discussions, spread over a

period of four days.

(S) The system of internail assessement has v/orkec very

satisfactory. Sessional marks havee served as an excellent motiva­

tion for good work. -63-

(3) There shoulc^^ "be only one examination at the end of the three-y^ar course,

( 4 ) Physical cdi;uccation instructors in secondary schoolts should do a certain amournit of academic teaching so that they arte regarded as part of the itceaching faculty and acquire a proper status in the school,, ( 5) There is am lacute shortage of play-grounds for schiool children particularly ini/crowded citics. In every school where a play-ground is not avraxllable, at least a covered hall should be jrovided in the school "building for indoor games and activities.

( 6 ) Records of pjh^rsical education achievement are not properly kept in schoolss as this is not . a compulsory examination subject. Unless this rc.c.'ord forms part of the regular school, record, the importance o^f' physical education will not be realised by students and parents3..

(7 ) Too much errnp:)hasis is being placed on the pro duct iom of champions in athleticcss and games at the cost of promotion of* the overall programme off physical education. The basis for good health should be develoipc:d before champions can be produced.

(8 ) N .C .C ., is come area where the progrg,mme of physical education hasbeen the Ice east successful in colleges. The N.C.C. , trsining should therefoj^ce be on a voluntary basis. The new scheme of National Fitness Ccrjpss conveys a limited concept of ’’fit n e s s ” .

For developing compreheinssive programmes of physical education, a vidbr approach, is necte^ssary . -64- B - DISCa33I0NS a t AITD JABALPUR

Dr. VoS. Jha paid a visiit to Saugor on 20th March 1965

He then went to Jabalpur wheiree Hiss S . Panandikar joined him

V III. The following poimts emerged in the course of discussion with Shri G.P. Bhiuttt, Vice-Chancellor aid

Shri Ishwar Chandra, Rector, S^augar University on

20.3.1S65S-

Admissionsg (1) Ordinarily, no3 third class students are admitted in the first /ear e^xcjept.on the reconiinendations of Deans. In the faculty of axrts, this rule is normally relaxed and the university opems a new section to accommodate third class studemts. In post-graduate classes no third class student is admii.tted in the faculty of arts, except when he is a product of' the university. The policy

of the university, it was staitied, is to exclude third divisioners, except when there are vacancies in the departments. The result is tUi^at almost all third class

students seeking admission to) the university get it.

(2) In affiliated collegers there is an open doer

policy. No one is refused ad'.miission. There .ore 22

affiliated colleges teaching Sccience. These colleges also

follow open door policy in reigjard to admissions even

though there is lack of prope.-r teachers and equipmeat.

(3) Initially the univers itty affiliates colleges which

provide the minimum requiremejntts for affiliation laid down

and which promise to develop imto good institutions. The

university has standards of rieojognition which are all relaxed owing to pressure fromi students, politicians and

Government. Government Collejgess, Bina is an example which

has been recognised in spite (of!* the fact that it %as no

laboratory equipment and staflf.. - 65- (4) The Vice-Ciianac^ellor makes a distinction between permanent and provisiioDnal affiliation. In the latter

case, it can continuee as such indefinitely without any consequential disadvaamtasp. On the contrary, it will contime to enjoy.all! privileges of a permanently affiliated collcgo. TTho Vice-Chancellor sends out inspection toaus to aasscertain v/hether the maAa^senients of the collea;es whicli appiply for affiliation are doing their bast to satisf^^ c^ndiiltions laid down for affiliation. So far as this luiiversitt:y is concerned, only two non-Government inst ittiutions have been given poruianent affiliation - the ress^t have been given only teinporary affiliation. Most oDf' the Govern.lent colleges sro given permanent affiliatiooni even though they do not satisfy the conditions fcr aafrfiliativon.

(5>- It was stateedi that .viost of the students cone fro^n fajnilies without eduucsational background. , In order to prevent rush into thhoe universities ^ there should be bifurcation at earliicer stages . - The first diversion should take place at Cliss W i l l and the next at the, completion or iaigher -secondary staagge. It is not possible for the ' university to imposee restrictions. There is a large nunber of failuT3s iim the first university examination from those who pas s.5.'high school certificate exainlnation t in first classes.

S/U-joct UTj3 s -(6) ‘In aacjcordance with the views of the

Vice-Chancellcr wo 1 hiave blunder^-^-d twicer (1) when the student has good raesmiory but not intellect^ between age of 5*10-when he has3 powers ■ of memorising. .i-it this stage mamory should ba exxearcised freely to help growth of intelligence at a llaater stage, x^s it isj memory work is neglected at thee primary stage. ►'O'O-

(7) At thG secondary ssttage, certain basic sutjects should be intensively studiiiad in order to train faculties

;pf the brains faculties besiimg analytic^ synthetic snd aesthetic. Mathematics, hiiistor/, geography, language and basic sciences must be stuiddied intensively.

(8) Pre-university por?iiod of* 11 years' oducaticn has not been given a fair triaa.ll so far. With the present

quality of staff and equipmiient, lengthening of the duration of pre-university/ schooling to 12 years will not make a difference. It wouilld. be a waste of time to

increase the period to 12 yyeais. At the secondary education stage, some subjjeects should be taught coirpulsorily but not for examination im orcer to give general education.

Thiee pjesent system should le

supplemented by monthly excaamiriations . This is to prevent

the load of examination om the students and to make them

regular.

(10) Evaluation of papeBrrs ;s nqt properly done by

evaluators. Examiners leaawe out some questions unexamined.

Evaluation differs from oxcaamir,e.r to examiner. A student

who fails by 5 marks shouHdl be promoted and given pass

division. Third division sshould be abolished.

(11) The university triieed the method of giving 33^

in internal and 66% in exfeeerncl examinations requiring

the students to pass in eacch separately. The scheme did

not work.

Selection of talent (12)s Nothing has been done to spot

talent and to give 'special! attention to them.

Metho(Ls_pXXe^chin^'(1^^ The Vice-Chancellor himself

attended some classes in aifffiliated colleges, but this was

resented. When the Vice-Chi^cellor taught as Professor -67-

of Law he followed thco 3 following mothocl^ ho gave substance

of the subject - exparadided it - and ended by asking

questions. He then ga^avo to the students a small written

note on the points Wh.ldch he had nade. The Vice-Chancellor

was requested to have a a Seminar on the methods of teaching

in the university and ssend its reioort to the Commission.

(14) It was stat eced that audio-visual aid is resorted

to in the teaching of t H in d i, Linguistics and English. Tape

recorders are also bearing used. Those are not successful

because the teachers anre not interested in them.

(15) Uniquenoss. ciiof the..universityThe university

teaches the following: ^ subjects which are not taught in the

other universitiGs in ’ tha States-

1. Applied G Geology

2 . Phariiac/ '

3. AnthropoLlogy

■ 4.. Applied GGeography

5. Linguls-fciics

The Vice-Clhaiancellor was of the view that syllabu.ses, rules for admission andid examination of the universities in the whole State should bo u unified and that there should be conianon examination for a‘l uniiiversities in the State. The purpose; of this proposal -S to ^ have common standards for the universities in tlie Stsate and to make migration of students from place to place eaasy. This principle was accepted by the meeting of 3h3 Vicae-Ghancellors of the State which was presided over by :he Gc(jovernor. No specific steps have so far been taken to impldemont it so far. He promised to send a note on the subject. . >^ediura of Instruction (16) j i The Vice-Chancellor was of tho view that English should be^e tho nediurn of instruqticn. In support of this vieWj ho gaave the following pointss-

, . 1. There is no standaaJrd Eiiidi .vocabulary which cannot be built up.p artificially. Words must be current over a perrllod before they can have meaning.

2, Contact with the wworld knowledge can be ; maintained throughh English,

3. It was stated thatt the university teaches i . through Hindi in tumndergraduate art classes and — ■ in English in post^tgraduate classes and scie.ice classes J ^ ■

(17) The Vice-Chancel.ll.or was of the view that Saugar

University should'be taken over'by the Centre. This would enable the university to esGCiape political pressures. He was also of the view that tithe uilversity' education s'lould be a central subject, '

(18) The Vice-Chancelil.or also stated that the university should be convert*ted Into a pbstgraduate university.

Undergraduate education shoDuild be provided'by Governnent in affiliated colleges, '

(19) The Vice-C'hancelllbr vas of the view that grants from the U .G .C . should come a to the universities direct and they should not be subjqect to matching grants by the

State Governnients ,

IX. The following videvs vere expressed during the course of the discussion witth the Heads of Faculty of Arts, iSaugar University on 20.3.19,965s-

(1) Admission at the : Undergraduate level shouli be open to all; at postgraduatee stage it should be seleccive.

(2) Saugar Universityy should be allov/edj as a special measure, to adopt the systemm of tutorials teaching. 3y tutorial, they meant counsellling. - 69-

(3) The univGrs;rity has more seats than students seeking admission anidd, therefore, everybody who seeks admission should be a^adoitted. In viev/ of this principlo, the number of nev col lieges should be restricted.

(4) Aiiother vic3W¥ expressed was that aptitude tests at the end of seoondaary stage: should guide admissions to the university.

(5) The studon1ts;s seeking admission to the hQnanities wing of the uniters;itty indicate growing decline in quality. The FwCUl'ty^y of Arts has to be^ content with left­ overs. There stoultd^i, therefore, bo two courses, one for the inferior type of ^ students who come for enjoying corporate life and fifun and other for the serious academic type. The universlt^fcy should have a serious test for

Honours course, whllJ-Q pass degrees to the rest should not demand much schio.'olarship. The university should also provide correspDndonoice courses and evening classes for those who fail to ge'et admission. ;

X . The fo il lowing views were expressed in the. course of the discusission with the Heads of Faculty of

Science, Saugar Univ.versity on 20.3.1965s-

(1 ) It was stat-ted that grants to universities should be made direct by thhe U.G.C. to avoid delays and difficul-^ t i e s caused by State:e Governments.

(2) Procecures 3 for granting of licenses and foreign

exchange for scientiific equipment should be liberalised.

(3) The. scales 5 of pay of teachers should be raised in

order to meet 'he siituation created by the fact that the

university teajhers 3 are attracted by better salaries

offered by I.I.Ts. £ and Hegional Colleges of Eti;;ineering.

This process dipletctes the universities of talent. «70-

x;i. The followiiii’ points eaef’i^od in the course, of ' disQUSsiou. at • J>he HOi-io S'^.jlence C o lic. Jabalpu^; . on 2 2 .3 .1 9 6 5 : •

-..■i...... • .1';^ X- ‘i i, ' 1. It vas stated'that this college'’should consider

having a vjing for teachc r train'ifig and other' v/ings for nursii'^g

and other professions particularly suited to v/or-ien.'

2 . V/astage is considerable.' This could be renecliod ■’ "1 ‘ . !. •>»'j- ‘ . . if tutorials are introduced.

3. Iluch of the di.fi*iculty is dUo to' the open 'door

policy of Govemiuent, No st'udeht howsoever unsuitable is

denied admission.

4 . Better organisation and use' of new techniques arc

necwssary'‘to iiiiprovo quality. ' •'• • • .....

5. ' GoDpulsory H .0,0. is ^hot'worliing very w e ^ .

6. There has been no change ’in the syllabus. 'Jhat was

studied in 1940 is taught in 1965.

7. Science teachers have no facilities for' research

■ x\. j: in the college.

3. The college undertakes no extension worlc and no

prograiii:r^ to extend benefits of laiowledge to the' local

uneducated wenen. ' ’ ...... l

Xil- The' following, points caerged. in the course of a discussion with Dr. Ghosh, Rector and Shri Gdvil, Registrar, .•Jabalpur University on 23.3.1965;- .. . : .

■d... The university has not flourished as. the original

plans were slipshod,. Honey was.not available. Dr. Ghosh stated

that as Professor of Chemistry he had no labor atoory for doing

his'.work. The boys were.,Ice and worked with great interest

i ' in TO search, but facilities were negligible. ;

. 2 . The yecprly grant sanctioned tu the,.university

consists of Rso 1 lal'di.- This,, is absolutely insufficient. The

Vic^'-Ohancellor has to beg for acre funds to keep the pot

boiling and after repeated attojjpts and visits to Bhopal, he is 1 able to secure about^ four lakhs more. In this.,circuustance, -71- therc can be no plannin{s for the futuro* Host of the funds

arc released towards the end-cf the financial year.

.A 3. At the in itial staso tov;ards'’thvi''and of second

Five Year Plan, the university a sice d for provision for

teaching hunanities subjects - History, Secioloiiy, Econonics,

Philosophy and Political Science. No'funds were aslncd for

for Science subjects and this v/as initial blunder, ■ Post-

:;raduatc classes are run in cooperation with affiliated

colleges and the univt^rsity has to depend upon then for.

everything. In the’third Plan, university asked for openin:;

of Science Depai-tuents. Funds were sanctioned but-the

university did not iupleaent the schcnes. UiG.Co sanctioned

its share and the State GovcrnDOit sanctioned Hatching

But for no accountable reason the university failed to

inpleraent the schenes. The Clicuistry building'’ is now nearly

ready, but the university cannot api)oint staffs because there

are no ordinances relatiiic to appointnent of - staff •

4. The university site consists of-40 ‘acr^s of land

of vjhich 19 acres ai'C totally unsuitable for 'building

purposes. This was a bad.chdiceV The university is not

thinking of acquiring norc land.

5'. In niatt::rs ef ar^nission, the affiliated colleges

follov/. the open door ‘ policy. As a result, thj percentage of

failures in the fii st/university exatiinatIon is-80;^. In

natheaatics group ;it is as lov/ as 10^. The university is

describe.d as a f^^deral and worlcs as .an affiliating university.

The concept of fedt.ral university has not been worked out.

■ ■ 6. .'•.The university aade no atter.ipt to investigate the

preblcu of deterioration of stj^dai^ds syst^aatically at any

. tiue.' The university only contends itself vjith holding h ' exaoinationsi At .postgraduate l^vel, an ^attempt is being

made to lay do\m certain standards, of adiiiission; but it is to

b d . seen* who ther- /the univ..r sity w ill be ..able to r esist pr o£ ixj?r-s. - 72-

7 .It was stated that the cquipujnt in Govcrmucnt

coilcf^cs is'poor . 'Those,colleges v/hich once' enjoyed Gi'’<^at

reputation for quality have deteriorated into Dis^rablc

substaiidard institutions. The only resultant'’sain is

unaanaceable nuubcrs.' The university has not exercisr.d any

ycontrol to inprovo standards* Even in the r.i^tter of aduission

;^^f c and id ate s to e xari ina t ion s,. the r equ ir eiiient of 75/o • of

attendance is relaxed under pressure. Candidates v;ith the

perccjitacc of attendance as la; as 10^^ are allowed to appear

at the exaaination. There are no standards and no attenpt

to uaintain then on the part of tlie university.

The following points v/ere brought out in a discussion "with Principals of Colleges and Heads of Departaents, Jabalpur ilniv:;rsity, on 23*3*65:-

■■-1. A study sliould be i.iado of the university products

in the past. The result is heart-rending. I t ,w i l l be found

that the money spent on teaching inconpetent students is

wasted. It v/as stated that the financial status of the

students coining to university is deplorable.. The nourish-

.Anient provided in the hostels is very poor. This' is due to v ecohbaic condition^ of,the parents* Fifty per cent of tlic

students ha.ye to earn their ovjn living whileFin colleges*

2. So fai’ as adaissions are’^^^^cerned, 30^ of the

students'in the first year are above 21 years of age. There

are even students 9f the age of 24 years in the first year.

The 'poiicy of ..open door adnission is responsible for over-

- crowding. The university itself lays down no standards of

aldnissions. The perfornance of older students is particula-

>rly‘bad and:, they constitute bad elements* It is desirable

to lay down some policy to limit admissions* The limitation i • i. , V* r , ** shaald'ribt-be .,aii terms of age* Students seeking admissions

to'”theScience. Departments are comparatively young. As a I matter of poliey, tn;- Principals should be left free to ad:‘.iit

p *t.o .' .^73- the best candidates who arc lilcoly to ^ain by university education. ^iothv.r vicv/ expressed v/as that -in cc^dcuucratic

’societyj adr.iissicn shouj.d be open' to a ll.' a uniforn crit''ria for all'w ill leave out “cf consideration those who belong to bacl^jard classes* ' It was sUGijCsted that there should bo different types of crilterdia for these classes. Horeov-r, diversions should bo jjrovidcc after the hi^'her secondary stage. ffie university bourses shou.'J-d be supplcnented by evening classes and "iorrespondence courses.

3 . Thr best talents are not attracted to the teachin-^' pr o f o s s i o n . iy-ien i t ic s a n d s c t v ic e o on d i t i on s ’ of t e ac he r s • ■ —I should' be on par with those in other sir.iilar fields of cnployr.icnt• There should be 'uniforu scales ef pay for un ivor s ity s t a f f ,' ;;;o v'. rnuc nt e olle a*e s a n d ' pr ivate collese s .

4 ‘. ■ There‘should be a" statutory G*c m is si on on the lines of Univei'sity Grants Conaission” iii the State to consider the’ iie"eds of private- c c l i e a n d ' liiiivcrsitj.os ah'd to fali'e decisions 'on iMatters'of standardsgrants.

5 \ The naturv. and; contait of education has been out-lahdish. Education is not correlated with the physical, econoi-iic and social life of the country#

The follbxnn^ points were raised on the coui’se of di^W 'jio n v/ith the Research Studejits. at the Jabalpur University vn 2 3 . 3 . 1 9 6 5 ;- ‘ .

■•’1 . B'^ttcr equipueht is necossaL-*y for research. Forei[;n exchange rules'and rules for the ‘rsi’ari't' o f‘licence for equipr.icnt‘require cl for reseai‘ch should be liberalised.

2 * The university has no atnosphi'rc* for’research.

There are no boelcs, no laboratories an *d other' facilities fo f'■ hi^’hcr-" studios• ^liesteIs • a iid other socia 1 •• ‘fa c l 1 i t i e s a r e a l s o 'lack in g *' '' ' •

' 3 . There should: be better discipline i i i '‘ the ‘univorsitie s and opperturiities crc;ated fca cultivatj.on of neral attitud-^ and progressive outlook.*' - ' /• * .• •

D -1 . o - -74- jDJ. The follo\riji2 points -uOojr^cd in the golxtsc of, discussion yith Principals onicTl Teachcrs of Secondary sch...ols at Jabaipor on 24.3.119)65:-

1. Thero has b:on no chham^G in the pattern of lii^'h school cduoation, Th- c.uratiio;n of the courso of 11 /oai s rouiains tho saac, but tho co'lXUT'se 3 have boon stiffened. It is iixipossibio t^ deal uith thho iioavy cuursv-s. Overcroudijic of the syllabus is a v^ry ser.-*lous problem,

2. Prcbloa of private ssc.hools is tho problcn 01 f in anc o • Gov cm Liont no o t s thac e c ix: r ing exp^ci it ur g *

Private Institutions cannot sge:t donations.

3. Soiiic latitude should:i be allowed to schools in the preparation of syllabuses. Trhe schools should be -ivon froodou for final assessr.icnt o^f tho students attainnents.

4 . The universities shoDuad hold entrance exaiviiiiation.

Sonic officers pref'or full extte.rnal oxanmations. Internal assessments Ixivo failed 6n thae erounds of■ lack of integrity.

5. There is shorta^’O of touchers for. Scicncc, English and vocational subjects.

6. kor al and rcli^-ious lin sir action in so'ne forn should

be ^iven, ■ ■

XVI. Thv- followpoints euer:rgLd ia the course, of-discussion with tho Vice-Chancellor and : aoLb-^rs of staff cf the JawahaT- lal Nehru Agriculturca Univerosity, Jabalpur, on 23.-3.1965s-

1* icultui’ al educatioDn et the secondsa’y stage has

made no headway in the countr^-y tecauso boys 3HQ not pc'opar^d

to drop out after finishing ilt as a terminal course. At the

high school stage, a.gr icultur ’al education cannot: be done

seriously.- Attention should 1 be given to the dr.op-outs who

have passed or failed matricualation and stay iti villages. In

fact, matriculates with ,agricDulture who drop out and/ stay

in villages cre;ate a problem,.,

2 . General c-.nccpt of edilucation in the country is

theoretical - not practical. Thi; people in villages ranlc -75- a^r icu It al cdue c.tion Ica; . 0 p^n ±n^ for agr ic u It, uu’ al ^:;raduatcs in the. ;^'ricultur<5i.. Dcp^a^tQonts ai’j liait^^d and chancv:.s of pronJti-jn arc poor,

3. To ijiv^ nod<^rn bias in cducatic;n, ^luphasis should

on sci^nco - and ror* this t>^achin:j- cf a-'iicuituix is thv- b-st i-k.dimu. ‘4 . Fx-*ca thw drop-outs frou hifih schools, a vocational typu. of a^srioultural ^duoation should Ix s'-^von. Boys conirijj fl’on a{iT icultui'-al schools will be adjiiittod* to this univcrsity- as Wwll as'thos- frou other st. cans for whon special ori.nta-

-tion cour sc v;il_ be nocossc-ry. ' "

5* It is sad that s^od agr icultur-ar c;raduatcs arc not

^iivon a stai't at hi^h-i*' levels in a^^ricultural servicr. As a result there is p^or Icada’ship jji the strvio:'.* . 6 . I n ’soLic colleges toachin^ and ro's^.arch arc I . ‘ ■ separate. A g'^ed icsoarch.r nust toach and a 'iLcachcr luust be a r^s^ar^hor. According to th- or Jan is at ion in this university, tho teacher v/ill be ;^ivcn experi..ncc as a teacher, a rcsea_-':h.?r anct an cxtcnsien uorlicr. Thv.se oxperiv^nci.s ai’o ,ssv.ntial to’ a :;--ed teacher in an a;^Ticulturai univ^^rsity, 7 . A£jr ioultiu'al colleses have not succc^ded in produciiiij better uothv^ds of teachinj a^Ticulturp. A studait should learn to id.Jitify k prebl^::is and f:uid out answers,

Prublou-soIvinj-attitude is laclcin^j. The result is that the noods of an •a^.ea ai’e ncc;iectcd. The collei;iXs-are :.iuch burdened by tryin.3 t^ toach too r.iuch. All subjects and all rcquirqucnts of aj.l ai’cas arc taujht. The courses in ar,Ticulturc ar th-erf.tical. Much, of acronoi.iical teaching is ODplrieal: it .."iphasis^. s hew to 1. ai’n facts not how tc apply laiowledoe* Ccnfidenco conics to a uqai by working»

University is asliin^j professors to prepare cconouic projects to-be wcrlced out 'In realistic conditions. Boys will be -iven

p «t • o • -76-. the roalistic proj^.ots ol ecomaG-aic nature to v/urLc ou‘: in

order to gain ccnf iduncQ- by iinddcpcndcnt worlc. L^tcr the

project vjill bo extc-ndod on \wider scale and suppor'--d by

loans. '

' B .’v’ 3,oac cioLirscs in a^Yrjiculturc at.the sccondcary

stage ' should bo so o:-i .ntod a;S5 be torninal cour-sc$*

ThLTG shbuld bc; an opening o f’ £a profitable nature foi those

who loavo the school after nialtiriculation.

The university wbu:icd like to expcrinont w^th a

secondary school in a bloclc. Hit vould pick up boys vho are

not likely to go bt^yond uatriccuulation stag?D and to o^iporinont

with a type of vocational agrliccuitural coui’ se for then, } ■ : j. laportance to theoreettical Imowledge is not less

Ossential.;^nd. it should'riot bee dgnored at the cost bi

practical work.

:9, The., .criteria'of sojl.^ction, of students for

admission adopted^at present :iss jirst.^aarks obtained in the

high- school certificate cxkAirnaation. j^igriculture does not

need- per sons, v/ith good niarks'comly5 they,.should have additional.

qualific.ations - ^initiative, (i^napicity for observation and

interest in applying laiowledgce oa spot*,

. 10*,The. university proppcoses. to linit admission to the

‘ac'bual 'ca.pacity.vaiich exists-iini .tlx ^university and coristitUGnt

doliogos. Other colleges in ttilio university in ether parts of

^ Stat.0 are. unified v/ith thti^-'- uiiversity, Basic cou;'*sos

in Science and Hunan it 10 s are iinbroduccd in all collo^es*

Tho university is planning agiriLca.ltural engine>.ring.

coui'ses with the heap of th^.' Uoj.cil engineering college,

^ 1 1 , Jhe following points w^^^r^o raised in a discussion with the Principdl'and other staff Ojf t.ie Governi-ient !^ginhering Gollog'v.., Jabalpur on 24.'3.1B655:i,-« .

1. The pui’clns- of equUlpiicnt is difficult bccause

of red tapisQ in procedur os* .. THic- Principal cannot pui’chase

articles worth noro than Rs. l,,550a^ It is difficult to get -r77- iaport liccnccs iii tir.iG5,, The allutaent lapses b-^foro the

Liccncbs cone, Tb coridditioii that 90>^ of the cost should be deposited inpos JcV b^7 fi:-ns is not apprOvGd by Gov :rnnenti in tiuc.' p::,:,--duro "recquuit'es that the v/astarn Rocional

Coi:mittoc of' t W ac.unc:ill of Technical ■Education' should proccss'the list, of rciqquircuiLnts. This further delays purchase of cquipaent;',

2* As rjcaids" aadr.iissions, applications aro arrangocd nerit-v;isc» The listss fare pool^-d and decisions arc uade a-t

Bhopal by a Coniiitttie oof Principals of Eaginecrinc Gollogcs.

The system of intcxvi-^jws has been abolished. Merit is considered cn th.^ basiss of porfornance at the higher secondary certificate exaininaticonn. The college was built for intake^ of

70 - now the iitake is 3 300, Staff is short by 23 of the

approved strbns’t:!. Theie' collcce rcqui)?es 51 uoro nenbers of the staff than the- appDroved number. The post-graduate

classes requir r'addit'idonal 17 neabers,^ The staff is nost

jQiadequate.

3 . Read'crs amdd lecturers get U*G.C. scale's of pay

but’not professors \inoo get only Rs. 1000-1200. It is difficul to'got suitable men .onn the-' salary off .red for profcssjor-ship.

4, Sevaa nior^ • husti:.ls hav^ been sanctioned for 700

additional students. Accomodation at present exists for

600 but actually thereo arc 1,000 in hostel. The hostels

are over-crovided* Thae total enrolr.ient in the college is

1650. Accor-Uiocationi : for lecturer rooms, laboratorijs, etc.

is all very shoiH. LLibx*ary is in'need of considerable

improvement. ' '‘5. There arc 7 postgraduate departm-nts . In Saginccrrlr

and 3 'in 'Appiied Sciocnocs. Poi’ E n g in eerin g th ere arc 50

scholarships of Hs, 2550/- each. There are five more scholar-

- ships of R3. 400 and . r^. 500 for senior students# 6. Spcc-ia-L o-quiip)r,icrLt is requii'ed for resosroh

wor!u.:-’Equlpuunt can be prje.-parod in the workshop; hul

wcrkshop is dosicncd for Instructional purposes only. If

a little more equipncnt iss pui’ ohassd and a good workshop

established for niaking pi’ceaisior. instruucnts, souo veluablo

,appai-atus could be prcparcccS without uuch cost. Snail workshops

phould by. attached to each-, dcpaxtucnt for naking pi’ocision

instrunents. Students cani oako ir.struaaits, if they have I'acllitics’, "

'1. There arc twuo Russiai Professors here for a short time. They du not haa.vo the apparatus required for

their work.' The apparatus^ which they requt-e would cost

fc.-40-,G00 which would onabolc them to make valuable contribution,

unfortunately, funds ai'o naot .indo^availablc. The Russian

Professors can get a couplic of such apparatus prepare?, in tlic

workshops.' It was stated ; ttat there i^ a lot of delay and

red tape in gettinf the reoquisite apparatus.: If Professors

thtok that apparatus is nooccssary, it fhould.bo financed.

higher S5oxondary systeu has .failed. Two y^-ars folli^uiiit; 10 years couurse is neccssary,/for trailing

right type of entrants mtco the jnxyersity.

M l l l i The follow tog’'poirat s'eacr..^od in th coifffio of aiscussion with local eduo:.^.tioni3ts at Jabalp^^^on ala.lSeS;-

.’SSS; conccrnca, fa

^no at'hon.^y’eUsldr^^ how a boy goes to the sehoj^l with so aany books and note books, but, dosg,.nothing -he toachers arc not riixious to teach. Extmsion.vofipr-iinary coi.’sc to five years does lot lead to tetter :ea«o.atieon. ; .BooE4''chaligo evGry^yoar, middle school , cour so inaluades paits of high" school coit'so and high school .cours.-iinciludos colleige course. The ourriculu:^ is loaded. Fo^ y.ar courts, fcx gxaduates was uuch better it^the u n iv e r s it y ^ t a g c . IHlcro is h a ^ e and ch .as all ov,=r. -.79- ^ V ■: 2r .:.Schools Iliaavo not been inspected for the last

-ten yegg:s or norc.,,

,3. 3 cl£s presscribod are f ull of nistaitos.

4, I discipllinc exists because the teachers have

failed to irispire- c^niiidence. There is indiscipline aaons

-teachers. Teachers arre not coupe tent' and tliey cannot answe,r

questions. , .

5 . It, is G.ssscntial to teach Sansicr it accc-rdinc

to the old nethods. IThis was the cpiQion of sonc’ Sanslorit

scholars., present. .

. .6, One opiniion was euphatic that boys of the age

of 3 years sheuId ne^t: be accepted for pfe-priiiiary education.

Hot hers are glxid to ,:s[set rid of children, but nothers must

accept the r;Cspaisitoiility of teachiiig then. '

7. TrainixioG m nornal schools is poor. Matriculates

are adniitted to n o rm al schools. They have no 'interest in

t^ach^S* .They are aanxious tr; inprove tlieir qualifications

by appearin:j. at exai'-i:iinations as private candidates.

.Secondary dueaoion .'Should be of not less^ than seven years’

duration.

8. Internal 1 assessu’ont shows crc^at dishonesty.

Students fail in tliee first year examination in very large

nunbers. Frceships-'-should not be given*. This.'nakes people •i • .irresponsible. prCfmnotions in classes are given on .recoDr.iendc

-tions of peop-o. /■ ,

9. ■ pii.Ds. should be stopped.. They are worthless

and creatc'a class vwhich is not nuch lilecd nor nuch useful.

10'. pr*e-pr?laary schools should be attached to prina^

s c h o o l s , ''p'krcnts ddo'-net.take, interest in the'education.

T eac her s do neb t ak.ce int er e s t in tu it ion. Recr u it inent of

persons to the pr-ff ession of teach mg is not properly done.

Teachers shcu^ be (^o-refully selected. On- year’ s training •^80"

cou::sc for sraduatus-jbi th^ trainiii£ cclieges is jinsuffie icnt,

Tho staff -In tcachor training sohocls is incor-ipttcnt. DguI)1v:-

shift syst3n-has' failed. Tni’cc Iiota's shift is not »j;ood at a ll.

Nationalised boolcs are n o f 'in the r.iarlcet and they arc scldo;i

available in tirac. Eqaipnent in schools is poor, r 11.' The adiuinistration of primary education should

be in the hands of tlcntral Gov cm non t#

12. '-Janpad Sabhas ^ivc (;rant to all status of

education. Private 'enterprise at the secondary stage should

be Gncourarod. Private schocls should be properly financed

as the sources of privates donations arc not there. Grants

to schools ^ e not relLased in tlue. Governnent should

provide •'all -funds v;hich the schools requiL‘’o for all

purposes; the? uanaijin:; bodies of such schw»ols should only

nanase.t.-j. ‘ ^ .• • •

.c -- 13. Entrance a^^e to primary school should be five,

noli siK-yoars. . , ’

:■ . •' 14‘<. I^Iiddlo sehooi pass tcachers ai*e incoapetent.

Training in -t^-’ainins institutions is poor in quality and

character. '■ j ■■ ' ^ 15. T h e ‘previous Cor.Luissions dKl not i5repai'c tine

table -for inplea'entation and indicate priorities. The

Vj •* Comission’ should also study question of personnel required 'I for the iiuplenintation of tho r ecounendations.

/'1 6 . The Hoadi-iaster is the Icey p e r so n ,^d he should

.-.be properly •selected. There should be /assistant Koadaasters * ^ in high schools and good young uen should be selected for

the job.* Good pfefesscrs cmd teachers should not he

appointed as Princit)'als" if they do net ualcc good adi.iinistra-.

-tors. They should be given higlxr salary by v;ay of

coLipensation. Inspectors should be cal’^^fully selected and

trained. -B.Ed. train'ilig coul se of nine uonths is toe short. , .. * t The subjects \>/hich th- teachers will be required to teach

D . t . o . in schools should taaught ±n th^ traiam g collotias* There

should be co.nstant inchansc between headraasters of Vramtn^;

colleges and ass.ist.ant. ; professcr s in the univ;:rsities and

colleges. , > . ^ 17. , Prinary t-ecachers are iiicst concerned with

get ting! degrees ani ippprcving their prospects than in profession teaching. They should be paid v;ell*

18« Creches :shhGuld be opened in rural areas,

19. The schooll buildings are very bad. They are

not well equipped, >/.0PDen tc-achers should have good houses.

In rural areas separatee girls schools or co-cducational

schools with nen teachciers arc c.es'irable. Primary schools

should be under G^Vornarient control.

20. Qualif icattions of uatriculation for tcachers

should be relaxed in tithe case of women. lies. Deshnukh's

scheme of condensJd cooux'se has been a failui’O.

21.f There sl'^oould be an all-India Education Seru^^*^,

22. There sliCould be specific budget provision for

. library services.

.23. High selioool course should be of ten years

4plus3plus3 after:whic-ch there should be public examination.

Public examination is 5 rampant with corruption. Invigilators

are threatonoc’. -Reforrr-i- in the examination system is n:cossDxy\

Internal marks a?e no:- good. The Board of Secondary Education |

Is unmanageable. Thei^re should be, Divisional Boards.

24. The classses.in schools should be of smaller size.j 0 . 25. Graats-ijin-aid rules arc differently inter pro tted

in different parts of/^, the State.

26. Private schools are unable to provide building

for the schools. , . 27. STLGiish ill high schools should not be compulsoryJ

28. ^igj*iculttural education is necessary.

p .t .o . -32: secondary scluols should iTJouircd to talic uniwjysity diploma of tho B.A* sta^- m i the subjoct which th??y chocsc to tv^aoh in secondary sch.-olls. Couposito B.l." plus B.Sd.

Gourso is desirable but it iis net a succcss. ' Untraiixd toachcrs caii bo trainod norcoiy throUi;^h c cr re spend one v. oooi o^.^s to a certain cxtont* -33-

XIX. The folloyins arc tho points lDi\;ujjht cut iii the ccars- of discussiom with la :a l L.ducaticnai cfxicers hold Oil 24 • 3 * 65 ac Jcit)3.1pui‘*

1 , Graduate t'^achcrs i/itll the additional dogroo

B.3d.‘ (Basic) ai’c ’usually rcquivod to teach i n secondary

schools. licthods of basic education arc not of iiuch use to them, IIoroGver, this additional trainino; narrow/s soQOi/haLt their field of trai:n::n2 it”! ^ trainin^j collo^o. Philosophy

of Basic Education cai bo taught in one wcch consistinr^ of

five periods of 40 ninutes each. In th

higher sGcondai’y schools in the State it is vmsto of tine to

teach methods of c c rrc la tio n . The linitod advajitago of sucli training that it tr’ams District Inspectors of schools and

staff in Basic Training Institutions.

2 . Those \Uic hav€ do no B .E d . vjithout basic education

arc not considered fit for posts of locturors in normal

schools. PreferaicG is given to 3.Ed. (Basic)* B.Ed. should

be a general course* Special training for iispoctcrato and

training institutions staff in ixthods of basic training should

be given in servico training. view expressed is that

the training in tr.aining colleges should bo so oriented as to

provide oxcellont 'training to teachers for higher sec.-ndary

schools as vjoll as nece ssary acquaijitanco with the philosophy

and practice v>f basic education. The period of training is so

brief that no spec ia lis ation is possiblo. In the traiaiing

colleges there should Ix. one year of general training foil owed

by six months’ or lent ation course and sioc months’ ins^.rvico

training. ii.Ed. aours.. should specialise: in certain fields as

is done at Barcda., There is also need of cr courses

in the methodology of teaching subjects at a higher level.

3* Entrants to B.Ed* course vjho did not study at the

B.A. stage the subjects vjhich they are required to t:ach in

P . t . o. (4) The nuLiber Cl ccllo^us and universities in the Stato should be restricted iji order to ensure quality« The par tic ip ants deplored mdiscr ininate

0pen iii;;^- of nevj un iv-^r s it 3^ s and c olie os.

(5) Stan'dard of Sn:ilish'’'of student s^ is pQ.er , They cannot road be>^ks in English and understand thcnu Intcrnationa'l technical terr-is .iiust be' used in h±[^h schbols and universifies. Instruction up te secondary stage should be in the regional language, post-graduafo stage, it should be in English. At post-graduate stage, it should "be ta English. * Jit under-graduate level, teaching should be partially in the cegional language and partially in English. iUiothei* vievj expressed was that at under-graduate stage the acdiun of instruction should be’'

English. If th- ;?iediuu at under-graduate stage is regional language, th- standard at post-graduate

stage w ill suffer. vie\j was that at

onder-graduate level, the iicdiuni should be * ' i to i * . ■ ■ , : e gienal lang uage ith itjit ernatienal ter as.

Regional Science Colleges should be encouraged.

p ;to G ~ DlS(Xr[J33I0N3 AT BIDORE>UJJAIN

The progrramme of the Indore~Ujjain group includ.ed

the following ;

H^DORB

1. 4 visit to Maalharashram which is a purely residentifal

higher seconddary school for boys conducted by the S^at e

Government,

2. A visit tc thne De^ee College and Higher Secondary

School at -Iriddore conducted by the local Muslim

ccmmunity.

3. A visit to thae Pine Arts College, Indore, conducted

by the State (Government,

4. A viait-tc thae Indore Un iver sit y a!nd discussions

- with the Vic ee-Ghanc ellor and Members of the Executive

Council,

5. Discussion witth the Principals of Colleges and Teachers

of the In core 3 University,

6. Discussion witth students at Indore.

7. A'discussion ^with the Officer Gcmraanding, IT*C,C. ,

Madhya Pradesbh*

■ \ 8.: A discussion vwith the Headmasters of local Secondary

Schools at Inodore, Dgy\[AS

9. Visit to the IP.G, B,T. College, Dewas» UJJAM 10. Visit to the PHigher Secondary School, Ujjain,

conducted by tthe local Gujarati Samaj.

11. Visit to the IP.G. B.T. College, Ujjain, and talk

to students.

12. Discussion witth Headmasters of Higher Secondary

Schools and Pfrincipals of Basic Training Institutes.

13. Visit to the W ikram Un iver sity and discussion with

Vice-Chancell cor. Heads of University Departments and -.86-

14, Visit to the Madhav C o llege,, U jjain.

15. Visit to the Sc India Orientau-1 Institute, TJjjain.

16.. 'Discussions, with local educMtion.lsts at TJjjain. .

The main points which eme]3rged.:iti,..thes,e..dlsQus s ions

h^ve been briefly eij|merat^ in tbhe following paragraphs.

XX. Malharashram, Indore; This iss a purely residential

Higher Secondary School conducted I by Government. In so far

as its teaching programme is cohceer*n8d, it is precisely

similar to all other Higher Seconcdsjry Schools in the

State. But the main difference is ; that all the students

have to live in the hostels. The toi:al charges pa?

student (excluding tuition) come tto -s. 730 per annum and

it is claimed that this is the cheeapest public school

available. The total enrolment att present is 261 out

of whom 24 are Harijans, 32 are Acdlvasis &nd 38 are

V imukat jat is. The results of the sjchbols are very

good (more than 90 per cent every year and in some, even

100 per cent) > with a large numberr of students coming in

the first and • second classes* Thee total teaching staff

is of 27 per son b giving a pup il-t eeache r ratio of about

9 : 1; This low pupil-teacher rattio combined with

residential arrangements and good inddvidual supervision

is mainly responsible for the goodd results. The staff

is vjrell .qualified although the Prlincipal complained

of-frequent, transfers in rec ent yeaars. He said that

the teachers did not like to remaiin In the school

because they had. to v© rk harder thian in .other schools

and did not receiye any compensatoDry allowance or special

pay. The cost per pup-il to Govemnment. for tuition comes

to^s.,460^ per ,annum as against abouit ^£,112 for all the

Higher- Secondary schools in^ the Stcate. I think that this

school may be taken as a model for:* t he. quality t ^ e of

institutions that we pr.opose to runn ii selected centres* -^37- XXI. I slemla Ksrmia Degree Gollleege and Higher Secondary

School, Indore; There is a T'ajirrly' large'Basllm Cominunity

in Indore (the total populatlorn is about’ 80,000). It has

been conducting a higher seco-ncd^ary scnool (established in

1902), The institution is failirjly. well-staffed and well-

conducted. Th^total ;enrolm©nttis are: 71 Nursery section;

554 Primary section; 142 Middl^e School section and 259

Higher Secondary section* The? istudents are mostl'y Muslims;

although thera is a sprinklings ‘Oi’ other ccanmunities as well

Recently, the raanagonent have a.Iso started a Degree College

lA/ith Science courses. The donands of t he institution ■* % included the following :

(a) The College is ver’yr badly in need of additional,

land and has appli^-e^^ to Government for the

grant of some adjooiining property. The matter 1

pending decision ffo^r a very long time.

(b) There is a great cdeelay in sanctioning grants

for equipment to.ppr’ ivate colleges. The

procedure needs to3 be simplified.

(c) rt is necessary tco sanction liberal grant s-in-s

■“ for library books iin colleges, especially in

newly establishecd institutions. There is

lardly any provis.icon for this in the existing

cniles.

The Fine Arts College, Incdcore; This Institution arose

out of an Arts School conduct ccd by the old Holkar state

(established in 1927). It is £a small institution v^ith 51

students and a teaching staff (of four. But it is doing j

^ork of a high quality. The tcotal expenditure is about |

■■^s.28,000 per year at present. The institution provides coj

for the Fine and Applied ArtsJ IDiploma' and Advanced Diplom!

as prescribed by the Madhya' Fr^adesh Board of Technical

Education (this is based on ai similar course approved by -3 8 -

the All-India Council for Technical Education)* There is

no separate buiillding for the Institution which is r.ov

held in a port:iLoin of a Middle school building. The

Principal pres^sjed the view that the institution shcald

be developed imlto a Faculty of Pine Arts of the Indore

University on tlhe lines of t he Faculty of Pine Arts

in the Baroda TUrn Ivers'ityi,

XXIIL Discussion vwith the Vtce-Ch^cellor and Members pX

the Executive (Ccouncil of’ t he Indore University; Iniore

is a city with £a population of five lakhs. There are

13 colleges wHtth a' total enrolma'it of about 11,700 vhLch

is expected to liner ease to about 17,000 by the epd of the

Fourth Plan. ‘Itt is, therefore, a good decision to

establish a Uniiv/ersity at Indore which can give a

meaningful direecjt ion to the development of h ig h ^

education in thiej area. The follow.ing points emerged in

the discussion wjith the Vice-Chancellor a n d the Members

of the Executiv/e^ Coiiricil

( i) Thej ‘present fotirth -year plan of t he Univers ity

is dominated byr

duty of the Unl.vters ity'to provide for.; all the additional

enrolment that i.s likiely to come ip during h*3 Fourth F'ive

Year Plan (estiimsated at about 5 0 0 0 ^ 6 0 0 0 It was sugg^^sted

to the UniversitAy that this may not be a right decision,

especially in v i^w of the open door policy adopted by . ; . f the State Govermimenf in-higher ediic.ation and that meet of

the resources tbait would be'available to the Un ivers ity

would be eaten uip) bym ere expansion if this decision were

to ba fully impJletmented. As an alternative, it was s u g g e s t e d

that the responsi.bility. for providing higher education

for all the addiit ional st.ad(^ts "shat might be enrolled

in the Fourth Pl.atn - whether on the basis of an opdn

door policy or: 0)titierwise - should be left to the^ State «S9- Government and thati the University should concern itself mainly with the edaccation of a comparatively smaller number of the more gifted aand purpose^fUl students who would be admiitted o n a selecttive basis. This purpose should be served if t h e TJn iverrs ity conducted one or two colleges where admissions wOTOjiild be selective and’ where high standards would be maintained.-* The best students would naturally seek admission to tbhese inst itut ions conducted by the university and the cothers would seek admission in otha? local colleges, whetther conducted by Government or by private enterprise*

( ii) T h e , 'Jni'^iverstty should introduce Honours courses

'rfith either the samae duration (3 years) or a longer duration of 4 years. A begii^Jining may b.e made in some subj3Cts in rfhich facilities anad teachers are available and the programme may be c^x^ct ended to tbie ottiBi' su.bjj8Cts as facilities and tejiciqhers can be provided. The Honours courses may prefei’aably be conducted by the University; but it would be worrthwhile to share this programme

4 without duplicationn or overlapping with the other affiliated collggess also in a planned manner*

, ( iii) The deccision of the Universlty to institute a Faculty of 3 ducattion is commendable; but it may not meet the need of the sittuation if it takes the routine form of

establishing a T. College. ^^hat is needed is a new programme. Thee proposed Faculty or Department of

Education should innclude the following important activities amongst oth’ers :~

(a) Reseai'cch and experimentation for improving

the metthods of instruction in colleges;

(b) Orientfation to lecturers in colleges;

(c) Inters3ive school improvonent in the area of the rnlivers ity by providing programmes of -so- ‘ in'servico education to teachers .of sspondary

•. * ‘I ' ,(and even primary) schools, with in the-area of

the University; ’

(d) Extension‘*service,s to secondary schools in the

area of;.the university to improve their standards;

and

(e) Identification of talent early enough'''at the

Secondary, stagp- and providing’ it with "the

best opportun it ies;-to grow.; under the.^-gu idanc e

of university teachers. '

(vivi)j Anoth.er-Tiew 'progp.amm.e,. w|i ich-the Uni vers ity may

consider is the.--establishment io.f an'Extra-Murale Department

for purposes of Adult Education. A special pr-ogr’amme which * needs con-siderat ion * in- t his • context -is., the provifc.ion of

short training-programmes to rural leadership w.ithin the

area' of the-University. Thi:s> could also ;be made a

•State-wide programme, 'i i •• I v I '’ u’ .i • ■ j A general point, was emphas ized; inthe: discuss ion

that . a. new un ivers It y has a r easpnab 1.6; .chanc e r of |j^tting

new. ground and starting-vital but unconventional^ programmes.

This possibility generally las.ts fpr about_ 2-3 years;

and if it is not, ut illSjed, dur.ing this time,; the. conventional

pressures ^ssert ,themselves and- things fall into the

familiar q.ld rout in,^. • It w ^ ,,;smuggest ed ..th^.t n^w * . j , * t university like Indore, should make an . intensive .effort ' ‘ J tl-V . - * to avoid, this real, danger, i . .

’ ; *'« V . . . :■ • ' • ■ ■ * . XXIV... _ .D iscussion with ft;*incipals of-^CollegoS and Teachers

at Indore; the. discussion, with the Principals of

Colleges, and Teach-'rs at, Indore,, the following were the

main p o ^ t s that, emerge,d„ j. ,

.(a) The point, which was.., discussed most related to the

pattern of' school. and,...cdll ege classes. A number of speakers

expressed their dlaa-^tlai^action with, the existing. • . . • . ' t.l. r • ■ . .. . ^ -91-

higher secondary courrse and felt that a pattern of

10 2 3 would be bettt^er# However, ,th-r« was some

■' opposition to ,this. poo int of. view atid 3t was claimed that

the cost to parents ?aJnd the opportunity costs of education

would increase very 'considerably if one year is to be

•-added to. the school s tage in the near future. Too i

frequent changes in educational pattern were also

. condemned. Some werre of the view that instead of

lengthening,, the. exiist ing duration of school and

college stages. shouJld be reduced, if possible.

(b) The pre-rpro?f ess Iona 1 year in the Medical colleges,

i^was. asserted, waiss not fruitfully utilised in the present

set. up. The sa^ie v/iew was put forward about Engineering

Colleges also.

(#) It was sugggested that the Vice-Gtiancellor should

constitute a committtee to examine the problems of higha?

education in detail! and to send a memorandum to the

Commission in replay to its questionnaire on higher

education at an eairly date*

XX7,;. Discussion wltl;h Students at Indore; A representative

group, of students of the different coll eges affiliated

to the Indore Univ^^ersity came for discussion. The

following were thee main points raised

. ;;v: '. (1) Thsre is a great scarcity-of hostel

accommodation at .Indore, A large number of students are

■ staying ini privstee houses and have to pay a very high rent - jper ■ as high as ^s. 4o/^student per month, A liberal provision

for construction of additional hostels especially in

the local MedlcalL C^oUege is, therefore, an urgent need,

( ii) Tie pp re sent system of examination when the

fate of the studeent is decided merely on the basis of

the final e x a m inaat ion alone is not good. Some system of

'jssessmeent of the work of the students throughout -9 2 - ^ ( iii) There are no postt-graduate courses in the local

'Women's Gplleges and many- girrls lose the opportiinlty of

receiving post-graduate educaatlon because their-parents

object to co-education. It wot>ul(;,,b3 a good step if

post-graduate courses are inttroduced in women ’ s colleg3S

also.,

(iv) English should noDt be a compulsory subject

oj; study in the university stGage. The medium of instruction

should be changed to Hindi ass early as‘possible*

(v) Students’ Un ions : shaald be allowed to^ develop

a lirogr'amme of providing anc H ilary serv ides to needy students

or other worthwhile programme&s. ' ' ' ^

XXVJ. " :Blscussion with the Officeer Commanding/N>C,C, in

Madhya Pradesh': The Officer CCommanding, ll.G. v.- in

Madhya Pradesh met the C^qmissslon on the evening of the

,23rd March. He w'as "very much i opposed to'' the idea of making

■ NiCiG. voluntary. His b/^in vic'eW was that, for the defence

of‘ the country, young ' men bad ' t to be made defence-conscious

* and’ pr bv ided or ien t at i on t o m : il irary 'tr a in ing* Th i s wa s

being.,achiev:£d under the presvbnt 'programme of ccmpulsory

NGG. He :felt rhat the schemas>mu:st- be tried fbr a minimum

period of another five years tbefore any- final decision

is taken»- — . .

XXVlJR^ Discussion with Headmasterrs of Ibcal Secondary Schools

at Indore ; The Headmasters oof local Secondary Schools

met for a discussion on ■ the mcoming of the 24th March,

The following main points emert»ged at the discussion

‘(_i) . AXl-tJae ,S.8C.ond^.r:y-.. - Sc-hoG-l-s-in- Indoro"'^e

. o-vercrowded. Seme schools haves enrolments of more than

1400. «; It was felt that, to aC3hieve* the best results,

no high schools should haVe ani enrolment of more than

_700. -9 3 -

( ii) There was a great ,shortage of buildings in all

the local inst itut ionss« Several institutions were being

held in shifts froin rncoirning till night. In spite of this

heavy work, the Princiiipals were not given any special

allowance or pay. ( iii) Recently ttlhere had been a very bad cut in the

contingency of the scbh ools and several programmes were

suffering. Experimani^t s could not b s performed in some

scaools simply becausse) thore was" rio money to purchase

hydrochloric acid or 0)ther chemicals. Adequate

contingency has to bee provided as’ a minimum essential.

(iv) There Is nio pattern of staffing higher

SGCondary schools decciLded, as yet» Some schools are^i,

therefore., o v e r s t a f feed while others are under ^staffed.

It is necessary to evvcolve a .suitable formula for this

purpose at’^an^ early cdete.

(v) Thecurriculum.extremely overcrowded

"ana boo^much t ime i s 3 ^given to languages. The teaching of craft

’ becomes merely a e especially because no provision for

craft teaching is maade at the middle school stage,

I’he Headir.a^toeir s of local Schools agreed to hold

a discussion group aand to suggest the manner in which

the a^condary' schoolLs! in the State could be_ adequately

' staffed. . There VaS a. strong feeling that the existing

c o u r s e i s t o o heavy aind that ,ifc may be desirable to

lengthen t h e dur a t loom of secondary education four years

as in the past aad tto) introduce the. systenT of Intermediate I

Colleges. j

■-yW-T^ r "' V i si.-t to t he P.. Gt . B. T. Coll eg e D ewa s; On the morning

of the ?4th March, aa visit was paid to the P.G. B.T.

Oolleg.e, Dewas. ThHjs is a good .institution. Seme of the

trainees (who were’ Itt ed afresh for ••train ing) Qomplain^d

that they did net r^ecceive any financial assistance. Anothr -9 4 - ui.VT f.

-ins%' ' -3? b: p r ^ ^ t ru 1 o s

of the StateV"a'’lTiatrl^^ tt^ainad teach-^r )Aiho obtains

the 6*A* degree later on, is; still required to undergo the

full course o f’training for obne year i’f he'is to b e

regarded as a trained gradua.tce, it was pointed out that

some concession sfiould be shiowwn to such teachers ani that

they should be required to U'lnidergo only a shorter C3u?se

of training.

XXIl, . Visit to the Higher Secob'ridary School, U jjain : Tiie

Higher Secondary School at U jjjdln conducted by the Lo^al

Gujarati Samaj was visited n e:;^xt. This is a good

institution. The following poUnts emerged ijn. the

discussion :r-

(1) The grant-in-aid to pri-vsate schools in T4adhya Pr^^desh

is fixed once in thr^ee years.. This causes several hai’dships*

(2) Although the rules of giraant-in-aId in Madhya Pra iesh

are very liberal In theory, thh€= ictual grant received by

this institution is very’low,.

(3) Th^ curriculum of the'HIgghe? Secondedy^ourse is

extranely over-loaded and it iis not possible to do

-justice to it*

X3fi|. Visit to the P,G>3.T. Colll.e^e. U.1.1aln> The P.G.B.T.

College, Ujjain, was then visiited. This is an excellent

' inst itut ion^nd has all the pott entialitles for development

as a comprehensive teacher tiraa inlng inst itut ion in the

(fourth Five Year Plan and thiss .^nay be kept in view by the

State Government. The followiing points emerged in tlie

discussion with the staff

(1) The present system of examination at the end of

the’B.iEd. course was traditionaaL and contrary to all the

prLnclples of evaluation ^e te3a?jh in training colleges*

(2) It is necessary to introdiluce a better system of

evaluation in training coliegees as early as possible. -95- XXW.-.i D isouss.ion with Headma stsr s of Higher* Secondary i

Schools and Principals of Basic Training Institutes'; In

th3 afternoon of 24th M'ar^h,.. a discussion was held with < * i • ♦’ the Headmasters o f Higher Secondary Schools and Principal^,

of Basic Training Institutes who were invited toUJjain,

The following points emerged in t he discussion -

(1) The curriculum 'is over-loaded at present and needs

simplification. Some steps to this end would* be taken in

the new scheme pr^i5pos ed^ by the Board of Secondary Educat ion.

^ t these are not enough.

(2) Some of the Higher Secondary Schools'are so small ."i -.1 ; ' •that their cost is unnecessarily high. Some attempt at

rationalisation of the location of Higher Secondary Schools

will have to be made...... • ! (3)-, There have been , drast ic . cuts in the cortt ing-enc ios of

higher secondary schools. . This is affecting the efficiency

.of education very adversely. ' ‘ '

(4) The duration of''he school course should be

increased to 12 years. This will secure more mature ■

entrants to university education and will help in raising

standards at the school stage. ‘ ' '

(5) There should be an examination at th^ end of

class. VIII on passing which, students should be rtjgarded

as eligible for admission to general secondary schools. m (6) The teaching of crafts is very poorly done at

present. There: are no craft teach.? rs in several schools;

in others, their number is very inadequate. The tools

and equipment are not properly provided. ‘ The time allowed

is also very meagre - two periods a week for one year

only. Either the teaching of crafts should be discontinued

or it should be done in a proper fashion. -f - ( (7) While it is true that internal assessment has been

largely mis-used, it is necessary to improve the situation

and try to make the experiment a success. To give up the 96- prograrame now would imply a P^e.rsianant and final condemnation of tliG toachers as a comniunit;y,

(3) liegular progress cards; (of students should be maintainod.

(3) iha scalos of pay of Pirincipals of Highor Secondary -- Schools should bo improved;''

The-Headmastors "hacd gatherod • at the moetlng

pr^Dontad the Goramission with ai aaeraoranduiTi on secondary

, aduc.^tion and also with anothcer* memorandum containing

their i replies-to. the questionmaire* These are bein^ siimmaiised separately. .

y’is.it to the Vikrani i^hivear sity, li.i^iain^ On the

morning of tho 25 th ;a visit was paid to the Vikrafii

University, lijjain.,. The buildiings which are now under

construction (for the postgradluate science departments)

as well a^ those .yhich have beae.n completed (library^

studencs' host Is^ etc*) were seen# The progress' has been

:rapidi and satisfactory. Thero) vas then a meeting of the

Hoads of University department.s and Principals of

affiliatedvcolj.eg.oS. Theoil.owing points emerged in the discussion s- ’■

•’.(a). There is a lack of coordimcitien between postgraduate

teaching and rosoarch. The quiality of research leaves much

to oe d.eSired and its . organisa‘>tion is poor* *

(b) The Departmont .of Ancient Indian History & Culture

in the Ujjain I'niversity needs td be developed^ especially

as Ujjain has boon a seat or amGiont learning* The woi’k

of this aopartr^ent has'tb bo irntegrated^^losel^ith that

of the 3cindia Oriental Re'searcch Institute and also tho

Sanskrit Department of the Uniwersity. -97'- ■ (c) College toachors shoiild bo ggiivon study loayo. with

full pay pGriodically and' oxchkng^oo^ oZ teachers a:iiong tho

uni'/^rsitijs should be promotod.

(d) The subj..ct of philosophy i ^ very much neglected,

Pdrticularly in Madhya 'Pradosh, FFacilitios for the

to aching of philosophy should bo;'• fpi’ovidj:^ in ev^ry

GOllo:g.G. ^ ' --■(3 ) No now. university-.Shonld )b.:o .es^tablishod'for at

- ':-losst: 10 years and eiiphasis shDUilcd be laid on th6 -dovelopmen,t

of the existing universities. • ^

(f ] ' ;The:jnew,m^ moi)t .got ^copies books

which are now raro. ■ In'dcpartme)n^t s like. Chenistry, for

oximplG5 no research work I 3. posi.solblo un-le.ss .:the oOd issuos

of standard 3oui'’nals are availa.b)lLo. Steps have to be taken

.".'/to- provide those to every nev/ Uniilversity• j..

(g) There should be more-abiunidant bpportunitios to

□niVorsity teachers to participi^tte in seminars, symposiaj

etc. 3^0 that they can keip themooelvos in touch with other

v/orkers in the fiGlcl-and abreastt of the latest knowledge*

(h) The programae of startim..'''Konours Coui'ses was

discussed and gGn^rally approveca,, # X m yt- Vi^it to Madhav Goll^g . tf:i::Lainl ,A v is it .was then - ...... paid to' the Madhav College, Uj ^sain. - This is a very big

institution with about 3200 stucdcentsThere is a'great

shortage'^'of accom^c^ation and t hcO" dollego'has to run in

threi- shifts'from'7.‘30 A.M. to 9' P.M. ' This' affects

" '^tandard^'advorsely.'- The stude^Qi6 also"complained about the lack of adequate £6coininodati6nL. There^ seems to be a general feeling that^' whilo Governinjnt f^inds'money to construct

euildings for colleges, at other places, the claims of

Ujjain generally tend to get nc^g^lected. XXXnr. Visit to tiiG , , ■ --__qij£3£_Qjj.efltal Institute; The rc->*t

institution to b.-wrisitod was tha Scindia Oriental Ingtituto,

^ colloction of old naaujcripts. Those havo to bo c.attaloguod ano th. catalogue has to be

published, iatxsfeacotory arrangements have .Iso to b3 to preserve these mcaauscrints . -, ip-s, Ey ana larg:, there vsl$ a iGolin^ th.Q.t tho cllaiim'^ 4-u* t of this Institute are being and that ut xs being starved for want of fiinda.

At present, Its exppcndlture is ll.ited to the ^.ount of Rs.18,000, which is g^ivi-i u, , grant-in-aid by the ov>.rnmi,nt. ^■'^^gJ^'arnnes of expansion are needed and ther. was a suggest:i,on that these should receive w t h e t i c consideration in thie U.G.C.

Discussions uiitth i i — ^ °°a l oduaati onlgi-Q • jjj tiioro "Worcp r^-io. loeal educationists in which th^ followjin^ Doinf-’ '•^o pointo Giii3rged s- (a) It would bo d e s s i J r 4- 1 ^ to go back to the system of Intermediate Collegeesi u . , ,,,3 secondary system has not been successful,,

(b) The textbooks mow r,^ _ ^parea aro very poor in quality* A national effort is3 4- ♦ ■nv^^av^d to i-prove them. (c) The political Dir3'T>-h-;. . ^s incite the students and use then as tools for tlhceir .1 ~ 4- ■ c.lcctioneering purposes. Thi^ leads to indisciplime and t’nn ^ aiic tn.. trend nas to be rigidly1 controlled.

(d) The officers of the Education Department are so busy

W it h administration tthxat they havo no time to visit the

scho>ls. The departraantal staff has to bo strengthened.

(^) Th-^ educational facilities are very unequal in the different parts of ttae country. Thav should bo some systematic effort to equalise thorn.

(f) The existing sys'toa of examination is very -9 9 - unsatisfactory aind noods to bo improved. Wo havo to ■ .. • introducG ■ a sysfcom... oT"'autonomous 'cbllogj's, ''

(g) Th^ traditional systorn of loarning Sanskrit ,should bo presarvG-i. This is dying out rapidly for v/ant of patronago from Govornnont.

(h) English should not bo taught as a compulsory subject at any stago, including tho univorsity. It should bo possible for a student to got the highest degree in education ■ ! : ,' ■ \ r ■ ;■ ;' . .. ,! : without being required to have the knov/ledge of English or any other European language.

(i) It is necessary to cut down tho cost of educational buildings vory igreatly. oome work in this direction has been done by the Vikrai:i Univorsity but a good deal more can be done, Iin particular, it possible to improve designs of 115st e lV T o f ® ^ d to'reduce tho cost by 15-20% through the provision of improved and bettor designed furniture. -100"

D - DISCUSSION AT RAIPUR

1

XXX^/I The follovang points emerged in the discus- sion with Principals of Colleges and Univer­ sity Teachers at Raipur on 22nd March.^1965

(1) The students who come to Medical Colleges are

ill-equipped with Mathenicvtics . Medical College entrants

should also have good grounding in Mathematics.

(2) There should not only be a regula.tion for

minimum attendance but the minimum number of lectures to

be delivered per subject should be prescribed^

(3) All grants including State government grants

to universities and colleges should come through an auto­

nomous body like the U»GoCo

(4) Religious and moral education should be empha­

sised in the curriculum•

(5) Colleges ,of Science and Colleges of Engineering

and Technology should be merged into one»

(6) There should be a, prize like the Notj[|pr^Prize

for promotion of Indian Scientific opinion and original

work should be recognised*

(7) Young lecturers should have special seminars

at the hands of senior people during >Prepara.tion Leave'

for aliout a fortnight in the month of March or so *

(8) Only persons of character and integrity

should be recruited to the profession. -101-

XXXVII During clciilscussion with Sducationists at Raipur on

22.3.1965 followinng points emersedi-

(1) Coomdensed course classes for Horaen were

started by the ;Rsaiipur Women’ s Association for their

prospective e.'nplCvOJS^^^ent as women teachers but they are not,

now being admitt^ecd to the training course. All this

effort and money" -is thus being wasted.

(2) LoOfcal bodies teachers have been taicen over

by the State Gov/e}rnment, The teachers do not come under

the discipline o^f" the local bodies. The municipa.lities

are only e x p e c t e a d l . to provide buildings.^ peons and contin-*

gencies-. This iisj leading to indiscipline among teachers, ;

(3) FPr?equent changes of text-books and syllahii^

should not be *

XXXVIII T h e Sdiiuccation Commission met the Principals ; and Tea.chers of iHiigher Secondary Schools for a, discussion : I at Raipur on 2 [^nad. March^ 1965. The follov/ing points arose out of the d^st^u^isjsion: ,

(1) Prri.mary education should be entrusted to ; females only. (2) TJhe present exajriina.tion system, should be improved»

( 3 ) Education should be a concurrent s u b je c t in the ConstitultiLon^ for a.ctive and ef:^ective control of education, (4 ) yAn Ir'Han Educationa.l Service should be esta,blished to hjave qualified tea.chers and administractors of educa.tion.

c o n t d . -102-

( 5 )Thei‘’e should be fa nationaJ- pattern of pay scales for r?ll teo.Gliers cax.ncl uniform service ccndi*" tio n s. Triple-’.benefit scheme should be made coiirpulsory.

There should be a central encacctnient for the security/' of service conditions o'f tea.chhers .

(6 )Tcachers consti-ttuaencies should not be abolished because only teacherrs can speali about edaC''3t io n .

(7)There should be aa national tea.chers’ union

and the teachers should be emc'^oura^ed to join this uiion.

which should be recognised*

(8 )0n the lines of tLho 'J.C-.C05 there is neod ’

for Secondary Education Commi ssslon in the country.

.XXXIX The following point-s ■ emerged during the CornTiiS''

sion's visit to the KainaJLade.v'i JSaiigeet MahavidyajL'^ya.

Raipur on the 23rd March, I96i5cs-

(1)The system of gr ^^mts-in-aid to music colleces

should be revised,

(2)Geiling of graiit ];per student should not

apply i n the c as e o f mu s i c s t ludd ent s .

XL The follov/ing points were made during tlie Goni"

mission's visit to Science Golllsgej Raipur on 2 3 .3 . 15 6 5 ;*”

(1)There should be no^ difference in- salary

scales for teachers in Univer'S’.itias, Engineering Colle^os

■ arid Science Colleges,

(2)Teachers in tempor-aj^y service should ajso

be allowed medical lea.ve * .

(3)There should be 0)nav one grade of pay for

professors of science subjects jir Government Science

Colleges and Engineering Collegees. -103-

(4)0nly pcSErsons who have achieved eminence in teaching shoulc l>e ? appointed Vice Chancellors.

(5)There sbhould be no University DepFO’trnonts but only constitue^nit colleges .

(6 )Univer’S3ity and constituent college professors should go to aXfiUiated colleges as visiting professors.

IXL The followwing pointr...wij-^Gre made when the Corrniis- sion visited t:ie Einngineering College, Raipur on 23,3.1965s-

(1) Ther& is considerable wastage as many students entering EEngineering colleges are not interested in Engineering tu1t sre forced entry to such centres by parents • (2) Candziddates for teachers' jobs should be picked UD durin,$ thheir studies in colleges by suitable methods of pre“j5eieection.

(3) Gove:rrnment should permit teachers to write books and accep- rcoyalties,

V IIIL When tae CCoiiirnission visited the Sanskrit College

Raipar O'ni 23rd March, 1965 it was pointed out tha.t

(1) SaAsikxrit is not even an optional paper in the Higher Seconda^ry examination^^ aaid

(2) There3 should be a compulsory San.skrit paper for i f ’Higher Sejccondary Exnjnination,

VIIL The folliowing points emerged during the Commis-

sicn’s v/isit to the Durga ■^rts College s-

(1) Theree is too much emphasis on quantity,

(2) All ppersons are not fit to enter universities

and all M.As. fre not fit to be teachers,

(3) Tlie eexajnination system should be revised in

such aw ay that thhe students would be busy throughout the year. This vi!-l hhelp avoid indiscipline among students. -104—

VIL During the. disousssJion with Teacher Educators

on 23rd March 19655 the' following points energ.ed:-

(1) The- duration oo^ training should be lengthened,

(2) Training collesg;es should be linked with workshops*

(3) Training of Prrl.ra.r. school teachers should be separate .

(4) Correspondence courses should be introduced for teachers. Theory can bee t^hrough correspondence a^cl practicals can be arranged.

(5) There should bes proTlslon for mobile training institutions . '

(6) 'Education' shoDuie be introduced as a streaiT, in multipurpose schools •-

VL During discussion wiith vice .Chancellor, Ravl-

sh

(1) There should be intimate contact between neighbouring colleges. '''

(2) There should be no single subject universities.

Single subject institutions shhoti, be called only centres

or institutes for le.^rning Ini tfet particul.^ subject.

(o) There should be ?at least one Central Unlver- sity in every State,

(4) Ifetching grants .aj.e a problem which n w universities have to face. Thhe^ft v -xv. . should be done mey with.

(5) There should be ooniy one medium of instruction throughout the country. A tim^e Unit ra.y be prescribed for the adoption of Hindi as tthe medium. There be region,al lei^gua^es as media butt pt least one college with Hindi medium in every Statt^, -105-

(6 ) As fa first step the language of Admnistra-

tion in the Hind:i sperJ^ing States should be imde Hindi

(7) Eng.lish as a medium of instruction up to

.the Higher Seconidary level should be abolished,

(8 ) So long as preference is given to e

English educated! people in the services^ Hindi cannot

flourish.

IVL During the interview with student leaders the

followilng points v/ere mades-

(1) S3^"stem of examinations should be reformed.

Regular periodifC tests should be held and students e should be giveni wightage for their performance,

(2) Te^xtbooks should be published a^ccorcJ^v

to the syllabusJ and mpjde available to students. At

present several! books have to be.consulted to cover the

entire syllabubs*.

(3) Tlhere should be some, machinery to understand

the problems o.1f students pncl to-solve them..

(4) F(ov technical education, the syllabus should

be uniform a,ll over the country.

(5 ) T’hird Division in post-graduate examinrations

should be aboLished.

(6 ) TThere should be no disparity in-fees in

Government and. private colleges . Fees for girls should

be lower ^ )

IIIL Durimg. the visit to the Government Dfird Girls

Multripurpose Higher Secondary Scho&l, Rnipur 5

the following'points were mades- .

(1 ) 'The present Higher Secondary system has

not v/orked saitisfactorily, It is not equiv'^lent to

the old Intermediate. • ■ ; . ’ • i I’..-.. ^ , (2) The work of -H:.eaGhers should be redaceci.

(3) yldmission should Ibe ba^sed on test of ability and not on gu^^rdians in sistence.

(4) Internpl assessmemt is not successful.

(5) Model schools specialising in particular subjects should be started ratber than trying to inprove everything everywhere. -107-

DISCUSSIC^ WITH the: l e a d e r s of t h e a d v i s a s i c o m m u n it y . KOREA. MEMBERS OF COMMUNITY DEVELOPMENT BLOCKS. KOREA

XXXXVII* following points were made in the course of the

discussion

1, They need a good high school. The present high school with

350 students meets part-time in the Tribal Welfare Department Middle

School, This arrangement is unsatisfactory and discourage students.

The high school should have two main streams- agricultural and

technical. '

■ 2, The teaching in primary school is not very good/ and there*

✓ are no middle schools in the vicinity. There should be more middle

schools in the aboriginal area. These middle schools should be given

suitable training in order to enable them to profit by later education

in Industrial Training Institute and secondary schools. At present

education in middle schools is nominal,

3. Boys and girls in the aboriginal areas are still reluctant

to go to primary schools. There is greater reluctance to attend

schools which run in two shifts, Acconmodation in schools is very

poor, unattractive and shabby. There should be more class-rooms.

The people are willing- as they actually do - to provide labour

free for construction of school buildings. Seventeen schools wore

constructed at the cost of Rs lOOO/- each. The villagers provided

labour worth Rs 500/-, The schools thus constructed were small, ungainly

and congested from the very start,

4, Wasta e is due to the fact that while the villagers can

spare children for the school between the ages of ‘s ^ to eight,

they are unable to spare them after they roach the age of 8 or 9

when they can do -odd jobs to help the fam ily. If schools for such

boys are held in the evenings, they would be able to attend. The

boys cannot attend school during sowing and harvesting seasons or

when boys are sent out to pick up " MAHUA" and other forest products.

Hence attendance in schools is very irregular. The school should meet

through-out the day in order to meet the convenience of -all sections

of the tribal community. The evening classes should be for those who

cannot attend during day time.. ' -108- 5, , . Prinary Schools should be keppit open in sunmer vacations and schools in summer should be held iiln tie morning and evening

according to, the convenience . of the stiDU'.dents,.

6 , In, order t.o encourage educatticon of girls, there. should

be separate schools- fpr girls, more panrtti3ularly middle schoDls.

7, There should be arrangements 5 ifoc* teaching adult men

and women in the schools* . The Social lEcSujation Summer Cgnips '

were very good and did 3,ot of useful waoirk, Such camps are

very much needed, . -

8| . , There is a Kanya Ashram for ggiirls in Korba, ks soon as

the building is complete, it will proviidle middle schools classes. ‘

Girls are provided free food, clothes, blocks and other requiiomen'.s.

The A-shram will have a "Balwadi", '’A.dullt: Education Centre"and

'•Health Unit". No guarantee is given bby^ -the gij-ls in regard |:.o

do service in return for free schoolings in the; A.shran, General

opinion is that the local girls should boe ancoursged witt: libiral

scljolarship to b«come teachers for the a.rea. There would be aboui

50 girls in the,hostel when the buildinag' ready. At present

there are 23, _ ;

9, Wid-day meals are absolutely ; m^cassary in the-Ebori^inal

ai'eas,. Children are poor, , They come ffr(om long distances wal.iing.

This measure would also improve. attendann(ce.

,10. Tribal Welfare Department opeBnis, niddlQ;. schools and:

provide hostels. Residents are given Rss ^0 per month to CDVor

boarding and other expenditure. This iis attractive. This means

that distance does not matter because tbhe students can stary

in hostels,

II, There should be a college at IKorla, especially suited to ■ ? the needs of the aboriginal population,

1?^ Delay in distribution of schollsarfhips causes great

difficulties. -109-

7, Students entering the Institute must complete iS years of age and must not; be. abov^e 25;"^ » * 8- There should be follow up of the students after they get jobs. There are no evening classes or part-time courses of instruction,

9, The Institute caters for six districts of Madhya Pradesh,

Bilaspur, Raipur, Drug, Bastar, Raigarh and Sarguja, If there are vacancies after admitting students from these districts, tribal students from other part-s of Madhya Pradesh can be admitted,

10, The Principal and the Area Organiser, Tribal Welfare,

Korba feels that the standard of instruction would improve if there were other non-tribal students in the Institute,

11, There are three Institutes in the State of this kind for the Scheduled Tribes, the two other being at Mandla and Dhamlod

(Dhar District),

12, Boys who pass class VIII prefer the jobs as teachers. Those who cannot bQCone teachers or laanagers of Cooperative Societies come to the Institute for admission. The starting salary of teachers and managers is Rs 90.p.m. After training from the Institute, a trainee starts on a salary betWeen Rs 100 to Rs 150, If’ they show good work, they can rise to higher posts i

13, There are 25(0 students in the Institute, all of whom live in. the hostel, ^here is a whole-time hostel superintendent and

Assistant Medical Officer^ Boys run their mess under the supervision

of the Hostel Superint-endent, * -n o - ^ Note on the Industrial Training Institute, Korbay which was visited 31,3*65*

1,- The Institute is neant entirely for Scheduled Tribe Students*

No other students are admitted even if there are vacancies. This haJ double disadvantage,- The courses remain uneconomic and the tribal students have no opportunity of nixing with non-tribal students,

2, Eighteen months’ courses in the Institute are provided in eleven trades: Smithy, Carpentry, Moulding, Fitter, Turner, Motor

Mechanic, Machinist, Welder, Wireman and iSlectrician.

3, Admission qualification for electricians is matriculation

(lOth class) with mathematics and science, A. pass in the Higher

Certificate Examination at the end of the 11th class held by the Board

of Higher Secondary Education is not a necessary qualification. For

smithy, carpentry and some other courses a pass in class VIII is

considered adequate. After eighteen months' course, students are

required to put in six months apprenticeship training in some workshop.

Some factories pay stipend to apprentices, VJhere they do not get this,

the Department of Tribal Welfare pays Rs 60 as stipend^

4, All students get the jobs for which they are trained, except

black smiths and carpenters for whom the demand is low.

5, Students under training are given Rs 50 p..m, as stipend* They

are provided free accommodation and furniture in the hostel. They

need not purchase any books. In fact they are not expected to read

books except those which are in the library. They depend upon notes

given by class teachers. The training given to students is essentially

practical. They have no Hindi books which they can read. The few books

available are not of the best type, ^A/hile preparing their lessons^ the

teachers have to consult English books, The students knowledge is

second hand.

6, In spite of the sward of scholarships, not more than 75^

of the seats in the Insti'tute are filled by tribal students. Electrical

course requiring higher qualification is the worst casualty. It is

indeed a pity that the institute cannot admit tribal pupils even

if the vacancies exist* Ill-

S m m Y OF THE MEf'iODR,^Dal SUBMITTED TO THE- EDUCATION C0MMI33I0DN M VUtTMYA PRiJ)ESH -1

SUMMARY QF-.THHE ?4EIJQHANDA SUBLgTTED TC THE EDUCATION’ -UO^l^MISSION tN MADTiYA PR4DE5h

1 • I Dr* Baldeo Prasad Mishhir^, Divigjon^^l-'Vlffil^cg. Officer, Bi-laspur Div'7igl5?;, Bilasputr

• The educational auuthorities should, be directed ;,c': impress: on the minds of tthe students the perman^t values of life and to watch ./ the development of national character in the students. They should consider' it their primary duty to see thh^^^t the students are alive to the present needs of the couuntry,

Currioul-um,-'speciaally upto the Secondary stage of education, should bbe c[.ualitatively improve!.

Students should haavre aiiple time and ’ opportunity to consult with in'.erest either frorn^ libraries ’or other sources, the standard, and desiraDle books connected with their ssubjects. For this purpose, the reduction in subjects taaught and number of b'ook? prescribed, deset*ve careful consideration. ,

The prescribed texxt-books., specially of language, should be thofoughhly scrutinised before they reach the hands of the studeent^.

There should be reeligious or moral instruction for the developmnent of catholicity., of* mind and broadness of outlook., few class-room lessons should not be considered as • enough. ■

Extra-curriculalr aactivlties need proper scrutiny. Only such activitties which are helpful tc the students in their regulaar study need encouragement.

In bigger towns, tLhere should be at least one school where admission sbhould be allowed exclusively on intellectual ,r merits irrespective of caste or creed or other influences 3 and really good staff and equipment should be provided I there. Similar arrangement is necessary in (connection with higher education as well.— *At-least , one College in each State should be reserved for'best ttalents.

■ • - • N ' • Po V efty ‘ feHb uld not >", oon'e Iji,,. tk^- way of ^ th e t'arented students to get eduacation at all stages, T'ley should be hej.p^ :by the:Govei2riiment' i'h all possible ways.. .1 ;

The Government.shouuld provide really good ‘research centres and encouragge talented graduate^ to work there, w ith. devotion and perseverance* Their ^success should be amply patrcoiiisei ■ and revjarded. ,

.More technical insttitations should be .provided for .boys who cannot ■ admitted to the higher education..courses'. ■ '■ ’■ ^

Some sort of practiieaL ^raining in field work i .e . social service or wv/ort-shops or agricultural’ 'or industrial ceentres, should be made a condition pij^^edent to the awward of any certificate or diploma or degree. --113-

the questiioDn-paper in the examinations as a trial may be divideedi into two parts - in the first part requiring memory-t^sst may be oral or written; in the second part the stu^dients may be allowed to consult books in the examiniaition hall.

^^.^uent ttrr*ansfers and specially mid-term transfers of’ teach^rc-s; burdening teachers with activities other thiaan teaching; and encouragement of -keys, .notes5,.short.-*ciut,s and things like these, should be .stopped. .... •

2. Shri M.k. C’niLt.ale, Bilasour (M.P..)

Te;achihg Sanskrit should not be discontinued in the XI Standard Matriculation Examination in Madhya Pradesh.

S a n s k r it s3haoUld be placed as a th ir d language in all the Hindi-sp:>esaking States and i t should be taught as a co-existing 'lainAguage either w ith Hindi or v^ath -.he .regional language i^-ni non-Hindi-speaking States.

Recommenia^t.ions of the Sri Prakasha C o m m itte e *s Report r-elating to the teaching of religious and philosophical ^dtucation and building up of the moral character of t:,he students should be implemented in all educational imstitutions in India. Idealism and patriotism shouiltd have ^thrir proper place in the ambitions of our yOU'iths.

Sanskrit cJQ^urse and 'religious-philosophical (not communal) educiavtion pattern should be made compulsory in schoc)lLS,

■ Sadhu Samaijj should be made an effective machinery to 'erradii:.ciate corruption.

3 .. Shri' Shvam Msiniohar, Principalv..Panchaya^ Training Cmirr-e, Vanvasi Pham, Mandla (M .P.)

A policy f^nid reasonably effective programme of tribal educatiori should be formulated to promote maximum possible s a o ia l security,; employment and c o m m u n i t y developme^nit problems of, the tribal areas.

Bducaticnf^ll’ institutions for Tribals should aim at quslit>y and should not be content with quantity alone. Praictical training and instruction apart from the 3 R ”s3 should also be imparted in such subjects like foie£5t'.ry, agriculture, vocational and technical trainirg ssuiting the area, culturc and traditions o£ the tr'ibal areas. Education snould be 1' elated, to occupptiP^nal activities. Separate te^acher training Institutions should be starteo v/hiere prospective toucacrs for -114-

4 . Shri P.O . .Malhotr.a-, BhcQr:3al (M,P. )

Higher education slhCould aim .at preservation and strengthening.of Unity irn Diversity, It must gi/e a national outlook a^d produccGe. national leaders who would^ not only keep the Naticohi-j.bound as one unit aiid thus make^'it rise from, stren^t^h to strength but would also. encourage diversity to tbe3 enriched by'releasing and even'generating the latemt: talents and intellect? spread throughout the country^.. It should also fit in ■and promote Democratic Socialliism,

Each State, must hav/e} one National University or Central University which sshiould serve as a model for excellence in academic standaiT’ds and national oui:-look*

The All-India' Serviicie in'Bd.ucation should te revived, ' ' ■ , ’

■It is time that somne; firm decision is taker with respect to expansion of G-ollege Education and starting of new Universities i:n the different States in the country. Consolidation iin:; College and University education is the necessity of" tlie hour.

■ Quality in Bducatiom should'be the sheet- anchor o-f‘‘our policy in,Goile^g lEte .and University jEducation. / - ^ ^ ^

College ^iducatioh- f'^oir,-majority should he a two-year Pass Course Degree aif'ter Higher Secondary of twelve y^ara. After, this the:r«e should “be one year Honours Course added to the t\w(o-year Pass Course Degree or a three-year Integrated Homtours Course to qualify for admission, to a two-year P(’o^st-,Gr^duate bourse.

Immediate National iP

Each Post-Graduate .(Ccoliege Hostel should have a good library and reading roconn of its'-own.

Library Re-imbursjem^ernt Scheme should be ihtroduce'd as an experiment fcox? the benefit of lecturers having a salary upto Rs. 50Q/- pDer niionth to begin with# Full re*imbursem.eht of an, expfenditure on books upto Rs* 300/- per year and-partiallly^ :>n an expenditure-upto tfe. 500/- per year is suggestecd.. The library re-imburseraent may be allowed during the, first five years, of a lecturer^s service.,

.The..selcctlon-of thee principals for College^ and particularly for Post-Gradiuia:e .Colleges is a matter of great importance. IHi.s Status and emolumer.tf^ •should be on par with a Univerr,^i',y Head of a Departraeiit over and above some additionaH facilities for a proper discharge of his responsibilittles. He should also be on par with age of superannuatti on in University Teachihg* Departm.ents. -115-

ith.e tribai areas ,si.llapu•ld^.bB.,^ Prospective tribal scHool teachaers should be drawn from.tribal youth who already haave a rural and tribal back-ground and. are accustom^ to live in tribal and their own peculiar environme^nit,

■ The Governament must grant additional allowances to trit>aal teachers placed in remote areas and inaccessible ^juungle crevices and also provide them with housing accommnodation to create an incentive in them to work as-teaachers in their own communities and not be lured fiwNny by the glittering life in urban areas.

The triball school teacher should be groomed for leadership q_uallities in a teacher training school where he should be ta u g h t practical health, education, agriculture, handiccrafts, re-breation, co-operation, socio-economic, tecchnico-economic, ethnographical and cultural survey tecchniques.

The schemee of Education for the Tribals should aim at paving the v*way for* integration of tribal groups into general econorrmic life of the country by assisting them scientificall^^y to carry their traditional activities more prcofitably or by guiding them towards new activities. \ Vocationail and technical training schemes should form a part. of larger projects of education, social welfare a n d i community development. The entire educat ional-curr-trraining ‘scheme-.must ■-be related to the development of:' general education and employment, ;. ■ , ■ • Under the3 Government of India scheme to run Tribal Developrrentv Blocks, a system of Tribal school groups with'a fulli-fledged school at the apex should be o rg an ised/operieed in each of the Tribal Development Biock - consisting? of the attachment of a number of tribal schools in a particular region to a Central School, the st?if'f ‘of which has , been, specially trained to direct the actiivities both of^ the school at the apex and the brancch schools. The group should serve as extension ccntf'fe for general education and vocational.and tecchnical guidance and training-cum- productioh cen^]:^e.. , ^ i

■New ojcu^pational facilities *will have to be provided in ths syyllabus and tlie bias and the slant will have to be giiven right from £he pre-primary stage, gradually ttaking a final shape when students reach higher sscorndary stage such that the students discontinuing studdy at any st,%ge finds himself/ herself capable tco taking to gainful employment without the *ail oif and assistance from any outside agency. The vocaitional and technical trades selected should boear reasonably'good relationship with the raw nate^rial' available in the region. For developing a outlook and preserving National Unity, the advantage of Englisli which is a link language att present a^ong the intellectuals, throughout thhe country must not bo sacrificed. . ,'

Since each State hh%s come to have a numter of Universities, the need for haying a State University Grants Commission or State In'.er-Universities Bofrd is urgent.

Problems of Univerrsities can only be solved by energetic and immediate assistance and co-operation of all State Governments, oof Central Government, of Business and Industry, and of Private Agencies/ Benefactors.

5« • Shri V«V. Sapvate, Pr-incipalGovernment . ' Engineering College, IB ilaspur-(M.P. )

I f India is to sur'-vive as a Nation, an educational pattern to impairt knov/Iedge effectively to children should be evolved ?as early as possible. Tiiis can be created only if we r?estore education to its sacred place on a pedestal :froTi which we have pulled it down and v/e begin to lootk upon our educational institutions as temples of ^learning rather thai;i fisU market. .

The status of the Itealhex. should b-e raised. It is' the teachers who carr^y oit bd^icational--policies and, therefore, they s'.ould. ha/e ha^ad* in. framing them and the policy-makers shouldd consult them before any such educational policies air€5 framed.

, Our educational sy^sten is ’failure-oriented’ . Since failure in examinatiorns closes the door to employment opportunities, w€e modify our educational ,, systerri to suit, the. conveniemoe bf the failures. Intelligent students fail tco fmd the intellectual challenge that is so vital ffor progress. The new educational system should, ttheiefore, look to the needs of all types of childrren.

6 , Shri Shy am Manohar, Maandla (M.P. )

All-India Shikshak Sanaj under the All India Federation of Educatioon /Association should be constituted to bring abouit a'neat and appealing balance between the loyalty to‘the teaching service and the interest of the children served..' -117-

The status of, teachers should be raised by improving their salaries, conditions of employment, legal protection ard the quality of service they give^ Nation*s progress and well-being, the people’s welfare etc. depend mostly on the labours of a teacher. Conditions of work for quality teaching should be created.

Fine Arts Education .unfolds the. hidden creative powers and leads to the r.elease of emotional tensions. All-round development of' Fine Arts Education should be promoted - drawing and painting, dance and drama, poetry; and music, folk music and folk dancing, sculpture and modelling etc*

The teaching of Fine Arts Education should be made compulsory in the early stages of education. At the pre-primary or nursery stage it can best be imparted through training the child in painting, music, dance, modelling and allied creative activities. . It should be an optional subject in the Higher Secondary School Curriculum.

...... Central and Regional Institutes of Fine Arts’ Education should be established with a view to offer facilities for higher training and research. ** ■ tk - ■ ' -• The Fine "4rts Education Teachers and Educators must oe treated on par with other Tcachers placed in similar positions.

7. Shri J.N. Moudgill, Principal & Secretary, Maulana Azad College of Tfechnology, Bhopal fI/.P.)

Deterioration of standards in Engineering Education is, perhaps, due to lack of academic freedom to Engineering Faculties ”in Universities. Necessary changes in the University Acts, Statutes, Ordinances, P.ules and Regulations may be made so that the Academic Bodies may meet tnore; frequently and discuss academic problems in the way these problems deserve to be discussed, and so tiat Professional Faculties are allowed to work unhampered by the ma^jority rule of Arts and other Faculties. , .

Professional Faculti-es may be given a great degree of autonomy in their affairs so that they can serve the cause of. technical education in the best manner possible and that they do not have to copy the methods of other Faculties.

It has been reported that the standard of engineering graduates from Madhya Pradesh is lovi/ as compared to graduates of Universities in many other States. It is for consideration of the Education Commission as to how this state of affairs can be improved in the Vikram University and to recommend remedies for the same. -118-

8 . Shri Badri Nath Dewangan, Lai Bagh, J.qjitdalm^irt.. OijSlLrict Bastar (M»P»)

Alpng with ..Physical Development through Physical Education, students shojuld also get food for Spiritual Development through Spiritual* Education,

Spiritual Education should, therefore, form a ‘part of General Education at all levels of Education.

..Sptiritual Education-only can bring peace, prosperity’and happiness to Mankind. It will eliminate the distinction of caste and,creed ,and will bring about emotional integration. ' ■ ^ • •' ;

9. Shri Veer Chand Nathu Bhai, Ghhotapara,' Raipur. - .•

Summer Vacations, Diwali and V/inter Vacations should be curjtailed and the list of Gazetted and-Local Hoi id ays should be limited .to a desirable extent. : " L

The number of actua*i v/orking' days for instructional work should be at. least 250 days in a year. ^ “ . . .. , •

Regular teaching hours which also include Physical Education -sh'ould be from 10.30 A.M. to 5.30 P.M. daily. . . . -

During Surrmer. Vacation from 1st June to 3 0th June, the School should be run in the morning only.

Winter Vacation 'should'be,abolished inTmediately as-it looks'like a farce;

Periodical examinations should be stopped. Test examination of each subject should be taken on every Saturday-and the marks noted in a registpr. Seasonal marks should be given on the basis ofi these tes.t..., examinations....:' ... '

The Annual, Examination should be taken after 15th April and'completed" in 10 days. Classes should be promoted before ..the April. . .

10. Prof. D.R. Bhawalkar, ‘Dean, -Faculty of Scienget University of Saugar, Sagar* , _i. L 11 1. ^ -■ ■ 7-• . .] .i : . Science Departments of Universities and Colleges should have befter’‘equipment, more staff and other fa c ilitie s .

Methods of'teaching both in the class­ room and in the laboratory should be modified to crcate interest in the students. Teaching df^'tea'chf^^ be reduced .,s6 as tp': ehab 1 e ■ them to guide resse aTch and keep th'emselve's in touch/with-: tiie./reccenit developments in Science, ^ j ^ -

Turorials 4hd-Seminar's tsliiouId form an integral part of the modern mctficods of teaching Science.

The'reeurring as v/ell ats non-recarring grants ‘tt)'-^^4ence subjects/Departments meed immediate revision.

More grafS^S’^aT’e ..n^clded^ equip the Libraries of ■ Universities.

’ Advanced Centres: of Stucdies should be started at the University for'"fields of* fspecialisation in Science, " - ■- ^ ’

■ ..Workshops pf Science DeiJp?artments need more equipment and the modern equipnnern-t needs greater .precision, ' * - _

All grants given by ttife3 IU.;G .C , for equipment, building^ appointment o^^f staff e:5t'C. should be on lOC^ basis without any condition, of maatching grants from the University* * '

’ '‘' Research.’sch6larships amd fellowships of the Ministl’y of Education and .the ..Ui*G *C, shoi^ld carry with therti a .contingency grant of ^a,t' He-'^st Rs* 1 ^000/** as in the case of the-'C .5 ,1 .R. ScHoinirship,

..The aiiount of research scholarships are too low to atti^act/gopd students, -TTiiey should be raised so that'gopd-^studchts can be atttracted.

Pay’SGal-e$‘'''0f teachcrs in Science Faculties and Univers.ities/should, be made the same as in I.I,Ts and/Technical Instit-ut'ions.^., '

’H r - .. Jav/aharlal Nehru Krishi Wishv;avidayalaya, iJabalpur

■ - i ^ '''T '5'^icultural Colleges .snould produce specia'l'-ist§ jwh^^eotiid run -.short- vocational courses f-Or.^ practisIrTg far-ruers and c a r r ’y o>-it the supporting f i e l d e x t m s ,4 o n . w ork,

Each Agricultural Coll-ege should produce ■graduates who .are familiar withi the problems of agriculture in which the Collcg^e is located,

' ‘ It should be possible for e^ch Agricultural _ College to prcvide for .greater degree of specialisation even at the ur.der-graduate le v e l. -120-

'va + ter-r, ultur=i'l (Jniversities'. established on the Grant Institutions should provide uider opportunities-, for speoialisJition, •

m«de Of figriculturU education should be Golle^ps nnd'Tn ^ toafihers in Agricuiturf.l f ^^'iiversities should work with the Turners from the P jined orient the teaching and research,

Agriccultural Colleges and Universities shculd in 'Wid'soclai education'to students addition tco the technical education on agriculture.

_rs„_t hv exanination of the funds + ho ®^'^°ational institutions in relation to ^ Public Accounts t nkp im generally of educationists might onlninn ? **0rk which would help in creating a puDlic opinion in f^v.our of wiae investment. ’

t n ho independent acc.reditation needs hAVP tn States ajid the Universities i „ „ 4.j 4: ^ r:suaded not to give grants to those institutions wJhich have not been approved bv the Accreditation (Committee. approvea oy tne

• ' » • • • » »■ »- • 0. t. «.

Government College of Science.

•shni i Degree Course sho^ld be ^I'^termediate and B.Sc classes should bs restored in th«tir original forms.

P , . Heads of Departncnts in Post- f‘oonin + - should be proviied .administrative facilities simiLlar to those existing in the Universities,

scholarship of the teacjiers ^ V. firi^nicial r.e,w,ar.(ia,.(.Independent of promotions) snould be insti.tuted. ‘

should be:-provi-vdBd to -bring •the' teacher-s-'t^p^to-date in their subjec;ts*

V. nuimber of students ir. any College should be strictly limited to belcw, 1000.

+ Tr. T ratio in Colleges should not be less tham 1 :J 0 . . . A*' The U .G ^ C . should undertake the task of standardisation of (a) duration of courses, (b) basic content of courss6:s, and (c) examinations* -1 2 1 -

f The U.G.C. should exe;rccise greater academic control,over Post-Graduate tea;cl'hing. ir> Colleges and Universities, ' * : ,

Award pf III Class im IM .A ./M .Sc. ex.aminations should.-,Tpe abolished. '

Scholarships, loan scihte^es, . frceships rtc. fhould be'related to the reali-Sitic needs of the area,

, The National Scholars^hiip Scheme should be expended, , ■ . v.) i, ■

Hostel facilities need! further extension in . und;er-developed areas where ruir-al students population .predO:minates . ' '. -

Practical aspect of Cuirriculum should be^'more stress,ed. The .Curriculum shoulld.be less ext^enslye but more intensive in certain fieldls.

Suitable facilities f*0Dr conducting research should be provided to teachers and students.

Frequent transfer of tteachers should be sivoided

Differen*-.iation betw

...... Every ••4vbacher^iT^^^ insured.

. : . Liberal freeships, sclholarships' and reservation of S:eats in pub’Iic s c h o o ls shoiuId be made available to the children of teachers 'in .Coilleges and Universities.

.. .. Every University shouild institute Teachcrs ’ 7/elfare Fund to help faitiilies -ofteachers in distress and emergencies.

13, . Members of the ExecutiLve Committee 'of the - ~ Board of-Secondary E.duTe-^,tion, BhopaTT

The content of 9 suibjject^ .in.,the Higher SeQondary Diversified Syllabtus is too heavy for the students> Aough time canno't'nbe devoted to the co-curricuiar actiivities expected of the. students.

System of Internal- Asssessment in the Board Examination should be-'fi£formed or abolished.

:) . , Claiss X examination ^ii.ouJd be introduced coveriAg .caurscs of Classes .Ij’X and jC, ,

System of Secondary ^Schooling from Classes VI to XI should be introduced and adopted as a '>n+.inuous inte.f?rated course ';over a period of 5 ye^^rs. -122-

Educ^\tion Examina.ltuon should be introduced by the Board,

The thrcee-language fomula- is beyond the capacity of a largge student population. Let English be suitably Indiamiised so that'tie strain that it puts on students iis> lessened and minimised. The stattuis and function of the Board of Secondary EducatiODn. in each State, should be like that of the Univer:*sdty Grants CoOTission.

Prantiya Shikshan Mahgvidyalam?

I . nf ’'''°rkab;i

Provision! of adequate accommodation, equipment and teachilng staff- should be made to Primary M ucation £Scjhools in the Mahakoshal region.

. , Administir.aitiye staff for the supervision ar-d ? prim^.r^y schools in 'he Mahakoshal region should be strenthemed.

.. . . bodiies should be urged to pay adequate at ention P^^^vision of accommodation, repairs and upkeep of buildli;ng’,^, provision of equipment .and apparatus, allotmenit of contingency and control over + I staff for the primary education schools in the Mahakoshal regiio]in.

^ . The two-y^e-ar Diploma Course in Training Colleges for Primar;y School Teachers of the Mahakoshal region should be rewised and preference should bfe given to these tr'^iined teachers in Middle Schools.

The effec-tiveness of Basic Education should be reviewed.

Effectivem€2ss of instruction given in primary schools shoiuld be reviewed and Primary Education should be under,t-he Jientral control.

' • >. ; . __Ufflibridled expansion of Secondary Education should be stopped - amd.^prompt steps should be taken to C3o.nsoiid'^t'e‘-S€condary Educational fa c ilities so that ‘nil expendit-ure. incurred in providing these faciil it ies should te"~efficiently . u tilised .,

Double-shiift system in Secondary Education schools should be dome a?/ay with. -123-

Secondary Education schhools should have adequate equipment, apparatus arnd teaching aids to carry on properly- thf ir day-to-dday work of ins,tj?uction.

Machinery for the superrvision of high/higher secondary schools should be strlengthened and a Divisional Superintendent of E-duucation should have not ^more than 50 schools to supervi£se and inspect. Young, intelligent and capable persons > should be r-ccruited for the purpose and requirement> of passing departmental examinations relating to rules "and administration should be made conpulsory.

.. Seminars of young Prinacipals v'ith little experience should be convened diiuring vacations, where^ with the help of senior and expoerienced hands, problems relating to school organisationi and management could be thoroughly thraehed and guidanc^e on the lines of work and approach to their duties caan be given*

' 'T6achers^’''fr Proogramme should be strengthened and only’-properly qualified, trained and those having Liking for thee profession should be •recruited as teacners#

Effectiveness of the ccarriculum should be reviewed and a better distributtioh of contents of the syllabus. from the period from CClasses VI to XI is essential and the load of ?/ork should be modified*

A close study of the (causes and short^coming which have necessitated :a, deci^ision to abolish internal assessment should be ■ made; ..

There should be a braanch in the Inspectorate whose main duty should.be to r^e-organise games, sports and other extra-curricular act:.ivities and see that the students ,are kept busy and als3o th^t the ground is made available to schools ori p^ayment of nominal fee adequate to meet the expenses of maintenance etc.

The unified grant-in—aid system aimed at giving financial relief to nonn-Government and private agencies shouli .be revised and! made more liberal and 'easy in its working.

15.: Principal, Government lErxginecring College, ' ' J abalpur. Additional staff reqitiirements and additional accommodation for instructionial purposes of under­ graduate courses should be prroyided.

Buildings to house tthe canteen, dispensary, co-operative store, and a corrnmion hall for recreation should be provided to the CpHlege. - -124^

^ ^ Accornmodd^tion :.to-r a 2ycle shed, a post-office and "to the State Bank of India to open a Pay Office within the premisses of the College should be provided,

watter-coolers and’a swimming pool should be provided to thhe College,

4. j' -Additiomail residential accommodation to students and stafff of the College should be provided,

, T . , Buildingg for a Guest House in the College should be provide3d,

Deficienicy in equipment of the College should be made up,

V. Additionial administrative staff of the College should be-provideod, ■ >

• •••••• f 01»

Vaidya, Retired Teacher, Bhide ^s J.Lu.-tj, Road, Lasikar, Gwalior.

, . , • „ eoducation should be to achieve three kinds of training-: intellectual,, physical and technical, • ’

Present ^courses, of studies should be cut down to an appreciable: extent because miuch of it does not serve practical piurpose- CompulscJry physical att?iinmcnt and technical trajining should s.iso attend to the inxellectual enharncement of students.

, Studies Lupto the,, end of V III Class should be done as far as po£ssible without text-books except in Languages.

Hii'gher Secondary Classes^, there should be text-books conttaining the 'selected portibns for intensive studies,,.

^The subjeect-matter even from Glass I to Class VIII should be presented in regular gradation avoiding repetitiODn of a matter as far as possible,,

There shoould be only one text-book in each Language and it shiQuid-be taught fully in all its aspects; the diffiiculty in Languages should increase gradually from Claass I to Class VIII and also from Clas to Class in t:,he Higher Secondary Classes,

In Hindi ?^nd other’Vernaculars, a student ultimately should be able to read, v/rite arid converse fairly and freely;,; there is no need of poetry, or essay writing or C'omposition; translation of sense from one language to other may te conveniently introduced., along with neccssar}' granroar. -125-

In English a student should be able to ^nsvi^er questions in small! sentences; elementary grammar and translation is3 to be compulsory; the pupil must know the meaning c:^f every word in the book as well as he should understamd the meaning every sentence; the same system of tea^ching is to be continued in the Higher Secondary Classes.

The Middle School Education (Classes I to VIII) should be looked ?aftcr by the Middle School Board and the Classes IX to XI should be controlled by the Secondary School ©oardi

Games and ^sports in the open air as well as drill along with cother kinds of outdoor activities should form the ccompulsory daily routine in all schools.

E x t r a .garae.'S ’ teachers should be supplied to all High Schools.

Tests of p)hysical attainment should be held every year and at^ the end of Glass X each student should have to patss in these tests to sccure the Certificate of Maitriculation.. «• The techni-cal training should be imparted in two years’ per'iod of IX and X Classes and should be compulsory*

Vi/ork of t€3clniical training should ultimately go completely into the hands of the public. The Government*will grant recognition to the technical institutions, run by^ public and help them financially ■and- in^-other •nree-69^&Ary ways.

From ClasfSf s. I to V I , class-work, home v/ork and field attend^ance should be regularly given marks and promotions slhould be given on the strength of the total marks obtained.

In Classe.'s VII and V I I I , there should be written tests in Mathematics, and Languages conducted by the Middle Sclhool Board.

In IX and- X Classes the examinations should be written ones and looked after by the Higher Secondary Examin-^itions Board.

k student^ should have to continue further study for one ya^r i .e . Class X I, if he wants to take Arts Course^; and two years i.e. one year after Class XI for Sclience Courses. These examinations should be conducted by the'Higher Secondary Examinations Boa^.rd.

The Firsit Degree Examination should be a Three-Year Courfse after Class XE for Arts Courses and Class XI plus one year preparatory course "'ojr Science Courses^ »'The Post-Graduate Studies;.^shpuld continue to 'be 'as they are at present butt- the marks for passing • should not be less than 65fo.

17*.„.. J i.wa,1 i Universi%». Gwa^ljor.

There should be sonrjie minimum standard laid down for admission to B.A./B*.Sc. Part I or students should be offered Correspondeance Courses by which they can take a Degree in Art.s and Commerce if not in Science at present. ;

A High-level Instit.ute of Hindi should be established to make text-bookcs and reference books available in Hindi*, ''^Pth ^tramslated and original supported in.coii^mon by all thie Universities in Madhya Tradesh. ^ . ., • '

English should''be''t;aught^ a^^ second language so that students are) in a position to read English books and get better and more up-to-date ‘knowledge of their subject. '

To develop th e . Univrersity-' as a teaching and •a residential centre, the Staite .Government should make more liberal grants available^. . The pattern of U^G^C* grants'* should'be modified so as not to insist on matching share in every case. ’

The State Governmenit should establi’sh a semi-statutory board of Vice-'G.hancellors and in consultation with.„.i-t"r-.4^*aw up) an Inter-University pattern of development to avO)id duplication of the :same:,-type of project to be supported financially.

The University Grahits'-Co.mmi'ssion should consider favourably the proposals of the University for.^its development for the,.lYth Five Year Plan, 'amounting to about Rs. two cro.res - about Rs. 72 lakhs for the development of the Campus and Worth about Rs, 1*3 crores for teaching departments and other academic activities including student welfare.

IS. Shri V.N. Bagchi, Local Secretary, Sectional Conference'’ and Distri

i': Curriculuffl of Basic Education should be m ade, actiyity-centred in plac«e of , its being subject-centred. ' ...... r l ^ 7 -

Curriculum of Basic'MucaT'iori" sHd'uId be made more and more flexib le so that it may reflect the characteristics arid *the peculiarities; of the social an(i physical, environment to- which the child belongs.

In developing curriculum of Basic Education, the human and material resources should be utilised to their optimum and i:he school staff should be given academic freedom to the extent th'^t such, individuals in the community with particular talents and interests may fruitfully ser've as resource persons in developing certain parts of tlhe curriculum.

Most efficient supervisory, staff service should be made available for the proper growth of Basic curriculum.

19. Shri P.M. Chinchore., Vice-Chancellor, Indira Kala SangeQt Vishwavidyalaya, faiairagarh.

D rastic' chianges in the . present mode of music educatioti should tee made to make it more beneficial for the overall cultural development of the society.

The Educa-t.ion Department of the Madhya-Pradesh State and the Cenltral Government should include the Three-Year Degree Course in Music and Fine Arts proposed by the Indira Kala Sangeet Vishwavidyalaya, Khairagarh, in the Fourth Five Year Plan costing approximately P.3. 5 ' to 6 lakhs, ■ .

20. Shri Y. Saran, Principal, S.V. Government <_ PolytechniOy >BhopaI.

■r'sStep^^^^ be_^taken .to carefully identify talent-ed ..fr’esh .engineers .‘for^ .P^ tea*ching and to develop those already in the profes’slpn as efficient teachers.

Pay-scales.of teachers for Polytechnics should be improved and made attractive. Th^ salary paid to them must be more than what they could "get elsewhere with tlie same qualifications and experience.

Teaching techniques in Polytechnics should be revolutionised and made up-to-date as they are in advanced countries.

The syllabus and the examination system of Polytechnic education should be revised and made more effective on the lines prevalent in advanced countries.

Specialised courses in technical education should be started in Polytechnics for catering to the needs of larger concerns and general courscs for -128- catering to. the n_eeds .of smallfer concerns.

21 •- Book Seller^ &• Publislhers Association, Patankar Bazar, Gwali(or*l.

Only standard, aiithenItic and comprehensive books in different subjects’for different standards should be published.

Books should be written by the persons who are in direct touch with the t^eaching to a particular standard and are properly qualified, talented and enthusiastic.

Encouragement should be given to the individual authors and publishiers for the publication of - standard nationalised bobks',-^ They are ready to co-operate with the Government, and the" reasonable prices th^ Government would sugge;fet would'be acceptable to t*h^rn» ■

There should be a' clear margin of at least 20% Tor the recognised booksellers who should be allowed to resell th'e books to> the petty retailers at a reasonable disc'ouTit' and also be allowed to sell to the students at the usual discount and practice..

Book-pr int ing and pub I ishing upto, the Higher Secondary Standard should be left free for the private sT^;cito^. ’

Government should provide all possible help in the' improvement' of existing facilities for publication of nationalised books.

22. Shri H.L. Kapoor, L-ect,urer in Chemistry, Maul^ha’ .C.bllege of Technology, Bhopal

-Resear<:h fa-ci 1 iti es for-Sc i^nce Teachers of Engineering Colleges should be prav-i4ed at the Higher Institutes of Technology (at I.I.T s and Technical Institutes). Research seats should be reserved exclusively for sugh teachers sponsored by the Engineering Colleges. They ma^ bd paid the same salaries as they may be getting in their parent institutions at that time (if necessary, shared equally by the Sponsoring College and the I.I^T. concerned). > «129-

P.3. Shri Laxmirnarayan Das, M.P^, President, Kamaladevi Sangeet Mahavidyala.ya, Raipur

Music ss a subject in the Humanities Group upto Higher aec.ODd‘?a-iry-‘and upto B .A , in the Faculty of Arts should be sufificiently treated , for an all-round development of stucdents, , , ,

The mu£5it,Q class should comprise not more than 10 to 15 students* Pay-scal e.'S of music teachers in schools and colleges should ^e^ Improved,

■There ahioiuld be a clear-cut policy regarding the preservation o)f Classical Heritage of Music and a sound system of fiin.-anc ial assist-ance from Government in this regard. ■No cut s5hould be made in the Grant-in-aid to the non-Government:- :Music Colleges in future and no refund should be iln.sisted upon in regard to the grants already paid to thiese Colleges, ♦ < «• The postu-gradujite and research classes of Khairagarh Univer;^i'ty as well as the Post-Graduate Music Colleges affiliated, to it, deserve ade^juate financial assistance from tirie U ,G,C .

Hesearchi assistance to highly qualified and talented teachers working in the Khairagarh University and its affiliated Colleges should be given by the Ministry of Educalti-on, the U,,G.C. and .the State Government. . . '

Sangeet Watak Akademi, New Delhi, and its State Akademis. ex^tend their helping hands only to professional trouips etc. in the fields of dance, drama and music, Iv^o (^riant is given to the institutions for the teaching purp'O^es.

2 4 . ‘ T.nral Haa-i'dnnasters of Seboridary Schools at U,1,1ain

The dur'atioh of secondary education should be 12 years afler' 'the student is admitted to Class I at the ape of 6. This should be followed by 3 years Degree Course st t.he College,-

The £g^ of.admission to Universities:and Professional Ccl3lege.s should normally be ,18 years, in nd case should tie lower than 17 years.

There jshiould be four clear stages with a -130-

pubjac exam'ffi standard is at ion at the end of each stage ap under; .< ! > .

(i ) :Primary Education - Cl^a.£ss I, to V for a^e-srouo =6 to II ■■ ^

(ii) Middle Education - Cl;a£ss VI toVIII for age-group 111 to 14

(iii) High School Education - Glass IX to X for age-group 14^ to 16

(iv) Higher Secondary School Education - Class XI to XII for ag^-group 16-18

For the financial, economic and.administrative convenience, it should be pojs^iole to run more than one stage (out of Primgiry/, Middle,* High'and Higher Secondary stages) in 1thie same building under the charge o f . preferably separ:'ate Heads conditioned by the number of students,. sub)jeets taught and accommodation available.

There should bQ a co^hsrence between general education and vocational s^ucaition and an effective liaison between Education and Industry.

Only those students wao would go for Higher Education of academic niature and professional education of first level shoulLd study in Classes XI and XII* Class X should be ,of^ t-erminal nature for all those who would not go for' Higher/University Education» ^

m ile specialisaticom vould be introduced in Class X I, the education upt.o Class X should be of general nature with a provis^O)n for Choice of subjects.

Minimum"educational qualifications for entry to subordinate executive services should be Class X ''a;hd :^u.ndu^-^WGighta-g.e- shouldrn

25 . Shri. E.L. ■Kapoor,, Leet,uj.gr in Chemistry, Maulana A?ad College_ege 0)f TechnologyTf^chnologv. , BhopalBhnr 'V; - ' . ' . ■ standard •Universities (one in each .State) should be set up in India withi -,he co-operation of leading countries in the Worldi. These National/ Central Universities should ise-irye as Model Institutions with highest exce^l.ence in academic achievements* ...... -131-

The staff for such Univer.siities should be drawn from foreign countries ss well sas from the best talent available in India*

The ■ adnlssion policy shou lcd be so formulated that 50^ of the students are drawn frcbm all parts of India and the res" of 5C^o from -the ho?st State strictly on merit basis.

The pay-scales and s e r v ic e ; _ conditions of the teachers should be uniform in alL.. suicth Universities and English should be the medium-f.. _ ■ of imstruction. . ■Each such University shoi^lcd hav^ strong departments of .Hindi-^nd other regionial languages^ o f India* ,

■ Higher Education should bea on the concur^rent list of Constitution.

Foreign aid in the form off equipment and teachers should "be desirable- for suchi Universities*

In the Tvider sense of Commnonwealth Co-operation^ a serious attempt shoiulld be made for the establishment of a Commonwealth Uiii'V^^rsiiy which will serve as a nucleus of inspiration forr the above-said National/Central Universities4

In case there is reluctancce regarding ' s'etting up of n&N Universities durin^g the Fourth ^Five Year Plan, as an alternative, a lead;ing University of each State Can.be converted' into a .0central Un iversity by completely overhauling it and org'^nising it on the pattern of the Kational/Central Univfersit^y described above,.

26, Shri Vipal Kumar., Jaya.1l Ghomk, Gvmlior- 1 TMemb er, Lai it Kala Akadem1,> N ew D elh i)

Subjects relating to Finfe Arts Education should be introduced at the primary school level and should continue upto the University Stage.

Efforts, should be made fo r the uniformity "in■•.•standards to be adopted for the irecognition of d'egre.es •^d'-'diplcmas in Fine Arts Ecducation for ■ purposes"''of job§, offered, in .i^his fi^^ld and determining a uniform patterr/'of'•'Sca.l.e '6T:'”pay*.;.- -132-

■ Shri, Icslhwar Ghanc^ra, Rectcr, University of' Sau^ar-., Sa.^a-ri,

Bduc?.a1tion in its subst^.nc-e 'and contents . •should be atturnc3d and adapted to our time^ place •^.and circumstancce; and the curricala for the students in Colleges an(^ Universities shoull be framed accordingly.. . .

The ccurriculura should be properly balanced to include, Lit.eer'ature Sc Science, ■

To ema^ble,geographical mobility of students, it should be nescessary to have the same syllabi for the same courses off^ studies at all the Universities in India, • , •,

ThereB should be uriiforir. schemes and standards of examinations3 and the rules for regulating gradations, divisions and c^oimpartments in all Universities in Ir*dia-.

. The ailiptment of marks for Theory , -Practical and Sessional wi/o:rk,.. for internal assessment and external tests should be^ Identical at all the Universities in India- ,

Arranigemcnts should be *naie to hold the examinations foir various courses of studies on thq same days or dates .a'.t all the Universiiit:s in India , - simultaneously ?and the results be declared simultaneously as well,.

A frarmcj of common ordinanees*'should govern the examinationis in all the Universities in India-.

■fithim the State, when student migrates from one UniverK'slty to another, a University Migration Certificate, shoiuld not.be insisted: upon. A simple Transfer Certifjicate from the Head cf the Institution the student had last attended should be deemed sufficient and sauthentic.

No migration ^ 9r ^ imm:j.graticn fee should be charged from a studeni who migrates from one University to another withiin the same State, and a second tuition £ee.-fPjT :;tja.e.-.pBriLOd,...f.ar.:.which -the--stiMent^.-^^ already i>aid%.,;shouM..nQte,.-^^^ • ■

--^^SLmination^-tuit^ion and other fees at all the Universiities in India should bie -the same*

■ : The Statutes governing tlie admission of Colleges to the'- privileges of the Jniverslty; and the conditions of af[*f 1 1 iation - includmg the affiliation fees, conditions', of the service of tlie staJTf, the library, the lab>oratory, the playrgrounds, hostel accommodation of' students, living accommodation for members of the sst^^ff etc. - should be identical ail over India.. 133-

The method am.di the mode of the appointment of theofficersJof t h ^ Uniyet'sities and. the academic staff including' theaf qqualif salaries and service cor.ditionfS,) teaching load at the various levels etc. should be tthe same at all the Universities in iridia. - i i- •; ■ The terras and holidays for all the Universities in India sshould be the Sr^me,

■ ■ . ’The autonomy the aoademic freedom of the Universities all (Ovver India, at all levels, should be maintained and gua:rsanteed*

At the ?ost-^(Gxraduatc and Besearch levels, there should be a gre.alter variety, flexibility and diversity of choice i:n - th e selection of subjects and the areas of speciali-S?5ation.

Statutes, rudces and. ordinances framed in regard to the U n i v e r s e i't-ties all over India .snouI,d be calculated to stiff-em 3rather than soften the academic standards and the c^ninaoris of conduct.

Universities in India should-be kept away from power politics ainad elections. , ,

The node of tthe appointment of the Vice- Chancellor should be- tthe same at all the Universities in India.

Pre-or^fessloonal co urses - Medical, and Engineering- 3h3uld attached to the Medical and Engineering C olleg es aand their integrated courses should be extenied a(CCC0rdingly.

Educational ^progress should -not be allowed to get itself arreistedd due to lack of financial support...'

pq c;h-ri T,.C. Jaiiin, A ssistant Professor and Head r>f t>iP*Comm€5rcce Department, Governm.erit Degree 1 Ne€?mnuch & Honorary Director, f'-p 11 iile ol J feus iness Admin istr at ion, , .'i •: Gvjalior.. . . : Ed^^cation snould be given' due ■imoortance ii the N^ttional System of Education to be evolved. Every Umivorslty should provide this facility.,. . - ■ !' That Comme;rcce is a Faculty, and as such there should te diffeerent departments of .specialised studv and research e,.g.‘ Accounts, Co'rBmerce, Economics, Banking, Busiress ilamag6trient and Administration, Taxation etc. ~lc34l-

Universities andi tlie Goverrirnent sliould. provide facilities for prravctical training and researdi work in the field of Coranme-.rce Education Just as they provide laboratories for scientific and technological education. Industries, bouisiness houses and public undertakings can easily p^r-ovide such facilities. Moreover, under legislatilom, the Industries should be required to keep certaiiin nuaber of trainees And recruitment of only trainietd graduates should be enforced.

Properly quaXifileid teachers of Commerce Education should be appoim'tGd. They should be provided with adequate eraao.lumfenis,-future prospects and importance in Society;-.

The examination s;ystem should bfe changed and the pattern of educat.i(on prevalent in the U*S.A« should be adopted. '

■•’'/hrther in the eediucational institutions or the Government departments , it :ias to be seen that only people with the know;l(edge Df Commerce Education are appointed to decide tlhfe c ^^s b s .

Sep?^r^te Gommercie Coll.gcs should be established and their admntnistration should be looked after by Commerce Graduatteis who should be their’ Administrators or Heads. ■

Commerce staff iin Colleges and Universities should not suffer from di;scrimina-.ion in the matter of promotions.

Appointments of {pcrrsons iri Industries. Business and Public Undent-^kings, should be regularised Commerce Graduates should get preference irrespective of caste or creed.

2 S. Shri M.K.. Chitale^, President, Sanskrit Pari shad, BiTaspuir%

■ ^ Teaching of San^l'krrit should not be • discontinued in the 11th wStandaid of the Matriculation Examination in Madhya Pracde^sh.

"Religious-philoscophical education must be imparted in all educationral institutions,.

Sadhu SamaJ is am effective machinery to erradicate corruption. -135-

30, School Tesr.chers' Association, Fort, Gwplior

Secoondary Edacntion

C oncept oDf Sduc.-''tion s,hould be re-defined and in the new srstomn educ-tion lure of degrees njid diplomats must go» For the v/p-st majority of children, a ^ period of lO yenrs scchopling should be sufficient to equix) them for tMee citizenship duties. The relation­ ship of" this majority/ with Ir-nd and industrial piFiiits must be strengthened durin • this period of ten years.

The talonnted minority of children should be afforded all help facilitie^s to pursue higher professional, technic^al aj^d ac-^demic studies. A very high stajidard of efli'iciency and achievement must be ‘set for this group-

The s o c ie a l status ajid the monetary remu­ nerations of the tcracchers rnust be brought on pax with tha.t of any other proofessional or technical group.

Residontiial schools should be encouraged,

RegionaJ- Ir^nguages axe the only media, which can made edacattional growth possible,

31, Shri R.V. Vfidyai^etired Teacher, Lectuxer in

Rfi-.orier.tcd /Aspect of GeheraJ. Science

The for Higher Secondary Course in General Science shouUd bo related with the 3_ife of every •child ^resent cr I'^tter. life, so a.s to prepare the child for a/fuller rnc compplete l i f e ,.

Mein of General Science teaohing should

be to a x o u s e ' kiriositty, a desire to know how and why of things and then to accciuire a sort of pleasure and satis­ faction of ha.vir.g* fbuuhd' or’ leaxnt or achieved somethdng new,^. it is this th^t constitutes living a fuller and more completel.ife7"...... ,

The topiccs suggested for inclusion into the syllabus for Figher SSecondary Course in Generali Science should mention cleaxUy the extent to v;hich they axe to be dealt with. In -teachiing General Science the tea.cher should *sU’oply tlie stuudents with material to think over and explain theiir, causes5 and then supply expla.- na.tion la.ter on

contd. 3 2 . Shri H .R . Gupt^,,. Maiageir^ Hr-..1abor'^ri Estate fi" H sxThasonjm TTigner oboncdr?ry-ira ryr7r?^ Hosnangat!a.ti D istric t” —--- -

Ho 1 id?ys in Eddlticp,tlonal Institutions

Government shoulLd t?--v-ce a bold decision ajid : ^pply p. Girastic cut to, the nanber of holidays in educationaJ institutions bii65 utilise thp qprviopq r-f the ten,ching stn^f more effete tivol;ff«d efficiently:

^ ?.■' 0 enorp1 Secretary, Majgnya Fraitesn iJini--TaTiliiil '(joni'erpnTT^^' TTpn-^ ITas J'id "^aldcor K!T&n/~BTr6Tp^X"“^-- "

■'^Q tlhq minc5 of BJuslim boys sysTeiroT^e'^cTiroTr^'^ in m re“*SrTfTrnrv‘^^^^ 'Kr ^ : . TiigE^^Qndairy^;!^^^ l^^miy^Pra^esh

Text-books mis-rcopresent the Muslim sovereigns ajad the BIuJ.ims ^ period of Indiian History in a manner Fiiid distort historiGal fa.cts in vj-r^ tha.t malce ajny honest historiaji ashamed ,

Urdu5, one pf_ the^ I4 languages guaranteed in the Constitution and the mother-ttongue of at le^-^st 40 niillion persons in this-country is boding cold-shouldered out of its -own home and birth-place Pjid the Fuslims are being deprived pi their Constitutional right: to study it.

Unsecul^""!* activit:ies rre not only indulged in out actively encQurp^ed in edtucatior.al institutions. Thev are a source of irustration, tco the ' Uslims,

3 4 . Shri H.iN, Siirivast^^va.^^ ^2772-Na;:aer Town, Naveen Vidya. BTi^ajniar g,. TaE^Yur^ -- — ------—

U .P oS .0 , Sxamnat^ions

Students with spe^ci-alised kno^^7ledge of Engineer ing ajid Technology should finad proper scope in the s y l l a b ii for competition in^ the U .P ,S o(C , SxWina.tions ,

The sy lla iii'■ of tlhe^ jj,,p ,3 .'.examinations and specially the syllabus fbir TelBgraph Engineering Services Class I should be rewised• :v;

35. Shri Ishwar Chandrag Rectcor Sagar University

University Gra.ntgs Comni-.tee

Government should apjjoint-a, ’’University Grajits Committee” - a ^statutory but I'non-official. body - in each State to develop fruitful p^'^^'tonerslip between the State piid the Universities in i t . IVhis Cornmittee should serve as "the Bureau of the Budgets for the universities and should ajdvise and assist them^ in tie formulation of their prograrames 9 plaxis and prioriti.es> -137-.

36 . D r , A>P , Saxena, F9r-ofessor & Head of the De^xtment Thy SICS 5 Govermiinent College oi' iilrigirieering & Technology^ ‘ ^ ^ ^

Teaching off Science and Technology

Colleges off Science oiid Colleges of Technology should be merged tog either -?jnd the merged institutions should be named ’’Colleeges of Science pp^d Technology” , with more or less autconomous depprt.'ents under a Director or a Principra]! pn^the lines of Indioii Insti­ tutes of Technology ^jbcI other Tbreign institutions. These colleges should 1i)e affiliated to Universities,

- ■ Inim.ediptc ■cll'iPJiges in curriGUlum, methods of tep.ching and methods, . otf learning for Science aj'id Techno­ logy subjects axe .tlaeJ meed of the day. A high pov/er Comi'dttee should be siO't up to draft skeleton courses for the .entire country which should be pefis-^d every three years.

More of Suimjmer and Winter Schools should be run especially to emp:>h;asise methods of teaching of Science, ajnd Technologist subjects to cope with the increas­ ing knowledge.

Good text—biooks on Science and Technology subjects should be pr’0)ducod to indicate the scope-c^d teaching of the subjc3c:ts.

Enhajiced ipaiy-scalcs, guaranteed house accom­ modation, on trajisfer^j security of service, reward for honest .and sincere liberal research grants with permission to take awaiy the equipment on trajisfer should be afforded to the teachers of Science and Technology*

Exchange cof tea.chers of Science ainc! Technology should be oncoura-gcd » ,

37, Shri B. Singh, Gceneral S.ecreiary, Primary & Secondary ‘Schools Toa.chefs^ ~fesociation~~ KaTpU^^

Curriculum

6 ' Time is l.omg overdue to bid adieu to the subjects of Socia.1 Sltiudies, General Science and Crafts from, the Primaxy andl Secondary Education Curricula.

38, Shri S.N, Nigajn,, ^Principal, Government'Higher Secondary

School",' ,

Ge^n-era.l Suggestions

Educa.tion., right from the primary grade I, should have technicr?!. basis to supply technical personnel (in particular) and t.o create various skills in people (in general)

Everyday Sicience should be a, compulsory subject from grade III to VHTI.I and instruction in this regard should include simp.'^lej practica.ls ajLso, -133

Government shoiuld concentrate on technical and scientific educca.tlon, Government schools should offer only these, diveirsiified groups - technic?'! and science elective groups — leaving the education of Humanities etc, in the haxnds of private institutions only.

Government shouild open Multi-purpose Higher Secondpory Schools off esrir.g" technical group - at lea.st one in each district,

• -- -..._JNumber of Techmicel and Professional Institutions e.g. Polytechnic's'^ Engineering, Technical and Medical Colleges, should.--.:be increa:sed so th?^t each district has at lea.st one of these , t ■ Courses in techmical group in schools should be linked with courses; in polytechnics, engineer­ ing- and technical colleges.

Technical insti'.tutions - higher secondf^ry ajid others should not be umder the control of the Dop'^rtment of Education, but iund3r the relevant .technical department e ,g . P ' oD o, Indus'tries, Mining etc .

Froe educp.tion ishoaia be available upto grajde V III (l3 +) and only once tvpe of education upto (13 +) should be .availa.ble in the country to all.

Admissions to tlhe good schools e.g,, Public Schools e t c ,, should ncot be on the ba^is of tho paying ca,pa.city of the guaxdicans, but on the basis of merits of students

Fee sufficient tto meet at lea^t 50% cost of education should be chaxgecS from graxle IX onwards .

Students offering scientific and technical groups should be exempted fronn payment of all fees at all levels. In case of shortasQ of seats in these courses, admissions should be made on the ba.sis of merit.

. , Meritorio.us stucQents in Humanities etc* upto a limit of 20^ of-their i^umber‘may-also be exempted from payment.'of all fees.

Top 10^ meritori.ous students in all subjects should be given good scholarshrLjps at all stages from grade I onwards.

A National Schol.ars.iip Corporation - on the pattern of Life Insurance (Corporation, but reverse in function - should be instit.uted to loan our needed amounts of money to. need^y stu

Hindi should be 'the medium of instruction in all post-secondary institutiions. ~ 133-

Medium of ins'tructi.oon upto Seconcl^Ty classes should be the mother-tongue , 03ne other regional language s'hould be compulsory iToor^ Hindi-medium students and Hindi compulsory for non-Hln'idi medium students.

Steps should be t^Keen to improve stnjidards of education at all levels.

Internal assessmentss e tc , , wherever they exist may be post-poned off ^t conce t ill we develop good tools of a.ssessment which rctre relia^ble njid we become able to use them judiciouusly,

39. Shri Kirti Dev Shukla« Gwaliior Rayons, BirlaJiar^ar, lEH^jTor

General Suggosttions

Educ'^.tion should crccate in young generation a feeling of responsibility ancl service.

Wq shoald say good-tbye to English from our Higher Educational system.,

V/e should evolve a ^system of education less expensive yet more effective iNrhiich may not make a. youngman a Bubu but a craftsmaj7...

The new educational system should create a , sense of self -confidence ajid sellf-reliance in the youth of the country.

Vie should be v/ise irn educational budgets and go in for "Ashrams” instead of TpF>,la.tiaJL buildings for schools, colleges

Hobb^^ Centres shoulcd be opened .

Sports should be giwen m.ore importance in educational institutions.

40. Shri Gargi Shiran Mshra., Pirincipal, Janapada Higher c ond ary i J o !1 7 ~ir?^ar aj i

RurrJ. EducaMongl Problems

. English should be miade on optional subject and should no longer ^e a com.pulsor;'y subject.

Agriculture or gard{ening must be introduced as a^^ompulsory craft in the ruraJ. ^schools. For this purpose, a field of about 2 a.cres at loatst should be provided for every rur.al school. Qualified 'teaxhers should be appointed and agricultural implements, se

and

s s , i r “ *"

be" converted^intn^T^+°°”‘^'i?^^°^‘^'°-® “ rural'areas sliould tion should finish ® ,t°th r e n d ^ ^ 'c i a s s V f ^ secondary educa-

throughout thfcounttoy.^®°°"'^-^^' . j,'! .

3an'=-krit o'ther "thM Mcther-tongue, Hindi and lecSSv a^d HiPte?? ? optional subjeks in all ieconcary and Higher, Sooond^^ry Schools in.tho country.

in tho timp toaohing should bo allotted in the. time-table m i overy. school in the countr'^.

keeping in iioii through“ th0^ ( c o ^ h^:

^nethe countrycountry'^in'^due"'®'® in due ccoursc medium of time.- of instructLn throughout" i'n/6he h-^ndq nf^MClass V should l)e xrythQ najids of hxghljy qualified lg.dy teachers,

■41, DrDK> Singhal,... Jabalpurs

< ■ Present Btid.ucatianal System .

T 4. P^^semt system of. education has resulted in incomplete .imoalance^d ajid v/rong development of mental capa- bilities V7ith abnormael reactions, v/ithout moral educ.'^tion or background-. > ,

„ . Students lhave lost self-confidence and have failed to Xace the heard realities of life as a result of the present system of ediucation..

• . only Tway to reform.the present system of ecucation is to go j:ack to the Pr-e-VJar system of education with moQifications wlhere needed•

Chajid Jsjin, Professor of Urdu-, Hamidia Arts CcoiTimerce CToTl e g ^ n ? ! ^ ^ ^ ^ ^ —

Univeirsity Educatio.i

. • Education upto the Higher Secondary level should be universalised. .

' -u ^ At, the dergreo stage, • a '/ast'majority of students should be channelled^in scientific, technical :-orofessional and vocational institutions. Onl.v a smsll minority should be absorbed in Humanilties , -141-

The post-gra,duate course in Euriiianities should be open to the competent

Those getting less than 48^ rmnirlcs in a paxti- culer subject in the degree e.xamination slhould not be allowed to take post-graduate examination in tha.t subject.

Every Sta.te should hajve one or ait the most two affilia^ting Universities to taJce care of all the Colleges in the State« The rest should be taa.chd.mg Universities,

Every St^^te should have one Cemtra.l Teaching University,

Na.tionaJL money should not be frrittered awa^^ by opening post ■“graduate glasses in subjects,, like FLA, in Urdu or Linguistics, th^t do not a.ttract many ^students . A University Department for them a.t only once place would be s a„ti s factory.

Higher Education will remain Icop-sided unless the U .G .C ,, and other authorities pay sp’eccial attention to Colleges, .

Colleges should be denationall^sed ajid handed over either to the Universities or to ant ^aLitonomous body on the lines of C.S.I.R. 5 The finances slhould continue to flow from the Government as at present »

For Science and Engineering sulb Jects5 ^English should be the medium of instruction and e:xajninaction.

For Humanities,'Regional LangU'age and English shou 1 d be two alterna,tive media„ o'f instru(Ction and examina­ tion. English medium will be chosen by t]he more b rillian t.

At the Higher Secondary sta.ge ;in Hindi-States, the study of "History of South Indian Cul-ture ^d Civilisa­ tion" should be substituted in place of tlhe "South Indian Language" in implementation of the Three-ILanguage Formula*

Roman rather than Devanagari slhould be a„ common script to Indian Languages,

Instea^d of three optiona^ls a.t 'the degree sta^e, there should be two optionaJ.s plus one coimpulsory subject "General 'Educa^tion" comprising a minimuin Emowledge of eVery subject in Humanities ,

Lecture systemi in tea^ching shoiuld be supplemented by tutorials in degree classes and discas.'sion groups in post-graduate classes.. • * ■

Leaxlers of politi®-^ parties slhould be persuajded to withdraw from the Students* World . r .

‘All India Students * Organisaticons should be dissolved and membership of College Students* .Unions should be made optional.

All students should be permitted to appear pri- 1?ately for B.A, and B.Com. examinations. «142-

Those who have never done research them­ selves sl'houlcl not be allowed to guide rose nr ch,

, J^t thesis for exajninption should not bear the nameB of the caiididate or the supervisor,

Pay-scales of teachers in Schools, Colleges and Univ/ersities should be uniform all over the country ajid ther’e should be no great gulf between them. The gulf should bie narrowed not only by raising the minimum b-tt even by allotting the m^^ximum.

A more sound method should be evolved for "^he selectioin of a. Vice “'Chancellor for a University.

Promotions of teachers in schools, colleges and univcersities should be on the basis of merit a^ter due proc€ess of advertisement and selection coDirdssior. There should bea no departmental promotion by seniority •.

Tea.chers in Colleges and Universities above the categ^ory of Lecturers should be allov/ed to cross the "Efficiem cy Bar (B .B )" in their time-scale only on production! of a Book or Collection of Papers approved by an EvaJiua.tion Comiiuttee in ea.cii Subject - consisting _ •of experts? \7h0lly xrom outside the University jurisdiction. Such E^B. should be placed, after every 4 years in the time-scales of these teachers.

The ^gra. University system of appointments of Examiners by rotation a^ccording to Seniority Panel i^^ the most s.atisfa.ctory and should lie adopted . .

43? D r . P.IN^ Kawthekar, Professor of Sanskrit, Government ~ 'tfamlaia CoT re'ge7 '^T)pg^ ' ^

Higher Education

The old High School Exajiination should be revivod and a new course of twelve years for the Higher Secondat'y sta^e should be fixed,

• . The course for the Honours Decree should be created

The medium of instruction upto the Higher Second- dary sta,ge should be the mother-tongtie *

The medium of instruction for the higher educa­ tion should be either Hindi or English.

In the Sta.tes where Hindi is the m other-tongue the third l anguage to be taught should be Sanslcrit.

'The elections - of the teachers to the various posts of the University should be d^ne away with.

The new proposed cadre o? the I .E ^ S ., should be open to ILeachers aJ.sc,

The pay-scales of teachers in Colleges should be on par v/lth the lay-scales of te,-^'.chers in Universitief^ . * -143-

There shciould be a method of checking to Judge whether the teacherrs in colleges contribute some work towards-the advnncerment of knowledge. This scrutiny should be impc?rtia3.- '

Teachers^ (Colleges and Universities found doing some researchi In their respective fields should be given a special allowance .

Teachers^ in Colleges should be ap'oointed in Universities. S>uch a panel should be prepared,

44, Dr, Dh^rma BhaJi^u, Professor of Histor^r, Government ■ HaSr^r^^

Hi!g her Education

The studij^ of Indian Culture must be made com- TDUlsory for all stupid ents of aJ.l Faculties5- at the gradu ate level throughout the country.

There slhould be compulsory paper on the History of the F r e e d o m Mcveeroent for the graduates of all the.Facul^ ties throughout thee country,

Hindi ijs to be, ajnd rightly so9 the Nationgd langua-ge of the coiuntry, but a Link language tlFTlirng- 'ITb'H T s ; it must c(ontinUe as tKg inecirum' UGon at the University levtel for sone ^nore ye-rs to come*

Englishi has got to be taught as. a compulsory suT3"ject in aJ.l s'ehiools' ,ahd' colleges’ right from the V class to the Gra.duia'te level*

Unless the Indian Educational Service is teacher-based and greatly extended on the teaching si^leg it may defea.t the very purpose for which it is being instituted,

There i-s no justification for the tremendous diparity in the paXy “scales of college tea,chers and adminis­ trative officials^*

The pay-scales of top-class teachers must be equa.ted v/ith the jpa.y~scales of the top-cl^j'ss executives and administra.tor s in‘ ^ the country..." as is • inthe , case _ ^ in some advanced countr:.e s

R e g u la :r sabatical lea.ve for study and research e tc., should be g;ranted to college teachers.

Thero slhould be a.t lea.st one Central University in each Stnte, preferably located in the capital of the^Stati

The 3t^vat,e Governments should keep the State Universities near'er to the proposed Central Universities in reg'^rd to libr^'^riesj laboratories, ec.uioraent, st-ff etc.

Only friltered population should be .“^llov/ed to go for university educa,tion. The universities to be started in future must be teaching institutions ‘jrim^rily and not just examining bodies .

Research and higher learning alone should be the aim in the establislii^iemt of a, university in any region.-

Electioras must be bs:unned f-^nm University life and'the atmosphere saved from further i;p.bliat2:'on.

= Research guidance muast be given to those teachers a.lone who have some e^xperience of doing research themselves.

Promotions in colleg;es and Universities must be made on the ba.sis of merit ancj merit alone through open selection.

In the promotion to -higher posts in colleges and universities 5 the publicat-ion of books and papers must be counted as a qua.lifiC'^;tionr while writing of cheap bazar notes and guide books must be pen^alised as a disqualification.

Strict administrativce control is necessary . in the matter of utilisa.tion cof grants for research works to teachers released by the University Grants Comi'nission,

45* Sliri Azimullah Khan, Princiipal-o S a ifia Higher Sec oncTaTy~^c no~ol~,~Ifeo^T^ ^

Generali SuggesticDn^

Education is bookish and mechanical with over­ crowded syllabus and undue stresss dh examination.

Internal assessment hias failed to produce the desi-rcd effects* Teachers also do not relish this system of internal assessment ais the day'-to-d ay increasing size of classes has made them 0)ver-burdened.

The number of subject.s taught in secondary and higher secondary schools has reached the figure nine(9). They should be reduced to give (£) only.

Responsibility should rest with the Board of Secondary and Higher Education tc see tha.t the prescribed text-books are available in all the languages which are permitted for writing answers im the examination.

The length of the Seccondary or Higher Secondary Course is eleven (ll) years* Tlhe addition of one (l) year is an irksome burden on th^e pockets of the poor parents.

Scales of pay of teachers should be improved . The level of their economic sta.ltus should be similar to those persons carrying out other-' public works and have equal qUalifica,tions. Frequent txrcansfers of teachers should be avoided..

Quarters sthcould be given to teachers5 particularly to lajdy teachers in iriural areas.

If a. husbaBTKid and his wife happen to be serving the education depaj:'*ti:maent, they may be kept at one place in the large interosst. of education.

The teaclie3r*s who axe allowed to talie exaimna.tions for the improvement amd betterment of their qualifications devote their attentiiom to their ovm studies and teaching work in the class suufTfers. Encouragement maj^ be given in exceptional cases buutc generally this policy may not be favoured •

Schools slhould be opened in health^/' localities and there should be sample facilities in then for physical educa^tion.

Mid “day mGCcals and healthy environm.ent are badly wHHted for students iin schools^

46s Shri Ka.shi T'athi "Trivedi, Gram Bharatiya AshrajTi, Tublai

Gomesral Suggestions

N ational SJystem of Education should completely overhaul the pres2nit> bookish system of education from the earliest stage to tthie highest sta^e and lay more stress on the practical aspecct: ajnd create a new social order in x^^hich every person is seJJ-fT-reliant5 incependent and co-operative

Effectiveemess of Basic EdUca.tion should be empha­ sised and it shculldil be introduced even in Public Schools and other types cf rmodern schools 5 a,t least from grade I to grade VIjll

Women lidiucca.tion . should be-encouraged so that every girl/womc'’H s)hcould be a good house wife5 an effective mother and a true jp^artner of her husband in l if e ,

Effect;v'‘e' steps should be taken to liquidate adult illiteracy SJO) that they also become an asset to the society.

Educ=»tio3ni from the primary tO' the university stage should b3 irmp:)artQd through the medium of mother-tongue and English should! go,

PositiVG3 steps should be taken towards the educa­ tion of the AdivassiLs, Scheduled Castes 5 Scheduled Tribes and other Baclwarcd Classes.

Private ttuitions should be discouraged*

Use of ccl-heap notes5 questions-answers and guess- papers to pass ex^arnn.nations by securing 33^ marks should be discoura^ged ajid s^tcopped.

Stude;it/S should be induced to read their text­ books thorougal^ -146"

Ptizes and rev/sords tteempt the students to beoome selfish and as such the3^ shouUdd be stopped-

Punishments, rebul^es Piic creating fears in the ]nind.s of the students should bee stopped because they develop in them undesira.ble ch^aracter traits,

EdUC0.tion should be iin the hands of private agencies•

47. Shri Gayaetri Sajiskrit Vidly/alaya (Sanskrit Shist :iandal)

M>arh€^5■I.h *1. J I ■nil— ■■nil • S anskrit Educ^-^tion i.ni Mahakosha.1 Region

Sanskrit Institutionis a/Organisations in Maiia- koshal region should be devel.opped and strengthened.

Certificates 5 diplomiaas aid degrees awarded to students passing out from 3ans;kirit IrEstitutions/Organisa- tions in Mahakoshal region sho)Uil^ je treated on par with those av/arded by Sanslcrit Univeirsl^y at Varanasi in U.P »5 for purposes of employment as tcen.ciers in Schools and Col­ leges and other allied posts.

Sanskrit University sihouLd be established in Maiiakoshal region vath the samie ■ at?,tus as that of S?nskrit University at Varanasi, U .P ,

48. Curator, Sciendia_Orie_ntjgJ._ JInstitute, Ujjain

Sanskrit Educatiion

The Scindia Orienta.1 3Institute5 Ujjain, shor.ld be recognised as a Research Centr^e for, Ph.D. Degree in Sanskrit* .

Annual grant of'RSiSOfGCO/-, should be released to the Sciendia Oriental Institute,, U^jajin,. for the publica­ tion of manuscripts in Sanslori't., "

Annual grant ofRs 200(0//- should be relea.sed to the Scindia Oriental Institute., Uj.jain, to continue the publicat^ion of journal entitled ‘'Scindia Pracha Vidya Mike tan**.

.\nnual grant .of :>3.10(000/- should be released to the Scindia Oriental Institute.Uj jaain, to prepare and main- tai.n ’’Descriptive Catalogues” off th3 manuscripts already prepared and to be prepared in ffuture.

Assistance should be gji/e:'i to the Scindia Orien­ tal Institute, Ujjain for the ttr:*ansLa.tion of letters written in Persian language by tUi3 iughal Durbar to the Kashiiiir Government.

Sanskrit graduates amd] ,na:.riculates should be ,trea,ted on par yith other gradmaatos and majtriculates in the matter of recruitment to Govermmqent service.

Positive steps shouldl bo taken to develop and propogate Sanskrit language 'andl' ;a^l Sanskrit Instit utions should be developed and improve;d iroperly. ^147- knowledge of Hirdi English should be appointed in every Higher Second??r’r3^/ School. Merit sc h oU ^^sh ip s should be awarded to deser- . ving end brillimt Saamskrit students.

Spnskrit Boosard should be established to Gonduet examinations i n San^sklorit in schools.

49, 3hri N.R> Lsll.1^^^ ll~Kachhi Mohal l a, Main Roaxl^Indore-S

Gle s s P s p e r s should be b annej.

Publicaticonn 03? cheap^notesj questions--answers, and guess-paperrshcouuud be bajined by legislation.

50» Shri Bhopa] Rato ffav/ar^ Janapad Saoha, Dhajntri^ ^ —^’"‘" ^Kaipur

Gtenneral Suggestions

Physical ^IdldLUcation and training in \griculture should be stresfed schools, j,/[qp^1 ajicl £S]piritUal education should form part and parcel of C-ene:raaIL Educa,tion in schools ajic^ colleges.

Schoo s ancld Co leges should be kept p.way from political activities • te.g. Rsshtriya Swaj/gT,! §8T;J§k Sfmgh, Muslim Lea^gue e'.c* Primary Ediluccation should be urder the control of LocaJi Boflies aji'i Dr gc^misa^tions »

Dresses f.QP?' students in schools and colleges should be prescribed! tso tha,t sudents do not indulge in fashions ...... cjh-rn R CGeeneral Secretary, Secondary

G-ennceral Suggestions

Vacaj~cies co;f teachers-in schocls and colleges should be fillei Up) 'by local graduates and matriculates v/hc should facilities of training ,

There slioullcd be suitable a.ccomiodation for residentiaa purposes J (of the te-chers wiihin the campus of the educaticnal ii-nistitutions at seascnal rent a.ccord- ing to salaries cf tr^hie teachers.

Pay-£cales3 5 status ajid other conditions of service of teachers^shculd boe improved -"and made ur|ifo:rnn all over the country, TriD]e-B€)nae:fit-Schemej Pensiors B e n e fits , Gratuity and benefits oi Frov7i(dent ?und should b€ li^ovicTied to teachers under Governmert ser^vice.

Promction (o f teachers to highc^bosts should be on the basis ol, Ij^eritt-cUm-Seniority a n d slFUld be in the same District, i48~

5^0 Publishers* Associa.tioina, Bhcoal

General Sujggce^tj^n^

A questionn.gire on tthe »»Mationalisation of Text-books” should be circullratea to publishers, book­ sellers, teachers, educntiomiists, social workers/ reformers and foreign sioecifallists to elicit their oDinion thereon5 and on the basis otf the concensus of their" opinion final decision shouUdd be taken and rules franed on its policy.

Book trade should moot be nationalised

Preparation of manusscript should be under the custody of Governi-aent ajid thiee wcrL of publication should be entrusted to Publishers orr Pu.b'ishi ig Concerns by inviting tenders and accepti.nng the lowest quotation.

63 . Shri Raghunajidaji Vyas V^iidhyavachaspati „ Secret^r^^a Kasntriya ^narati Viciyaiiiay ar^ "J— -- --

General Sug;gresticns

Basic Education. shOiUAl'3 be made more effective.

The present system oif eilU3ation should be over­ hauled from the very primary- £ sta,^e to the university stage so as to inculcate in the mi.nads of students the apprecia­ tion of cultural heritage pJ^^d-.i-. good character.

Craft trai-ning and teeohniial training should form the core of education from piriina^y stage to the university stage.

Physical .education, rrmGral and spirituaSi education should form part and parcel coff Gemral Education at all stages of Education.

Expjiiination system shhculd be improved.

Education from the prrimrpj; to the University sta.ge should be through the iiiedium oof iiother—tongue or regionaX language*

English should be. imdie an optional subject.

54* .The Secretary, Vikraiii .Vi-ssh/.aviivalava Vikas Sainiti, ~Ujjaini ------'

General Suigggesti)ns

Eiucation should ele v.'^a.'.e tie standard of living of an indi/idual, should prod uqco ;n the individual desirable .:hara.cter trai-ts, l.ii.ke se’.f ^reliance, coopera­ tion etc., and develop in the iiiidzvi'dual good conduct and s trong mor al char acter -,

S)iritual/moral educ;attior should form a part and parcel of ^.ducration,, --1 4 9 -

From Cl?.sses U : to language, simple prith- metiCo history, g e o g r a,^pbhy .and social studies should be taught, AS'f.ar ag posfsiible there shoul?!; be less use of tex^-books History., (Gd-eography ahd Social Studies should be taught through-stud3y ^ tours, simple stories ajid with the use of maps ajid ch^airrts, Simple crafts training may alsD be taught, persomaaJ. crafts or family occupations shoald be developed in. t the individual children.

From GLa^ses W f to VIIIj detailed studies of what hcis been taight ftrcom Classes I to V should be talien UD with the help of grc'ajGxIed text-books» Hindi and Sanskrit should be m_a,de ionpUlscorry after Class V I I I .

There should 'boe diversified courses in the High/ Higher Secondary stages

Collegas shouilid be under the control of univer­ sities and techiica^l eediiluca„tion should be the core of Higher Educa^tioa*.

New universit.iies should be established only when there ^ e 'sufficient-f'uunds -rnd resources* The existing universities'Should Ijei ^<^-develQped,^ ra,ther than opening nev universitiesV Bducaticn in CGo"'leges and Universities should be imparted through the imeedium of Regional Language.

The U .G .C . 5 s5hhould take positive steps to deve­ lop and strengthen tlie3 'existing universities. Reseaicl schc:)llarships should .be granted liberally tc deserving siucents aand teachers-

There slould bbe empha.sis on written work. Writing only mali:es perfect .

E x a m i nation syystem should be improved.

Colleges and UUnivefsities should be kept away from elections contesttss. Top students should be the o ffice­ bearers of Unions and SSocieties in the Colleges and Universities.

f^hri Vireidra Simggh Parihar, liesearch Scholar 7"pi(^turers, ioveTira^e'rit’ Irlig^er b^econdary SchocJf ------sitrr ic t r‘'Seliofe ~

Gencerral Suggestions

The-'i x e 3,ent '"SStudent Unions” -should be • named **culturai Groups’, and ttheir constitution and functions sh o u ld ’ be’changeil-and rre-defined* The office-bearers of these culturaX groups sshould not be more than three for each group* Hiere. sh(ODUld be no use of ^^licrophones in

such groups. .

CuOTiculum iin^i^Higher Secondary Schools should in ­ clude compulsory tea-c:hiiing of • a.-regional langu-^ge; Hindi a j i d o n e .of t h e ioreig:n i languages out of English, French Russian^, cnc two. <^l’lective subjects out of Science!^,/urts A5S0—

Examination systt^ni shouLcl be imDrovecl» In\'i''^i- lation should not be donee by looil teachers. The oues- tion papers should test tthie applied side -nd should discourage cramiiiing.

There sho'Ulct be aa Goni-erence of School Ke'=.c’- masters a.t the State levelsl. once :n a year to discuss the problems of Educationi,, School Ilajiageinent and Orga­ nisation and internal admmi.ni strati on of schools.

Pay-scales and oDt^her seivice conditions of tea.- chers in Secondary/Higher- >Secor.dr-rv Schools should b3 improved. Local persons J s;houlc rot be aDDointed teachers.

Inspection of schhiools should be done 4 times in a year,

56. The Secretary, Max3hyy;a Pradesh Sanskrit SaJiitva ^ Jinar a ti. —------

SansI'-rit £Ecducatloa .

Positive and effeecctive steps should be tajcen to develop and propagate SScanskrit Education in the country,

-Board of Sanskrrit Ed.-ic^„tion should be est?- blishec, iii-^very State. Iltt shoi.lil be an autonomous tody.

A Sanskrit Golleggcs should be opened in every D is t r ic t .

The status of; Sannskrit Schools should be ec^ui- valent to Higher Secondar^^^ Schools,

There should bo' ssoholaislips and stii^nds for Sanskrit students% "

• • - . , The pay-scales anndl other conditions of servi3e of Sanskrit teachers,- shoiilld] be on par v/ith the teachers of Higher Secondary Schoollsv,

Seminars and Grotiip) discussions should be held to discuss problems relatiimg to Sanskrit Education,

A Fa.culty of Sansklcrit should be opened/insti­ tuted in ea.ch University iini India»

57, Shri A.S. Sar, Princiip.al & /ice-President, Madhya ? eco'na~ary~ Te acWrT^'^X^s^gQci aETp^ (Uiirgl’^

S e condary r .Scluca^ipn

Secondc^y Educaticon sta^e should be from Glass VI to Class XI* After Class W .III t.iere should be a. Board’s Examina-tion at District lei'Vcel*

From Cla.ss VI to WIIII,^ Eindi should be comDUl“ sory^ either English or roggional language .should be'com- pulsory^ and there should tb^ sub.ects Maths. History & Geography, Elementary Scierncce, C:vacs and Drpixdng, - 151-

If Craft training is to be introduced from Class IX to X I 5 it should be introduced from Cla.s.s VI. ?^xidfinanei'^ ass'istajice to ,the. Workshops ajid' Industrial Centres to be iised for cr'aft-training should be given .. by the Sta.te' ^ ’

From Class IX to X I 3 Hindi-should be compul­ sory; Regional Language or English should be compulsory and all other subjects taught in cl^^s VI-^to VIII excepting Elementar^^'Science. - ■, . ^ •

After the Cla.5 s XI there should be an ;exam-na- tion by-a Board at the State, level. . . : ’ • t.

Science Ir.boratories and libraries of schools should be well-equipped

Syllabus of'Studies 'for different subjects in * High/Higher Secondary Schools should be li:^ht and not heavy. There should be few subjects and v/eUntreated.

Payscales of'teachers and-other-s’ervlce conditions,| benefits of provident fund 5 pensions,- gratuity .and a^e of retirement (60 years) should be--uniform for local-body- mana^'ed schools 5 privately-managed schools and Government Schools • -. . • ■

Transfers of tea.chers should be within the ra.dius of 100 miles of their present schools > • .

' -PcUles'of promotion of teachers should 'oe cle^r and firm» - . ;

Pattern of syllabus for Secondarj'” Education should be uniform, throughout the country.

Tea.chers^ Constituency for State legislation should not be abiished.

Teachers^ Exchange Boards should be established in all States.

Physical Education5 Moral/Spiritual..Education' should form part and parcel- of General Education a.t all stages of Education, ^ ...... = • v

58, Shri Uday Jain,' J.N.S. Degree College, Shujalpur; j •» • *|- r • I ■ ‘ General Susgestions.' ' 'r

Teaching of Hindi from the elementary sta,ge of. • i education ,should b.e:;;GDmpulsory ’ througho;Ut’-.the- country i 7*r

English should be ta.ught as a^socia.te language,

Medium of instruction at the primaiy.sta^e of education should be mother-tongue • :

Medium of instruction from'-High/liigher Secondary stage to university sta^^e should be the regional _ language.

contd.. -152-

All India Services Ex0j!iinR.tions should be held in four l^ijiguages - Hindi, English,'Ta]nLl eJid Bang la.

Viva-voce test ?^t the University st?^ge should be abolished and substituted by General Knov/ledge -.^test,

Terminal/se3.sonals e xpjninations should be abolished,

Instep»jd of opening new universities, nev; Colleges should be opened; ‘ ; . • 'b:*.

Oi^en air schools pud colieges on the pattern of Shanti-Niketan should be started throughout the country - ' '

69« Shri Gujrp.ti Sfliii3,3- Higher Secondary School, U jjain

Present. Higher Second’nry Educa.tion

To have nine subjects in Higher Secondary Educa­ tion course is too mlich, The number should be reduced.

.. There \should be proper grading of books meant for different dresses of the Higher Secondary Education Course and these books should not be bulky*

English ia Secondary Educa.tion course should be made optional v There should be proper grajding and stress should be l.aid on language ra.ther than on literature* r 1 ' ■ Science in Higher Secondary Education Course should be made pra.ctical from the very start ^nd books should not be made bulky-

- In Higher Secondary Education Course effort should be marie for quality and not for quantity*

Cratt, if it is to be taught in Higher Secondary EJducat'ion Course, should not be‘ta.ught half-he?^rtedly, One third of. the time of the V/orking hours should be devoted for i t .

: ‘ - Books on Indian Languages in Higher Secondary Education Course :should be properly graded* Merely compi- la.tion of lessons would not--do.-

Knowledge of Arithinetic, Geometry ^nd Algebra, in Higher Secondary Education Course should be sound and teaching of these subjects should be m;^e 'attra.ctive.

‘ Teaching of Geography and its gradation in Higher Secondary Education Course is quite unscientific*

Knowledge of History needs to be a continuous whole and not in fragments* The present books prescribed for the Higher Secondary Educa.tion Course do not fulfil the need.

Teachers should be properly remunerated. -153- Nation shcLild tnke the advpjitage of the experi­ ence of retired te-chers who are physically f i t .

There should be GoverniHGnt public^'^tion for the books in all the subjects and there should be the sajne text-'boolcs in e?.ch and every subjects throughout the State and no option >

Examination policy should be revised,

Ea.ch section in a Higlier Secondary Education School should not iontain more than 30 students^

60, firof, R , Khan.ia, Principal, Western Region Instit-Utte Tor I'ecEnTc?r"T9a nIng^’^*BKo~pal^^

• Technical Education ^

About 80‘/' of our High(5r Secondaxy Schools shou'lcd be switched over to either a.s Technical High Schools or' Voca.tional Schools, The courses of Technical Iligh Schoool should be Science ar.d Engineering oriented and those of’ Vocational Schools should lay more stress on Quality, production and workmanship^

Facilities in regard to space, stajff, equipmemt.sc, libraries and reaxiing rooms in technical/vocational eclui- Cr.tionsl institutions should be improved,

- . , Pay-sc.-^les of technical-vocational tea.chers, their status, and service conditions e tc ,, should be inproved. -' _ ' ‘

There should be suitable staff quarters at nominal rent within the campus of the educa^tional institutions.

Night classes for Diploma, in Engineering for tthie benefit of Cr.aftsiien; for the Degree in Engineering for the benefit of Diploma^holders; and- for the Post- Graduate Diploma in Specialised fields for the benefit of Degree holders, should "be started. Similarly, CorresiDondence Courses in Engineering for Craftsmen, amdl Diploma.-holders should be started .

LegislMi'ori known as "Apprenticeship Act" shoiuld be passed by Parliment so that Engineering students (could get proper traimng in Industrial Organisa.tions . All practicaltr:aining in such Industrial Organisa.tions shoiuld be properly planned ajnd should be \a guided one,

A "Code of Ethics" should be’ prescribed for the tea.chers in Technical/Vocational Institutions to dedica.te their seryices for the ca,use of Educa.tion, -154-

Shri R>K» Yarday , Princi.Dal & Professor of EGon()m:-ji^s^ nrael^l[r rs“’fe~trGmfl^r^e"'"^o^

Higher EcHication

should be adequats openings to the. siUc'ents for diversified courses of stltdias e^ga. Junior Agrici'l- tural schoolj Junior Vocational and Crpjfts Schools.

' Fp.cilities for st^'^ffj e'UipiTientj librpr/ ajd uUiJ.Qings accouinodat3-on in the Higher Secondp2’3^ Schools improved so that they nay turn out students lit for higher education,

studj^ Df a link leiiruage either.Hindi or iiinglish must form a part of educ?,tion p.t some level or oth6r 5 preferably at the earlier level.

The lack of good stanc'aid books in Hindi haAdi- ca-ps the students in pursuit of higher educ-ation, . uood st.^ndard books in Hindi should be made availaJDl6>

Correspondence Courses cr Night,>'Colleges shou^-cl be started to avoid rush of admissions to Colleges ai^d universities -

Candicla.tes should be permitted to tnke Univor.' sity exajiiinations as private caadidates and degrees/ diiDloma^ awarded to them may be called ’'External Degree'/ Diploma*',

: Admission to Colleges should be restricted to ■ those who qualify by getting at l-ast 455^ makrs in their Higher Secondary School Examination for Pa.ss Degree Co^^^se and 50/j marks for Honours Degree Course .

^ Te-cher-pupil ra,tio should be lsl3 in Technic^il Colleges; l.sl8 in Science Colleres and 1;20 in Arts S Cor'iiiierce Colleges,

of the students in colleges should be provided with hostel acconimodaction. ‘

There should be ‘two examina.tions in' a ye^r and students should be allowed to clear subjects in parts*

. _ General lectures should be supported by tuto- • rial XA^-ork*

A ^University Teacher Service* on the lines of All India Education Service^ should be instituted? financed and controlled hy the U-.G.C.

Junior teachers in Institations of Higher lefirn- ing should be sent to undergo joeriDdic course of Refre^sl^e^s Training. I ' , A very good library and well-equipped, reading room is> a must for every Institution of Higher Ijearning *

A well-coordinated prograiime of hea^lth service including games and sports and other extra-curricular a.ctivities should be the ba,ck-bor.e of the Institution, - -JLDD-* . , Institutior.G of Post-Gr.^c'U'^.te. teaching must associate themselves with Under-gradu^te' teaching •

Universities should have autonomy.

The U.G.C», should, he strengthened with more funds by the Governnent of India; r^jid the State Governments^ > > also should place theif funds, for a. five-^year period with the U.G.C .5 ior disbursement ■ to the universities accordin,:;i to their requirements.

Universities and the. U .G .C «5 should assist colleges where very good post-gradu;^te teaching and research is being d^ne vd.th sufficient funds and encoujrages them to do be;^ter work.

62, Shri Shyarn i/Ianohar, Principa.l, Panchayati Raj ^iV'rraanig^ldl ni tl tute^,' Mand I a; "

Education in a New Pattern

Education should be linked with econoiiiic grovrth and should promote socip-economic and cultural moral development. ' '

Educaticn should equip people to fullj?- use their inherent potentiality for socio-economic5 cultural am" spirituel Uplift of society and Nation at large.

. Educa^tion should Ue related v/ith occupational activities 5 vocational ar\d technical training progrr'mmes so that students, -^fter competing it,* are able to secure gaanful employment,

Tra.des '?n:l training’ should gradually be developecd in Educatio.naJ I.istitutions . Tochno-vocational sliill, community developiiBnt are gainful employment-sha/Il have to be blended . The bias and the slant should be given right from the Pre-primary stage to rea.ch higher st.a,-ges*

The Government should mxaintaln a .marketing* unit-which must urdertai^e to dispose of the finished products turned out by the 5lchool V^orkshops .

63 . Sliri Shyaii I'iajioharg ^rinci^^aJ-, Panchc^a.ti Raj Trainirng lr.stiTu!^e ,'"l/iandla

Sduca.tion and Goj'lmunity; Centres

School teachers should be m.ade community-deve- lopment minde.4 ?nd..plan*-conscibus .

Aphort"term orientation training reg.^rding community development and social education programmes for the village primary school te-^chers undergoing traininjg at the existing TacherTraining Institutes and for those who nre already tr^^ined teachers to undergo orien­ tation training i.i camps -^ro welcome.

Educa.tLonal Institutions should be integrated witih village people sc that in ea.ch Village people there are effective community workers and village leaders. Education & Rural Community Centres should be opened. ^156^

There should be, chain of Ashrain Schools -curn- Coniiiiunity Centres in selected ^rsas where practiccl training in Agriculture, element.^ry Forestry^ Anirr.al

Husbc3Xidary 5 Local CraXts aaid Haiidicrai'ts s h o u l d be taught. Emphasis should be given to Na.ture Study^ Regional Geography, Local History and Practical EconoMcs.

6 4 , The Teachers of the, Motilal Vigyaxi Mah. av i d y al ay a ^

Universit^^ Science Education in Maihya P r ^d (^

Special attention should be given to the problem of the relationship of the departnents of Government Colleges ajid the future grov/th of the departments of universities in Madhya. Pradesh, Legitimate interest of the tea,chers of Government Colleges in these universi't-y Departments should be protected.

T h e existing Post-Graduate Science Colleges a.t th e various Divisional Headquaiters should be streigt^heneo and facilities for research should be provided in thei^ to build strong centres of Post-Graduate Studies & Sesearch

Suitable scholarships aid other la.cilities to deserving stvidents should be given liberally for study­ ing in Post Gr^jduate Colleges at tie various Division^J- Hea.dcuarters instead of starting new Post-Graduate Dep^^^J^t.- inents at small places.

PBy-sc^0.'?^s of tea.chers in Government Colleges should compare \jt€h those in University Department ajid their service conditions at all le’vels should be made reasonably well,

Indian Education Service should be made open to the College and University tea3hars.

Residential a.cconi'iiodation for all teachers should be provided by subsidising the rent upto a. certain extent =

Promotion of teachers to higher pftttts should be on the principle of Merit-cum-Seniority *

Research grants should be made liberal to teachers of Degree Colleges and Universities, Rules for the gra'^t of study leave for full time research work should be made more liber aland leave upto 48 iTonths should be granted!

Open door policy of admission of students to Science Courses should be abandoned,

Publication of chea^p-notes, questions-^ns\^rers5 and guess-pa.pers should be banned by legisla.tion.

There should be uniformity cf syllahus upto B ,S c «5 level in all the universities in Majdhya Pradesh• -157-

Aw-^rd 01 I I I D)i'vision in Post-Grexlua.te Exa­ minations should be s5Usp.endeci and minimum pass marks should be raised to »

Import Licences ishould be liberally gr.^jited for the purchase of e?q»uipment, a,pparptus etc , 5 not manufactured indigeno)U.'sly .>

Librnries in G^o lieges ajid Universities should be well-equi|ped . -158-

aiGLISH LilWGUAGE :TIi.iCHDiG INSTITUTE ^UDHX;V PR/J2ESH saoPAL -159--

ENGLISH la ng ua ge TEACHING INSTITUTE

Madhya Pradeshj Bhopal

I* Set ting-up. g The ENGLISH LAI^GUa GE TEACHING

INSTITUTE was set up by Order ia Council and sanctioned

by the State Government on May 2 9 , 1964. The staffing

scale was laid down as -

A. Director (1 ) Rs.llOO to 1,200 Master of Method (1) Rs, 550 to 950 Junior Master of Method (4) Rs. 360 to 700 Lecturer (4) Rs. 275 to 575 Librarian (1) Rs. 190 to 300 Library Assistant (1 ) Rs,85 to 140

B, Office establishments Account ant-cum-Head Clerk (1) Rs. 115 to 220 Stenographer (l) Rs. 140 to 240‘ L .D .C ; (2 ) Rs. 90 to 170 Peon (3) Rs, 55 to 65

The Order said that '‘the Institute will have a recognized

status,, a little higher than the ordinary. PGBT Colleges."

It would conduct research on the teaching of English at all

levels . . . . it would grapple with problems "like Basic

vocabulary, special aspects of teaching Engineering English

at Polytechnics etc. etc." The Order went on to suggest

possible University affiliation in future. "This Institute

will'above all not only train teachers but the teachers of

teachers ..."

lie Staffin^s (i) The services of Miss C. Reid (M.A,

Edinburgh, Diploma of Applied Linguistics, Edinburgh) had already been obtained on secondmont from the British Council; until the Institute was established she was attached as a professor to the PGBT Collegej Bhopal (November 1963 to

August 1964). The following staff, all trained at the Central

Institute of English, Hyderabad, have now been appointed on a temporary basis? -ISO-

(Director - liiss .0,. lie id.) Junior Master of I'letiiod - Mr. B.L. Indurkhya (B .A .E .T .iI.S d . j Lecturers - Hr, II. C. pant (B. T.M.A.Dip.T.E.P.i.. , . • London) Mr. J.C . liBUsllal (B.A.B-.T.) Mr. C.S. Verna (M.A.), Mr. Ti-ijari (MVA.)

( ii) Thene temporary s-ppointiiiGnts, and the other’

vacsiicioGj have to he confirued and-filled thro'u^rh the

Public Servipe CGLiLiissionj hut the. c'ualificat 16ns to he

/-’iven in the advertisements, thouf;^h first put forward in

September 1964, liave not yet reached the Commissj.on in am

acceptable torn. As tuo members of the staff above are

probably going abroad for English language study about September, 1965, the acquiring’of ne^/7 staff is no-j an ur^gent necessity, ' •

(iii) Experience over the first six months of t:he life of the Institute has shov/n that .higher salaries i/il-l have to be paid the staff if they are^ not going to be attracted avmy to better rates .elsewhere (e .g . Regional

Colleges, Board of Secondary .'Bdu cat ion. e t c .). The

Instiirate dema:ids higher ■ qualifi cations than other institutions, and should be able to give^ by promotion or bj^ subsidy, higher salaries*

The question of salaries is ex;^a3perat,ed by the housing situa-^ion in Bhopal,' which is extremely bad. The

ELTI staff cannot even be put :on' a waiting list for

Goverm.ient housing, ps it is a'llo-cated on a "predecessor/ successor** besis. One Junior Master of Method (Mr. V .F .

Shriv0.stava) has already hnd to- give up, his job in the Institute as he could never affoi^:! to p?3" the house-rents demanded in Bhopal for his large. f 5u::iil.y; two staff mernberi^ -61-

■■ ■ have-had to leave their ram iies in Indorey sad one meuljer

is paying 17?^ of his s a l a r f o r two small slunmiy rooms.

IV* EIJDG.5T and ALXOCATI0IT3; The Institute is a State

organisation whose expenditure will be covered by the

Unioii^^overniiient. The estimates for the remainder of the financial, year 1964/65 were givsn to the D.P.I. in J’one,

re-submitted to . the .G-overnment In December, and sent to the Union GoveriiLient in January. ITo sanction, however, has been received for,expenditure according, to .these

estimates for this financial year. The Institute has been working on tvo allotments of Rs. 10,000 each made from the D .P .I.’s office; they have 'been, spent on^tables, chairs, bookshelves,, beds etc - equipment, for office, classroom,

library and hostel.

V. PREMISES and BQUIPi4ENTs The Institute has been

using, since it \v-as set up, two rooms in. a-building

attached to .the PGBT College, Sultaiaia Lines, Bhopal. The

College, however, is in a very inaccessible position, and

there is no' accommodation availg.ble anywhere near it for hostel purposes. Ever^?- effort has. been made to get a

Government building elsewhere ir. Bhopal^ unsuccessfully.

ITow a building suitable for renting has been found, large

enough to house about 28 students, as vrell as the classrooms

and' office space needed; and. it is very much to be hoped

that the Institute will be able to occupy it Yevy soon.

The lack of premises so far has meant that all the courses

run by the BLTI have had to be in.vacation time, or else

outside Bhopal,

The ELTI has already about 2,000 books on English

language teaching in its library, as well as multiple sets • -1 6 2 -

of certain texts lor cff|piForoom use. The British Council- has lent a gramopJione ?an(i is suppl3^ing a staff reference librar^r, and also perlLodicals for the use of the students;.

Two' essential xDieces oDf'equipment, however, a typei-jriter and a duplicator have not yet, on April 2., reached us, though the orders were sent iin September, The Institute has had

'ta borrow a type^/riteir, and to ;use the Director’s portable one; and it has iad tco duplicate Qutside, in almost every educational institutiton in Bhopal, the numerous stencils required for the textbbook, and for the work on courses,

Bssentie.1 equipment ffor a hostel for 24 has been bought on the allocation foir 1964/6,5.

VI, EHgljSI^ u i iIAIDHYA PRADSSH; 1) Although mention made in the Order ini Council of counteracting the deteriora­ tion in English by bbeginning to teach it in Class III, it cannot be too emphattically said that this is not a possible policy. There are mot enough trained teachers of English for Class VI aad ^bcove, and to provide teachers for all primar37’ schools xfoulld be impossible,

2) A survey fof English teaching in Hadhya Pradesh would emphasise the3 following weaknesses -

. 1) The supp31y of English teachers seems to be diminishiLng, and enthusiasm for it in the schools iis not encouraged by the present teaching methods.

2) The begimning - and most important stages of English, in Classes VI, VII and VIII, are in the handis of the least well-trained teachers. Much of the i-Iiddle School teaching is done by tescherss trained at B.T.Is. who are only mairiculLates. Very few of the B.T.Is. teach English,, nor have they time to do it in trxeir one-yearr course. -163--

3) The most highly pllaced Secondary School teacher ■regards himself a£s at the bottom of the University ladder rather than at the top of the S-econdarsr i .e . he has a 3rd class and so cannot become what he wouad lilce to become, a University lecturer.^ Teache.irs go on climbing the University ladder (B.A# to H..A. to Ph.Dj rather than adding to their professiconal skill. In the classroom, they are lecture fand literature minded♦

4) The Hadhya Pradesl'h textbooks for Classes IX, X and XI are very miuch tDo difficult for the students; they aree completely unselected in vocabular^^ and in granraar; they ^concentrate on "topics’* rather thian oa language; they'encourage •. the teacher to reead almd, to explain, to paraphrase, to traanslate, and they encourage the student to listen only, ' ' ;

5) The B.Bd. course iis heavily weighted on the side of educational theeory and hampered by the exam standards5 it encoDurages demonstration lessons on topics instead of on language points, and these ■ lessons j like the teacaing practice, never pay attention to what the student actually knov/s. The teaching practice may be supervised .by any member of the PG-BT staff,, Tv..e B.Bd. students come out requiring another course to teach them the sounds of English, and hoDw to teach the language effectively, . .

6} In most science, eengineering, and polytechnic collejes E.nglish ils ne'/er taught in the first year with referencce to the use the students have to make of it later; the students need to leaxn more rapid reading_of ^cien-ific; materials - and they get Lamb and iCeat^, T]ie lecturers lecture instead of teach, and: “he students listen instead of learn,

7) Teachers as a who3lej and especially in rioral s choo 1 s, sp end tocd, long on f ormal grammar, skip half of their set textbooks, waste a great deal ■ -of time on unreliable exams, .and do not manage to teach their stuudents even what they know themselves. 'The .^studeats .can learn,, but the teachers don’t alUow tiem to.

VII POLICY of the BLTI

1) The BLTI cannot undertake the re-training of all the teachers of Engljish iu Madh^^a Pradesh, but its first step is to make teacheers conscious ’that' more efficient methods are possilble. Its policy therefore has been to go out as much as possible to see the teacher in -164-

the school and to shovw what can be done on the spot,

with the present t e x ^ ^ and the present classes, to make the teaching moree lively^ more interesting for the

students, and more efifective. It is felt that if one teacher is taken out ifr’on; a school on a course he can be

converted, but i: a vrisit is also mpde to his school, and different methods demaonstrated in every class, then the

Principal and tha othiez* teachers may be converted as well.

This continual visitiuijg of schools is central to the

ELTI’ s work. PubliciLt;y is also given to the newer methods by frequent talks to degree colleges, to teacher training institutes, to schoolLss, the SLTI takes part in every conference or seminair ths.t touches on English; its Director is a member of the Cconnmittee of Courses (Board of

Secondary Sducafcion) and of the Board of Studies (Board of Technical SducatiLom) • Every effort is made to improve the teaching of Bngl.iish at all levels, from Class VI up to the University, amd to give advice and information and help with any sy/llabus, curriculum, test or exam.

VIhen the Insti-iute liias its o\m premises, it will act as an Irformation Centire for everything connected with the teaching of Snglish,.

2) The ELII cam undertake the re-training of many of the teacher-tralm^ers in the State, and this is regarded as the first call on our resources. O.^r first long course, of 5 nonthss duration, will be devoted to re-training cue memiber from the staff of each of the

B.T.I.:. in th3 S' ^ :"^t S-glish -methods may be taught to a selecteedl group of students in the B .T .Is ,

This proposal is bcound up with the extension of the coursej from one yoar to^two, as tliiere is not enough time in the present year's course to ai;.low enough E to he given^

T... . of PGETs are morce dilficult to isolate s.nd re-orient; a C.I.E. course -would be the best thing for them.

The BLTI will continue its; ]policy of running courses for teachers in conjunction vTitih the extension services of the

PGBTo (r : ..e did at Bhopal, I{har.dwa, Rewa, Raipur) in the hope that something will’ be' taught them by example. The

Institute hopes'to help in (overhauling the B.Ed. syllabus.

It • n already run one semiuiar.(parhmarhi, April 27 to 30,

1964) for general discussiom among,the English teaching staffs of PGETs of problems, met in their wcrk.

5) Certain classes 0)f teachers can be selected for re-training, for example, tlhose teachers in Secondary

Sc.iooly ^viho have an A* depgree .but no teacher training.

The S^-ate has been running, for this group a series of summer

schools of four weeks, desi^gned to givo them the B.Ed.

course material within a pe^riod of three'-years; but there

is not enough time on these) courses for real subject

teaching, and no teaching pDr?^^ctice. The BLTI is going

to run two courses, each o f thioe weeks duration, to

cover the E. jli t^r^.chyrs from tiiis group, to give them

methods of teaching and somie' practice in it,

4) The B.Ed, teache^*-s woLld be best served 'by a-n

improvement in their present syllabus rather than by the

I_i tl'v.’*:. rv\-v;ijj;ig a, short aidditional course for them

/, (though this has been triedlsuccessfully, with the

limited objective of teachilng tte sounds of English

only - see Paragraph X (5)( iii) on courses, below). -166'*

5) At the momnent the great mass of the .tea,chers already in the sch030ls can only be reached by short-term courses held in sonae local centre; the ELTI, if it has its fiill staff complement, would, run one course in Bhopal^ and then send out "Ithree lecturers to a provincial tom to run three-week in-service courses for teachers, and to visit the teachers in their schools, a s , we have found that this follow-u>p is invaliiable.

6) The lectuirers of firot year English in Arts

Colleges need a soparate course to be-worked- out for them; discussions are al.ready gbing on between the ELTI and a University aboutt running, a vacation course for such lecturers. A sepsarate course is necessary for Engineering and Science and Pcolytechnic colleges, and the ELTI coiild, in conjunction vi+th the C.I.E, do something about this*

VIII* TEXTECO'IKS and SY L L ;3 I? The ELTI has been asked to produce a nev 'text in English for Class IX (fo'orth year of English) and tlhis opportunity has been seized, a,s we feel that we caa influence more teachers by a text than by courses. The text, which is to be nationalized, is now in the hands of t:he Textbook Committee, ..It consists of two books, one fcDr students, pjid one for teachers. It v7as based on a test g^iven to 500 Class IX students, and it was tried out in tvo schools. It puts emphasis 'on learning the language by coral drills; the reading passages are all specially \rr-itten; and it follows the syllabus exactly.

Two raoid reader's have also been made up, from material published elsewhiere and adapted to our iford-list, and these are under consideration at present. -.167-

The Syllabiis for Class IXC has been re-tjritten by the ELTI and those for Class X and Class XI are also being changed. The new syllabus is b)ased on a list of teaching points which revise what has al.ready been taught in the

Middle School and add sufficienit new items, including

Sentence patterns; it is based largely on the List of

Structures produced by Allahaba<.d ELTI. A Word-list of

315 words has been dra^m up fo.r Class IX, in addition to the 1jOOO in the Hiddle School ;iist.

Textbooks for Classes VI, VII, V III; As there x-^as not tiiiie 'enough to m^ite new texts for .the year I965/ 66, the

Institute proposed that the ^Ul.aiiabad series LS.'oli" might be used, provided that a 'Teacher’s Handbook Afould be v/ritten for it by us. This proiposal is still under consideration but seems likely to be put off till I966/ 67.

IX. RJJDIO LESSONS; The ELTI produced all the scripts for the English lessons for Claiss IX broadcast from Indore,

Ujjain an.d Bhopal. There were is.ixteen scripts, brop.dcast twice bn one day per week. The radio, teaching was probably unique in India in that it reliiec on direct teaching to the listening classroom; the st^ucents \/ere asked to respond to the Radio Teacher, to repeat sentences, reply to questions and finish sentences. ^ T}ie clasises enjoyed what they could hear. T'.-e weakness of the whole programme v/as on the material side, the provisio;n of a set, audible reception, and regular listening. Lessons in English for Class X will be done for I965/ 66.

X* 'Frova. September 1964, the ELTI has run the following courses; 1) at IChandwas 11 to 14 SJeptember^ 21 teachers from Middle & Higher Seco)iidary schools*

2) at i'LL.B. Collego, E'cOp)8J.j r to 31 OctoL.,z’; 54 teachers fron 3ec, schools in Sehore aiid Eaisen districts^.

5) at R: inur PGBT Colleg'ess 9 to 21 xTovember; (i) 28 E .T .I . studtenit-teachers under training (ii) 15 Middle School teachers (iii) 38 student: . teachers on the B.;Sdi, course ( ;poken Enelish o n l y ) :

4) at PuotTa PGET Colleg(ej 4 to 16 January 65s .45 teachers from Micddle Schools and from E.Sd. coTXTse.

Prom September I964 the oeimbers of the ELTI s f^ ff have visited scliools and have taiught demonstration lessons in them: secondary school in Bhopal has been visitedo many schools in I..dore, and Jaba.lpurs every school in Rewa: selected schools in Raipur: scIiO'Ols in Jagdalpur, Eastar etc., K, Sec. schools within a 5>0 mile radius of Bhopal ~ Sehore, Ashta, (}■ _*at'^ang, Begumg-ang, Raisen, Obed^ullagang# It should be said that this vi^^i-ting is done without the help of any official transport-

Regular teaching \tq.s done in the Boys Ilodel School in Bhopal for as long as our texrtbook was being tried out (October to Potruary).

Testing: a test was given to six E.T.I/s to find out the level of the students in Eng^lish, a test was made up i 500 students in Class IX to fimd out how much they had learnt froii the Middle Schocol course in English. Test items in English are now beeing prepared for the State Evaluation Uni"*

Book-listss Booklist have been prepared, and circulated, for PGBT Colleges, for Secondary schools, for scientific texts.

XI • & A. -Pgper in the Teachini^ of , En^isi^as^ a Foreign Lan^ua^.

The Arts and Commerce Col-lege, University of I dc .'e, decided to teach the filnal alternative paper in English as a Foreign Language. E:.% ;j. Subramanyajn undertook to teach the course, for which 9 students enrolled themselves, and the ELTI helped x-rith setting out the syllabus, did the teaching on methods and supervised t teaching praciiice. The course owed everything to Dr. Subra^ajiyam’ s enthusiasm; ilt T7a.s arduous to teach, and to examine, and it is not it he most efficient method of producing teachers for the ^schools, as those who get a first or second in their fin^al M .A .‘ papers are going to become University lecturers rather than school teachers Also, as this paper is only ome out of four final papers, -169-

enough time cain;not be given to it in the curriculum to produce the) kind of trained language teacher that the University^' i t s e l f needs for its first 3^ear work. The course wil.1 be continued for another year, but discussions pr^e going on about replacing it by a longer^ more exclusiveily Bnglish language,^ course.

X II. FUTURE PLx'JTS; There is no lack of work for the ELTI to dO', The staff will be large enough for our purposes, and ±x we get a building soon with dormitor3^ accommodation we shall be able to run courses almost continuously. lie are starting to plan the textbook for

English for Cl-ass X, and writing the radio scripts, also for Class 21. Oui' :"irst research will be into 1,000 answer books firom the English papers of the Higher

Secondary Scho-oX Certificate Eranination, and we hope to

collaborate wi'th the State Evaluation Unit in producing specimen exam papers for all levels of English. By

attacking our problems at many different spots we hope to induce a gr:pdiual improvement throughout the State in

the teaching aind learning of English.

Director, 2 April, 1965 English Language Teaching GR/cr Institute, , Madhjra P:::‘adeshy B... '1 . -170- ANNZXUHS I

raOGRAMME_ OF THE_VISJ!L Q? SDUCATIJDN C0i#fl3Sf0N TO MDHYA PRaDESif STATE

The Commissioa divided itself into five 'Groups for its visit to Madhya Pradesh State and visited

Gwalior (22nd to 24th of March), Saagor and Jabalpur

(19th to 24th of March)j Indore and Ujjain (23rd to • r 25th of March) 3 Raipur (22nd and 23rd of March) and

Korba (29th and 30th of March); The Commission as a whole was at Bhopal from 25th to 27th of March,-1965.

On the 28th of March, a meeting of the Principals of' ,

Engineering Colleges, Polytechnics and I.T.Is was specially arranged at Bhopal.

GROUP I - GWALIOR;

Members s

1. Dr. iC.G, Saiyidain 2. ohri A.R, Dawood' 3. Prof. Jean Thomas 4 . Dr. J .G , Pov/lkes

The prograimiie_-is .given below s

.^-3-1965 ' "

1. Discussion with the Executive Council of the Jiwaji University. •• .

2.. Discussion with a representative ..group of .. students at the M,L,3. Arts oc Cominerce College.

23-3->6j^

! • Visit to the Padma Vidyalaya Girls* Higher Secondary School. * • • • . .

2. Visit to' the Scindi'a-School♦ •

3 . Discussion with the Educationists at the University Office.

4. Discussion with the Principal -and Teachers of Higher Secondary Schools (at J.C. Mills)....

1* Visit to the Agricultural College. 2. Visit to the B.T.I, auid discussion with Teacher Educators. ' .• 3. Discussion v/ith the representatives of local Publishers. 4 . Visit to the Rani Laxmibai College of Physical n/'* 4- -1 *? -1 7 1 - GHOUP II s 3AGAR M D Ji\3ALPUR

1. Dr. V.3. Jha ' . ■

2 . Miss S. Panandikar (for Jabalpur onUy)

The programiiie is given below s-

20-3-1965

1* Discussion with Shri G.P, Bhutt, Vicce-Chancellor and Shri Ishwar Chandra, Rector, S.-augar University.

2 * Discussion with Heads of Faculty of Arts^ Saugar University,

3. Discussion with Heads of Faculty of’ Science, Saugar University.

2,1-3-1965

Visit to Marble Rocks .

^.-^3-196,5

1. Visit to Prantiya Saikshan Mahavid^yalaya.

2 . Visit to iCalaniketan.

3. Visit to Model Multipurpose Higher Secondary School.

4 . Visit to Home 3cier.ce College.

5. Visit to Maharani Laxmi 3ai Girls* Higher Secondary School.

23-3-1965

1. Discussion with Principals, Heads of University Departments and teachers of JabaUpur University.

2.*Discussion with Research Scholars of University Departments. - ■ v -

3. Discussion with Principals and tefachers of Secondary Schools.

4. Discussion with Professors and tefachers of Jawaharlal NehraKrishi Viswavidiyalaya.

1. Visit to Mahakoshal Mahavidyalaya.

2 . Visit to Governine.it Polytechnic.

3. Discussion with Professors at thte Government Engineering College.

4. Interview with Local Educati'onis’ts .

5. Discussion with local officers o)f the Education Department. -172- GRQUP 111 j_ INDOHjE-UJJ-AIN

Member

Shri J .P . Naiik;

The progrsamme is given below s-,

1 . Visit to Mallnarashram (a residential Higher Secondary School for Boys conducted by the State Govermment), Indore.

2. Visit to the Degree College and Higher Secondary Scjhool at Indore conducted by the local Muslimi community.

3. Visit to the Fine Arts College, Indore, conducted by^ the State Government.

4. Visit to the Indore University and discussion with the Victe-Chancellor and members of the Executive Co)uncil.

5 . Discussion wi.th Principals of Colleges and Teacher^ of the Indore University.

6 . Discussion wi th students at Indore.

7. Discussion wi’th the Officer Commanding? N .C .C . Madhya Pradetsh, Indore. ^ .

24-3-65

1 . Discussion wiith Headmasters of the local Secondary Scihools at Indore,

2 . Visit to the iP.G,-,3.T. College, Dewas.

3. Visit to the Higher Secondary'School, Ujjain, conducted by the local Gujarati Samaj .

4. Visit to the iP.G.B.T, College, Ujjain and talk to students.

5 . Discussion witch Headmasters cf Higher Secondary Schiools and Principals of Basic Training Institutes at Ujjain.

' 1 . Visit to the V/ikram University and discussion with Vice-Chaincellor, Heads of University Departments aind Principals of affiliated Colleges.

2 . Visit to the Mladhav College, Ujjain* . 3. Visit to Scind.ia Oriental Institute, Ujjain.

4. Discussion witli local educationists at Ujjain. -.173- GRQUP IV ; RAIPUR

Member

Prof, M.V. Mathur

The programme is. given, below s-

2 2 ^ 3 ^

1. Visit to Government Dani Multipurpose Girls’ Higher Secondary School, Raipur,

2; Discussion with Pr.’incipals and Teachers of .Higher Secondary Schools, Raipur Division,

3. Interview with local Educationists at Raipur.

4, Visit to Bhilai and discussion with Education Officer and teachers of Bhilai Steel Project.

1. Visit to Government Science College, .Raipur

2. Visit to Government College.of Engineering and Technology, Raipur, •

3. Visit to Sanskrit College, Raipur.

4. Visit to College of Arts and Painting, Raip^.

5. Visit to Durga Arts College, Raipur.

6. Discussion with Teacher Ed.ucators at P.G;3.T. College, Raip'^.

7. Visit to Ravishankar University and discussion with Vice-Chancellor. • ' i •

8. Discussion with student leaders at Raipur,

9. Discussion with Principals, Professors and teachers of Colleges and University at Raipur.

10. Visit to Kamala Sangeet Vishwavidyalaya, Raipur

PROGRAMi'lE OF THE EDUCATION COMMISSION AS _A WHOLE ’ AT BHOPAL2 • •

25-3-6S

1. Discussion with the Principals and teachers 'of secondary schools selected from all over Madhya Pradesh. < ,

2. Discussion with teacher educators selected from all over Madhya Pradesh.

3. Visit to Hamidia College and discussion with Principals of Arts and Science Colleges and meeting with students’ representatives. 4. Discussion with Education Officers from the Directorate, 5. Discussion with individual educationists. ^174- ■ " 26-3"65

1 . Discussion w it h the Chairman and Secretary of the Soared of Secondary Education, M.P.

2 . Discuss ion w ith the Director of Public ■ ^ , dnstructiomj Director of Technical Education^ Director of' Employment Exchanges ^ Director - of Health Slervices and Director of Tribal 1/^elfare. .

3. Discussion w ith the Vice-Chancellors of- Universitie:s in Madhya Pradesh.

4. Meeting withi Shi*i V.S. Kxishnanj Education Secretary.

5. Meeting with. Prof. Mudgil and Principal Saran.

6 . Discussion v/:ith the State Council for Women's Education.

7. Discussion w:ith persons interested in the education olf Scheduled Tribes.

8 . Discussion wjith Dr, S ,D . Sharma, Minister of Commerce and Industries.

27-3-65

1. Discussion wjith representatives of the management of Heavy Electricals, Bhopal.

2. Discussion wiith the Publishers' Association, Bhopal.

3 . Call on the Governor.

4. Discussion wjith the Chief Minister.

5. Discussion wjith the Education Minister.

6 . Discussion wi,th the Chief Secretary, Finance Secretary, Planning and Development Secretary anid Agricultural Secretary.

7. Press Conferejnce.

8. AT HOME by thie Governor,

9. DINUER by the^ Education Minister

28-3-65

Discussion with the Principals of Engineering Colleges, Polytechnics and I.T.Is selected from all ove:r Madhya Pradesh. -1 7 5 -

Group V - Korlba

Member

Dr• V•S• Jhs

1* visit to the Industri;al Training- Institute,Korba.

2 , Discussion with tbo Icoaders of the Adivasi conuunlty-j Korba and members o)f tli3 Coianiunity Blocks, Korbc-a and Kartala» -176- A^MBXUHE II

List of persons with whom discussions were held in ihe visit of the jiducation (jommissioii: to Madhya ^adesfi (20th March to 1st April, 1965 ).

• A G 7/ A L I 0 R

I* The following educ^^tionists gave evidence before the Education Commission at Gwalior on 23rd March, 1965:

’' 1 . Shri K.G . =Shukla, Station Road, Lashkar. I 2 . Smt. Chandrakala Sahai, Laxmi Bai .CoHege, Station. Road, Lashkar. .. ■ . /'

. 3 . :_hri L .C . Gupta, Commissioner, Gandhi Road, Morar»

4. Shri B.L, Gupta, Chitragupti Gunj, Kear Gwalior Talkies.

- .5. Dr. C.N. Haksar, Research Laboratory, Station Lashkgr.

6, Prof. K.L. Saxena,.Wear M.L.B. College, Lashkar.

7. Shri J.L. DarPrind.pal Sindia School'Fort Gwali«>r.

II. The following Principals, Lecturers and’Headmasters met the Education Commission in the J .C . Mills Higher Secondary School on the 23rd of March, 1965:

1. Shri R.^^. Raje, Principal, Secondary School.

2. Smt. i''^karji, Principal, Secondary School.

3 . Smt, Inamdar, Principal 1, Secondary School.

4. Smt. Jacotoi, Principal, Secondary School, » •

5. Shri R.S. 4gravv'al, Principal, Secondary School.. .

5. Shri R.D. Mishra, Principal, Elementary '& Pre-Primary . School.

7. "^hri Raina, Principal, Secondary School*

8. S'mt. Hukku, Principal, ElementaryPri-Primary S chool.

9 . Miss P.Hirwadkar, Lecturer,. Elementary & Pre.-Primary School.

10.Miss Dube, Lecturer, Secondary .School. , 11.Miss Mohite, Lecturer, Secondary School.

12. Miss Katrajan, Lecturer, Secondary Sc^pol.

13. -hri Ghan Shyam Kashyap, Lecturer, Secondary School.

14. Shri Gore, Headmaster, Elementary & Pre-Primary School.

• 15. Shri M^^hadeo Prashad, Headmaster, Elementary & Pre- Primary Sc^hool. -1 7 7 - l 6 n . Thatte, Lecturer, £e'coDdar:y School,

17. Shri R.U. Vaidyq, Lecturer, S^cior.d^ry School*.

■.18* S & i Rudrapi^ 3^, ..^J^ectu^e?!” 5 -:SeQQr^d?=iry .SclajOoi,

19 . bhrl C .r . pande. Lecturer, Ele'nientary 8c Pre-PrimarySchoo;i

2G. Shri Shyam Mohan Bhatnagar, Lecturer, Second-iry Schoal-

21, Shri Aole, Lecturer, Secordary :School.o

*■ B' - Sagar niicl JabalpuL"

I I I . '.The following persons who met. the Education 'Co.rjmission at Sagar on 20-3-65:

1. Shri G.P. Bhutt, Vice-.Chancell.or, bagar University»

2. Shri Ishwar Chandra, Rector, ^agar University,

3. Prof* r,.D. Bajpeyi, Hindi Depa^rt^ent, Sagar University^

4. Prof. R. Upadh^'^aya, Sanskrit .Department, S^tgar: Uni7ersit7/r

5. Prof* H.S* /Vsthana, PsychoJLogy/ De;jartmer.t, Sag-.ar University.

6^ Prof. H*L. Gupta, History D,ep?artment, Sagar University.

'7* Prof. K*D. Bajpaj, Ancient Inciian. History/'Culture and Archaeology Department, Sagar University..

8* Prof. J*?* ] :ishra, •■fecohomices Drpartment, Sagar University,

•8- Prof* Shar:na, Political Science Department, Sagar Unive]

10.sHri V*B, Amar, Urdu & Persian Department, Sagar University.

11.Prof. ’^D. 7est, Department oif Applied deology, Sagar University. • ^ - _ ■

■ 1 2 .Prof.. S.I?. Ali, Department of, General Sc Applied Geography, Sagar 'University.

13. Prof. S.K. Sharma, Departmen;tt of Pharmacy, Sagar University,

14. Prof. D.R. Bha\'^alkar,_ Departsient.^ of Physics, ^ Sagar Universi-j

15. Prof. D.S. SrlYastava,.; Depar-ttment of Z0)0)l0gyj bagar Univers^

16. Prof. S.B. Saksena, Departmen.t of Botany, Sq'-ar University.

17. Prof . 'D.?. Jat-r, Departmer.t of Criminology! and Forensic Science, Sagar University. . . ' t I 18. Dr. B.D. Singh, Department oif Mathematics, $:'agar University

19. De. Le.ela^Dube. Department oif Anthropology,. Sagar Universit -173-

IV. Principals,’ He?^ds of University Departments and teachers of ’ the University v^ho attended the meeting with the members of the Sducation-Cdnrriission on 23rd ^'-arch, 1965:

1. Dr. S. Ghosh, Rector, Jabalpur University. f 2. Shri .H.D,. Dubey, Principal-cu^^-Administrator, D.F. Jain College,, Jabalpur.

3.’ bhri P.i-.'Baldua, Principal,G.S. College of Commerce and Economics, Jabalpur.

4. Shri B.M, Deshpande, Principal, Kitkarini Mahavidyalaya, Jabalpur.

5 . Dr. S.K . Dani, ff>rincipal, College of Educational Psychology' ■ and Guidance, Jabalpur.

6. Shri I^iP, Singh, Principal,-Shri Tilak Rashtriya :iahavidyala;> ^ Katni. ’ , , . *’ ■ * ' ' ■ " • 7. Shri G .R . Inamdar, Principal, Government SciejfiQe College, ■ Jabalpur. . V’ ‘

8^. Dr. R-.M. Sinha, Principal, Mah-lkoshal Arts Ilahavidyalaya, Jabalour. ; r * . ' I * • ' ' 9.' Hev’ Do’oa, Principal, Aloysius' Qolle^'e, .Jabalpri*.

10. ohri 3,3. Tyagi, Principal, Shyani ouiid.er 'Agarwal'College, oihora'- (M.P.) '

11. Shri (j;M. Ranade,- Principal, C.P.'Mahila ilahavidyalaya, ; Jabalpur. , . , ^ ^ ■

12. Shri A .L . Swany, Principal, Govarnment -iiJngineeriJig ^olle^oj " Jabalpur. _ -

13. Dr. D.3. Chaudhari, Dean, Government ledical .College, , ■' Jabalpur. ' . *. • '

14. Shri G.V. Bernard, Principal', 'Praitiya S'hiicshan liahavidyalaya, Jabalpur. , ,

15.. Dr. H.L. Jain, Head, Sanskrit'Departraent

16., Dr. U.N, Tiwari, Head, Kindi Departraent:

17. 3]vri Harendra Singh, Head, Law Department. 1 ' ^ » • 18; Dr. R.B'. Pandey, Head, An-cient Indian History and Culture, / ^

1 9 Dr, D .S . Nag, Head, Economics Department,

20. Dr. T, Pati, Kead, .I’lathematics Department.

21. Dr.'^il.S, Jain, Lect’Jii’er, Hindi Department.

22. Shri B,N^. Sharma,. Lecturer^ Ancient Indian History Culture Department. -179- T« Research Scholars of Univer:sity Departments who attended the meeting with t:he members of the Education ComLiission on the3 23rd March, 1965s

1. Shri Sdathet Mathew Kurian,, Chemistry Pepgij?tment*

2 . Shri J,P» Shukla, Chemistrjy Dv^partment.'

3* Shri G. C. Raha, Chemistry IDepartment,

4 4 Shri S.E* Kolhe, Chemistry Department,

5. Shri K.C, Hand, Chemistry IDepartment.

6. Shri J.K. Sthapak, Chemist^r^^ Department,

7. Shri A.P. Modi, Chemistry JDapartment•

8. Shri S.S. Rathi, Chemistry- Department•

, 9. ^hri Z,U, Ahmad, Hathemati.es Department, ,

10, Shri D, Rathi, Mathematics; Department,

11, Shri R.IT, Mohapatra, Mathesmatics Department,

12, Shri (z.C.IT. Kulsiireshtha, Mathematics Department.

13* Shri Gokulanaiida Das, Hathiematics Departuent,

14, Shri V,P, Shrivastava, Matfchematics Department,

15* Shri Vishnu Nath Singh, Ililndi-Department,

16, Shri B,S, Higudkar, Sanskirit D;;partment,

17* Shri R.G. Tripathi, Sansk3rit Department.

18, Shri A .S. I'Tarolia, Econotiiic D:;partment,

VI. Principals and Teachers o)f Secondarj^ Schools-who met the Members of Education Commission at the Prantiya Shikshan Mahavidyalaya, JFabalpur on 23rd March, 19652-

1, Rev, Robinson, Principal,, Christ Church Boys’ s Higher Secondary School, Jabalpur,

2, Hiss P, ¥arner, PrincipalL, ITursery Scliool, Jabalpur.

3, Shri R.C. Shukul, Princiipa.1, Government Basic Training I_.r.titute (PSM)., Jabalpuir.

4, Shri A,K* Mishra, Princirpal, Government Basic Training Ii'.stitution, Jabalpur,

5, Shri S.P. iligam, Principjal, Model Multipurpose Higher Secondarj^ School, Jabalpmr,

6, Shrimati S.K, Jha, Princiipal, Government M,L. Bai Girls' Multipurpose Highier Secondary School, Jabalpur,

7, Shrimati M, Chatterjee, Principal, K. Hitkarini Girls’ Multipurpose Higher Secomdary School, Jabalpur, -1 3 0 - 8, Shri S .3, Mishra, Princcipai, A,P. Narmada Higher‘Se.condary Schpoli^ Jabalpiar -e . . • ; r; ^ ■ -

9, Shri; K,L^.,Pan4ey, Princcipal, Naween Vidya Bhawan,Higher Secondary SCjtlQOl^ :y-i-

IQ^ Shri R^P,.. Qi^u j .Teacheir., Christ Ch'ar.ch Boys Higher-Secondary ^ School,^ Jabalpur, • •

11, Shri R *H , Paw^-, LQetur?er. :Naween Bhavan^ Jabalpio*.

1^, Shri B.D. p.iiik^^ Teachisr^ Maharashtra Higher Secondary School, Jabalpur, ■ ■■ !' -L.:' ■ tJ. ■' . . 13, Shri M.G. Purchit, Lectmrer, St. Thomas Higher Secondary School, Jabalpiir.

14, Shri D.V. Rao, Lecturer*, A.'p. 'Narmada Higher Secondary School, Jabalpur,

15, Sliri K.C. Tandan, St, 'Thomas Highq:’,. Secondary School, Jabalpur,

16, Shri R .C . T i w ^ i ^ Priuciipal, Shrj. Krishna Higher S.econda^y School, Jabalpur, \

^ 7 , Shri B\R, Pathalc, Gorakthpur Naween Bhavan, Jabalpur. ,

1 8 , Mrs, A, Thomas, Johkson, Girls Higher Secondary School, Jabalpur.

VII, Professors and teachers off Jav/aharlal Nehru Kriahi Vishwa Vidyalaya, Jabalpur who me9t the Education Commission on . ,23rd M^arch,--196-5! ;i- , > ■

1, ; Dr, J .S . Patel, yiG%-Cha^cgl3 or_^_ J .I::.N;,^Krishi . Vishwa Vidyal^a, Jab^pi^';^'“7 r > • •

2 , Dr, D .K . Tiwari, Professior_(§c,Head, ..Seption of- Botany, . - Agricultural College, Jaibalpur,

3 , Dr, O.P, Dahama, Professior & Ghairmai, Extension Education, Agricultural College, J'aibalpur, . .

4, Shri S.R. ..Nadgir, Profesfsor of Animal Husbandry, Veterinary College, Jabalpur 6

5, Shri RyM. Bakshi, Assistjant Professor of Extension, Veterinary College,- Jab^puTc

Veterinary Offic.er, Veterinary College, Ja^5?tlpur', \ ! ,

7. Shri M.Mv Ral> Professor iof Chemistry, Agricultural College, V Jabalpur:*- ^ ■

8. ' Shri S.D. Ghaubey,.Pfof6sisbr-of' Agrinomy, " • * ‘

9., Shri B .C. Ghoshal,^-P.esear'ch O ffice r, Pharmacology, Veterinary Collie, Jabalpur. '

10, Shri P.B. Kundu, Professoar, Siargery, Teterinary College, Jabalpur.

11* Shri V.P, Mittal, Professior of Gynaece3.ogy and Obstetrics, Veterinary Colleg e, Jabalpur , -131-

12. Shri M.L. Mehta, Professor of Medicine, Veterinary College, Jabalpur,

13. Sliri M.N. Japdar, Prof ,. Anatomy, Veterinary College, Jabalpur.

14 , Siiri S,P.. Pant, A^icultiural Economist, Agricultural College, Jabalpur. • ' ' f -

16. Shri P.M. Tambqli, Agricultural Chemist^* Jabalpvir.

16, Shri S.S. Gour, Lecturer in /igricultural Economist, Incharge Library, College of Agriculture, Jabalpur.

17, Shri R. Shrivastava, Professor of Agricultural Engineering, 'Agriculture College, Jabalpur,

18, Shri S.S, Pathak, Agronondst, Jabalpur,

19, Shri R.P. Jyotishi, Professor of Horticulture,

20, Shri R.S. Shiwalkar, Principal, Tribal-^ Orientation and ■ Study Centre.

. r . . 2 1 , Shri R . L / Gupta;, ' D e ^ , Agricultufe-i ^

22, Shri' T.C.R. M^on‘, Regis liar,

23, Dr, W.D, Buddemeins, Administrative Adviser to Vice-Chancellor,

24, Dr, J.P,. Patel, Instructor in Agronomy.

25, Shri V.R.K. Rao, Professor, Veterinary College, Jabalpur,

26, Shri A.C. Jain,'Plant Pathologist, JabalpiJr,

27, Shri S.P, Wethe, Professor of Nutrition, Veterinary College, J abalpur .

28, Shri'S.K: Saxena, Professor of Physiology,:Veterinary College, Jabalpur.

V I I I . Professors who met the DdUcation Commis&i6n at- Gov.ernment. ' Engineering College. Jabalpur, on 24th oh. 1965:-

1 , Shri A .L . Swamy, Principal. . v .

2 , ’Shri" B.R.''Bhonsle, Professor of-Mathematics. • .

3. Shri G.K. I-lithal, Professor of Telecommunication Engineering

4. Shri V.J, Patel, Professor of Civil Engineering -‘i,

5. Shri A.S, Kiianooja, Prdfes’sor of Civil .Eiigineering f r 6 . Shri R. -Kaushal, Professor of Applied Chemistry t •• “ • j 7. Shri H,N. Srivastava, Professor of ,^»l96amniunioation,

8 . Shri T.S.- Murty, Professor^ of Applied'-Physics

9 . Shri A.'G; T3¥ichevy'Visiting''Prpfes6 or o f, Mechanical Department,

10. Shri G, A, Dubov, Visiting Professor of Applied Physics ^

11, Sliri R.A, Deshpande, Professor of Electrical Engineering. -132- 12. Shri V.D. Gupta, Professor of Meclianical Engineering,

13, Shri S.K. Sharma, Workshop Superintendent

IX. Educationists interviewed by Education Coramission . at Jabalpur on 24th March, 1965:-

1. Shri L.P. Yadav, Representative, Secondary School Teachers’ Association, Jabalpur,

2. Shri’C^edilal Usrathe, Representative, Primary .School .T each er.s '. As so ci atioji, J ab alpur .

3. Shrimati Savitari Bai Dliagat, Wright'Town, Jabalpur. J 4. Shri Y,B, Ranade, Retd. Principal, Prantiya Shikshan Mahavidyalaya, Jabalpur,

5. Shri G, V. Bhave, Retd. Teacher, 1/^right “Town, Jabalpur*

6 . Shri Jaikuraar Ja in , Chairman, Finance Standing Committee, Janapada Sabha, Sihora, Jabalpur.

7. Shri Shaligramji Dwivedi, Retd. Supdt., Govt. Basic Normal School, Ifltight Town, Jabalpur,

8. Shri Vishwanath Shastri, Prabandha, Shri Gaya.tri Sanskrit Mahavidyala, Marhatal, Jabalpur. ’ ' >

9. Prancharya Pandit Sunderlalji Shukla, Near City‘Kotvrali, Jabalpur*

10,. Dr. Singhai, Manager, D.N. Jain College, Jabalpur,.

11. Shri N.P. Indurkhaya, c/o The Nerbudda Printing Works, Educational Riblishers, Jabalpur,

12. Shri G.S. Mishra, Principal, Janpad Higher Secondary School, P.O. Baghraji, Distt. Jabalpur,

_ 13x Shri M,L. Agarwal, Principal, K. Hitkarini Multipurpose Higher Secondary School, Jabalpur. •

14. Shri U.D, Parasha, Secretary, Jabalpur Secondary Schools Teachers Association. ’ •

16. Pandit Balram Shastri, Corporation SaJislo’it School, Jabalpur.

16. Mrs. Rowa Sengupta, c/o Dr. K,P. Sengupta, Civil Surgeon, Jabalpur.

X. iiocal officers of the Education Department who met the Education Commission at Jabalpur on 24th March, 1965s-

1. Shrimati K. Mehta, Principal, M.H, College of Horae’Science, Jabalpur.

2. Shri S.B. Singh, Divisional Supdt. of Education, Jabalpur Division, Jabalpur.

3.. Dr. S,K, Dani,‘Principal, College of Educational'Psychology & Guidance, Jabalpur. 4. Shrimati P.R. Deshpande, Ass.tt; Divisional Supdt. of Education, Jabalpur Division, Jabalpur. ’ 5. . Shri G.S. S'.'-ukla, Chief Librarian, Central Library, Jabalpur, -133- IITLORE ;JTD QJJXIIT

^Ji^iversitx Collegiate Tcn.chers , Members ;of th^ Bxecutive Comcil -yjho hadl dxscusslon _witli_ the Educat ion Gom iss io n -mt ’rndo re on 23.3*19^^^.«~

1. Shri R.IC. Yardey,' • ’ Principal, Goveri2raent iL’^ts & CoEimerce Col-legG,, Indore, 2. Shri Narayaji Sinh, Principal^ Holkar Science College, Indore,

3. Shri R*P.' B :-.- \ ' Principal, . i PJUB.,, Gujarati College_, Indpre. ,

. C,\[, David,. Principal, Indore Chrir.tian jOollege, Indore.

5 .'Dr. S.M. Das Gupta, Principal, Shri Govindram SekBaria' ■ ' Technologic-al I ^-titute, Indore,

6, D:;-, Anwar iJ.1, Principal, Isiamia Kariiaia College, Indoz’e,

7 . Dr. B, C. Bose, . . . Principal, College of Dentistry, Indore,

8, Smt, Indu ilehta,.. . Principal, Govemnent Girls D^egree College, Indore.

9* S. ri P.il. Modi, Pji .cl,):;:'., Goverment Sanskrit College, Indore.

10. Snit, S. Aserkar, Principal, Hew Girls Degree College, Indore,

11. Srut. S, Mathai, Principal, Collegs of liursing, Ii-dore,

12. S .-1 I.B . S r;3"-:7i, Principal, Shri R-'kuiimr ;Sing:h Ayuryed:. College, Indore,

13. Shri K.A. Chitle, Indore. i

, ' ■ 14. Shri M.P. Srivastava, Indore. I } C/o Indore Universit^^

- - ■ - ^ . I . . 15. Prof, D.M, Borgaonl^ar, Iidore, J

16. S'-ri A. (Gi ' Sharma,- Dean, Faculty of Coiiiriierce, Iixdore.:University, I:_dore.

17. Dr, V, J .''Isadas, ’ i. ^ ^ Chairman of the Board o f studies of English, Indore University, Indpre, --134-

18. S>'ri P.K. Modi, C .airman of the Eoaird of Studies for Sanskrit, Indore University, 'Jndore.

19. Dr. S.G . Waliiiibej • Chairman of the Boaird of Studies for Marathi, Indore University, Xndore,

20. Dr. I.E. I{han, Chairman of the Boaard of Studies for Philosophy and Psyclholog^r, Indore Univ. , Indore.‘

21. Shri J.P. Dube,• Chairman of the Boa.3rd of Studies for Political Science, Indore Uni-versity, Indore.

22. Shri R^K. Yardey, Chairman of the Board of Studies for Bconomics, Indore University, Indore.

23. Dr. S.N. Mehrotra, C^..airman of the Board of Studies for Geography, Indore Universitj^, Indore, ,

24. Smt, S. Parashar, Chairman of the Bo art of Studies for Home Science, Ir.dore University, Indore. . •

2 5f Kujnari Suman D.nndekcij?, . Chairman of the Board of Studies for Pine Arts (Drawing, Painting'c. Tlusic) , Indore University, Indore.

26. Shri a.II. Pateria, ^ ' Faculty of G-eolog;^^, I .j University., Indore,

27. Dr. P.P. Pandit, Faculty 05 juaw, Indore University, Indore.

28. Dr. IC.U. Bhargava, Faculty of Medicine (Grcu-') I) j Indore Univ., Indore.

29. D-. M.C. liittal, ; Faculty of Medicine (Group III), Indore Univ., Indore.

30. Dr. B.B. Ohri, Faculty of Medicine (Group .V), Indore Uiliv., I'4ore.

31. Dj , B.N. Jugalwalla„ ■ . • Faculty of Medicine (Group VI), Indore Univ., Indore.

32. Dr. S.L. Mangi, Faculty of Medicine (Group VIII;, Indore Univ., Indore.

33* D::‘. G. paria, . • - ' Faculty of Mechanical E .^ineering, Indore Univ., Indore.,

34. Shri T.U. Pathak, Faculty of Kindi, Indore Univ., Indore. -185-

55* Sliri L. Soloman, Paculty of History, Indore Univ, , Indore,

D:j , C.M, Abraham, Paciity of Sociology & Social Wor.'k.,

37. Dr. D.S. Joshi, Faculty of. Physics, Indore Univ* „ Indore*

38 • Dj.’ . S . G-. Harmalk ar, Paculty of Chemistry, Indore Uniw, , Indore,

39* Shri D,!J, ICshirsagar, . . ; . Paculty of Botany, Indore Univ., Indore.

40. D'^. K.3. Kulshreshtha, Paculty of Zoology, Indore Univ. , Indore,

41. Shri K.K. Varma, ' Paculty of Mathematics cl: Statist;ics, Indore University, Indore.

42. Dr. iJcbar Ali, ■ ^ Paculty of Medicine, Indore Uniw. , Indore.

43. S’iri I>.G. Dhavalikar, Paculty of Civil E-igineez*ing, Indore University,, I .'a '-.'.

44. Shri G.V. T-ivedi, Pj.'incipal, Governiiient Sindhi II.'S.S. I^'idore .

45. Shri B.iT. .Harde, ' G-oveniment E .S .S . Sanyogita G-unij , Indore,

46. M?rs Kamla Sh.arma, S'larda Kanya Vidyalaya, Indore.,

47. Sml:. S''’.ivdevi Pande, Malav Kanya Multipurpose I!ighejr Secondary School, Indore.

48. Mother Hermelanda., Principal, Raphill’s Higher Secondary School, Indore,

49. Shri B. Chakravarti, Vaishnav Higher Secondary School,, Indore,

50. Shri S.V. Nagar, Principal, Malhar Ashram, Indore.

51. Shri I.H.K. Lodi, ' v Principal, Maharaj Shivajirao H.S, School,, Indore,

52. Shri D .n . IChaaanchi, Principal, ITuian Higher Secon.dary Schoolj Indore, -186*

53. i'lrs. L, Jagadale j Sanyogitag^mj Gi:rls H.S« School, Indore.

54, Siiri R.IT. Zutshiy, Daly College, Incdore.

55* Niss S. Tliakar, ■ Ahilyaslirani C.n.'W. , .Indore,

56. S-'ri O.P. Rawal, Higher Secondary School, Parasrampuria, Indore. ' ■ ' 57? Shri Joshi, " Principal, ilrts (College, Indore.

58. Shri Trikam Mehta,, • , Kasturbagram, Indore.

X I I • Students^ Representatives who net the Erucation • rCciiM.issidxi^ at Ip.dore^ on

1, Kumari T.C. Haryfeutty, .....- ...... " College of Fursing, Indore.

2, Kumari Sosaimna Bapen, ; _ • . ; ' College of ITursing, Indore.

3, Shri itoli Hanohar Vyas, Government Sanskiriti College, Ir-dpr.e,^- ' -

4, Shri P.N. Shukla„ Government Arts So Commerce College, Indore.

5, S^ ri R.C. KhandeXv/al, Govindram Seksaria Technological Institute, Indore.

6, S'=ri Virendra Si’agh, • ; : * \ ■ Govindram Seksaria Technological Institute,^ Indore.

7, Kuanari J

a.. Kumari Santosh Rathor, ITew Giris Degreb College', Iiv.dore.

9, Shri B.M. Sharm^,, . . . P.M.B. Gu3arati rpollege, Indore. ‘

10. Shri R.N. Paha^-ra,, ■ il. G.M.‘ Medical CollegeIndore.

11. Shri P. Banerji, M.G.M. Medical Collegej Indore.

12,. Kumari Savita Mathur, ‘ Girls Degree College, Indore.'

13• Shri Kothari, Eolkar Science College, Indore. -137-

14. Sliri PfeLiidit, Holkar Science Colle^ge, I d ore*

15. Sliri ICailasli Haheshwrari, Indore Christian Col,logo, Indore.

16. Shri Madhusudan Sliulda, Indore Christian. College, Indore♦

17. Shri Raiaesh i^garwal,, Rajkumar Singh Ayuirvedic College, Indore.

18. Shri Krishnalal Agniihotri, Rajk-uiinar Singh Ayixrwedic College, Indore.

19. Shri Sapan Kumar Bamerjee, Islania Karimia Degjree College, Indore.

20. Shri Jawed Habeeb, IslaJiiia Karimia Degrree College, Indore.

X I I I . Repres e n t o j f the Department of Bd u c a^ip n^^ Indp r e_, who met the Commission on 2^ .T TS^; -

1. Miss Lilava-ti Vyas,, Divisional Superinfcendent of Education, Indore.

2. Shri A. lOian, Asstt. Divisional Superintendent of Education, Indore.

3. Shri P. G-hosh, Assistant Divisionral Superintendent of Education, Indore.

4. S'ri V.IT. Bag chi, District Education. Officer, Indore.

XIV. Persons present ait the meetinA^ at the Gu.1 arati Samaj Higher "Secondary Schoo 1 ^ U.1.1 ain , orT 2T. 3. 63 f- ^

1. Shri ITagjeebhai R.. Pipalia, Principal, Gujaralti Samaj Higher Secondary School, Ujjain.

2. Shri Madhavprasad :d i Saxena, Lecturer, Gujaratri Samaj Higher Secondai^r School, Ujjain.

3. Shri ITarayanarao JR* J-^-shi, Assistant Teachex G-ujarati Samaj Higher Secondary School, Ujjain. . -

4. Shri Dwarkadas G-. Joshi, Assistant Lec-iire'r, Gujarati Samaj Higher Secondary School, Ujjaiii. -1 3 3 -

5* Sliri ShaxLtilal IT, Zothari, Lecturer- Gujarati Samaj Higj;her Secondary School, ' Ujjain.

6^ Sliri Briddhicliandraji IT. Jaiin^ Asstt, Teacher, Gugarat^/Samiaj Higher. Secondary School, Ujjain, ' ■

7, Shri Satisiichandra B, . Gauttaim, ■ - ilssistant Teacher, Gujarati Sanaj Higher’Secondary School, Ujjain, , ■

8. S' ri Havinchandra S. SJ;iuli:ia,' ■ Assistant Teacher,' Gujarati Saiiaj Higher Secondary School, Ujjain. .

9; Kumari; ilnitalDen Pratapsingh, Assistant' Teacher,^ Guj^xati .S.‘Mnaj Higher Secondary School, Ujjain* ' - ;

10. Shri Ashok ICuniar Jain, Asstt. Teacher, Gujarati Sam^j • Higher Secondai?y ■ . School, Ujjain.

11. Shri Raghunathrao IT, Joshi, ' Assistant Teacher, Gujarati Samaj Higher Secondary Sc oolj Ujjain. '. .

12. Shri Dinkarbhai J. Patel, Assistant 'Teacher,^ Gujarpti Samaj. Higher Secondary, School, Ujjain, ' ' •

13.' S /r i Sonchahd ¥•' Jaiii, Laboratory Assistant, Gujara-tti S'Miiaj Higher Secondary School, Ujjain.

14. S'.ri Ai'unl^uiiiar U. Jo sh i,' ' . .; Assistant teacher, Gujarati S*--nisj Pligher Secondary School, Ujjain. - ^ ,

15. Shri iTarmadashanl-LS-r C. Joshi,, Assistant Teacher^ Gujarati ^amaj.Higher Secondary School, Ujjain. " • .

^ f Persons who had A isj3usAiQA.X^th Ecu cat ion Com4issi_qn at Uj jajji on 2 4 ,3 . l9'C\5i° .

t, Shri Ere^jendra Joshi, ■ Principal.,. P.G.B.T,, College, Ujjain,

2, Shri Brajesh Kumar Gumasta, , ProfessorP.G.B.T. College, Ujjaiii.

3, Shri Shyam Behari, , Professor, P.G.B.T. College^ Ujjain,

4, Shri Brajkishore Dixit,-. p. o o r 5 P.G.B.T. College, Ujjain. -139-

5. Sliri .pandri Hath Puranik, * i^ssistanf Professor, P.G.E.T. College, Ujjain.-;.

6. Shri Babulal ITagar, Asstt. , Professor, .P. College, IJj Jain*

7. Sliri P,C* Shariaa, Assistant Professor, P.G^B.T* College,, Ujjain,

8. Kumari Indi Havalkar, Assistant Professor, P.G.B.T. College, Ujjain.-

9. Sliri Shyain Simdarlal Tripatiii, Assistant Professor, P.G.B.T. College, Ujjain.

10. Shri Babulal Gupta, Assistant Professor,'P.G.B.T, College, Ujjain,

11. Shri B':-.avant Rao Kanungo, ' Lecturer, P.Gr.B.T. College, Ujjain.

12 . Shri Shrikrishna Saral, Lecturer, P.G.B.T. College, Ujjain,

Shri.^Damodar Gajanan, . ‘ . Lecturer, P.G-,B.T. College^ Ujjain,-

14, Shri VijSuy Shankar Mishra, Lecturer, P*G,B.T, College,. Ujjain.

15, S''^ri Babu Rao Govind Rao Satjputay, Kala llirdashka, P.G.B.T, College, Ujjain,

16, Shri Vishvasharlal Chaturvedi, Weaving Guide, P.G,B,T. College ,“Uj je^in.

17, Shri - R ^ - P ‘.*-3:v' Hunshi, , Karshi ^-:xv----bycx, P.G.3.T, ■ College, Ujjain,.

18, Shri L.P. Chaturvedi, Principal, H^h?rajwada 11.E. Secondary School, Ujjain,

19, Shri A .L. Gupta, Principal, Model H;l :hi::' Secondary School, Ujjain.

20, Shri G,D. Singli, Principal, „Ji^-^jiganj Higher'3econaary Schodl, Ujjaiii.

21, Shri Man Mohan Saxena, Principal, Govt. Highei* Secondary School, Suvasra, (ManxlsauJ

22, Shri J.B. Saxena, Principal, Government H.-.;,. .or Secondary School, Narayangarh,

23* Shri T.P. Singh, Principal, Grasim Higher SecondP.ry School, iTagda (M .P.)

24,- Mrs. Shakuntla Levi Saxena, Principal, Wonen Basic Training Institution, Ratlam (M.P,) ^ 5'*3mt . Lila Dutta,.... Principal, Woman Ba,sic Training Institution, Ujjain. • -: •

2 6..Srnt. DilC, Kapuria, Principal, Government Girls Higher Secondary'School, Neemuch (II.P.) ;

2 7 . Hiss A. Zubair, Principal, Govermient Girls H?.glier Secondaiy School, ^ Rampura,

28. S^ri. E.M. Mlshra, Principal,'Government Basic Training Institute, Mangalneth, Ujjain, ‘ '

29. o’lri G .i . Sharma, . , Principal, !B,T,I. Shugalpur.,

30. 8^ .ri C.S. Eavathelcar, Pr incipal, B . ;T:., I . , j apur.

31. Shri P.S* Bhide, Principal, B.T,I. Jaora. -I

32. Ilrs, Veenadevi Thakare, , . Principal, Vijajra Raje, Girls Multipurpose HiiP:her S e cond ary ■ S choo 1, ,Uj 3 ain«

33. Dr. Saro3 Odhekar, lecturer, B,T.I., Ujjain.

34* Hiss Z.B. l^awab. Principal, Government Girls Higher Secondary' School, .Agar (II.P.)

35. Snt. S. Yeolekar, Principal, Government Girls Higher Secondary School, Snajapur. ,

36. Shri B.IC. Dikshit, • ^ - Professor, Government Post-Graduate Basic 'Training Golle.ge, Ujjain. ,

31* Hrs. Tara Joglekar, Assistant Divisional' Superintendent of Education, Ujjain,

38. Shri Intzamuddin, v Assistant Divisional'Superintendent of Education, Ujjain Division.

39. Shri 3.IT. Mehta, District Education Officer.-

40. » Silaman, District Mandasor, -131-

. f XVI. Persons who, took part in the discussion held at Vikra^^ ?j1 -.IgSi on 2^ .;^ .1965;~

1, Dr. G.L. Datta,' Vice-Chancellor, Vikran University, Ujjain, " ' • '

2. Dr. Shiv Mangal Singh ’Sunan’ , Lean, Faculty of Arts, Vilta?am University, Ujoaiii,

5. Dr. 3.C. Chatterjee, Dean, Faculty of Science, Vil^ram Universitj^, Ujjain^

Shri B.K. Joshi, ^ ^ Dean, Faculty of Education, Vikram University, Ujjain,

5. Dr. H.n. Sharma, • Prof. of Clienistrj^, Vikran University, Ujjain. .

6. Dr. VI.V. Bhagvrat, Head of the Department of School pf.Studies in Clieniistry, Vikran University, Ujjain.’' •'

7. Dr. D.V. Gogate, , . . Head of the Departrsnt of School of ' • • ' Studies in Phj/'sics, Vilcram U?:iversity, Ujjain.

8. D:t. G,S. Pandey, . ; . Inchprge Head of the Department of Zoology, Vilcram University, Ujjain. * 9 . Dr. Sinha, * Reader in Zoology, Vilcrai^ University, Ujjain. r 10. D . L.P. Hall, Head of the Department of Botany, Vilcram University, Ujjain. V . .

11. D.;. S .D . Gyani, Reader, A"cient I . History and Culture, Vilcram University, Ujjain.

12. Shri D.IT. Potnis, Head of the Department of Eng!],ish, Madhav College, Ujjain. , .

13. S"‘'ri B*G. Sharma, • ' . v • ; Head of the Deprrtment of History, Hadhp.v College, Ujjaiii.

14. S’^ri G.P. Taxidon, • .. _ Head of the Departi^ent of Kindi, Madhav College, Ujjain.

15. Dr. Prakash Chandra, Head of the Department of Political Science, Madhav . College, Ujjain.

16. Dr. S.r.L. Shrivastava, Head of the rtnent of Psychology, Madhav College, U jjain.

17 . Shri V. Venkataciialam, Head of the Depnxtment of Scnskrlt, Madhav College, Ujjain. 1 f^O>

18. Dr. H.G* Debhade, Head of the Department of Marathi, Madhav G.ol'lege, Ujjaiii.

19. D.:\ S.D. Hishra,. Head of the Department of Ooographj/-, Madhav College, Ujjain*

2 0 0 3nt. E, Deo, Head of the Department of Sociology?-, Madhav College, Ujjain,

21. Shri Shyam Behari Sharma, Head of the Department of EduGational Psychology, Madhav College

22. Prof. P.K. Banerjee, , - ! Head of the Department of Llhrary Science, Vikram Ui-iiversity, Ujjain* , .

23 . Shri IT.IT. ^assi, Librarian, Central Library, Vikram^^UniveI•sity,. U jjain.

24. Shri V.S. Tilloo, Ctirator, Scindia Oriental Ihs.titute, Uj jain,

25. Mrs. P. Indarkar, ... Priiicip8j. 5 i. Girls ’ Degre-fe- College, IJj jain.

2 6. Principal, (government Polytechnic, • Uj jain.

XVII. Educationists v/ho were pre,sent at the meetin^f; held at Grand Hotel. Uj jain l)ii''2T.3.1965;

1. Shri L .K . Jayv/ant, Superintending Engineer, P.VJ.D,, Ujjain Circle.

2. Shri S .S . Sareen, E'?.gineer, • ■ - . Vikram University, Ujjain.

3. Shri B.B . Ra-nade, department p i Ph il os ophy, l iadhay Coll ege, U j j ain.

4. Shri Shiva- Hangal Singh ’ SuLian’ Principal, Madhav CollegeUjjain,

5. S-'Ti Saj jan Singh Mehta, Municipal Co,mi:iissioner, Uj jain, .

6. S^^ri L.G. ITene, Retired Deputy .Director of. gmblic instruction, . Uj jain.

7. ghri R .S . Vas;avady,, , : , r. - President, Gujarati Samaj, Ujjain, , ■ -193-

8 . Shri IT.P. Pathal-c, , f Division Superintendent of Bducation,. Uj^ain.

9 . Shri Ghaiyur Qureslii, M.L.A. , Ujjain*

10. Siiri Bishwanatli, Advocate, Ujjain, ;

11. Shri Sliriniwas Rath^ Madhav College, Ujjain.

XYIII s PrinciplaSj Lecturers and Teachers of Higher Secondary Schools who met the Education Commission for a discussion at Raipur on 22nd March, 1965.

1* Shri J .C . Awasthij Principal, Government, Higher Secondary School, Raipur.

2. Shri J.W.A. Narsiah, Principal, St, Paul’s H.S., School, Raipur,

3. Shri N.N,' Bhattacharya, Principal, S.3. Kalibari Higher S^.condajy School, Raipur.

4 . Shri B .L . Charidravanshi, p4rincipal, ,:Lakhe Higher, Second.ary School, Raipur,

5. Shri R.P. Shrivastava, Principal, Public Higher Secondary School, Raipur,

6. Shri 1C,P, Aggarwal, Principal, Sapre, Higher Secondary School, Raipur,

?♦ Shri K,G , Maya, Principal, Gan pat-■Higher Secondary School, Raipur, *"

8, Shri L,K, Sharma, Principal^ Gujarati Higher Secondary School, Raipur,

9. Shri M,L, Pande, Principal, Hindu Higher Secondary School, Raipur.

10, 3’iri B, Singh, Principal, Ramdayal Tiuari Higher Secondary School, ^Raipur,

11. Shri R. N, Kanauje, Principal, Rashtriya Higher Secondary School, Raipur,

12 . Shri R ,K , Amravat, Principal, Mahavir Higher Secondary School, Raipur.

13, Sliri R,S. Dube, Principal, Eafadih Higher Secondary School, Raipur,

14, Shri K.K, Thakur, Principal, Badriprasad^Higher Secondary School, Raipur. ’ ■' ' ^

15, Shri A,3, Sav, Principal, Public Higher Secondary School, Patanj Dt. i)urg. 16* Kum, H, Lawrencios 5 Principalj Salem Girls’ H i2^hel‘ Secondary School, x'^aipur.. .

17. Smt. 4« Sen, RiMncipal, Laijarninarain Girls’ Higher Secondary School, Raipur.

18. Kum, S. Das, Principal, Municipal Ganj' Girls’ ' Hi.;^her Se-condary School, Raipur. ,

13. Shri G.i{. V-a’i-ii'a,'Government M.P.H.S .School,Raip'^^.r

20. Shri H. Bhattacharya, -do-

21. Shri B .N . Moghe, • -do-

22. Shri L.R, Devangan, . ■. ^do-

23. Shri R.L, Dani, -do-

24. Shri M. Khan, -do-

25. Shri M.S., Nandwan, -do-

26. Shri M, David, -do-

27. Shri J.P. Chaturvedi, -do-

28. Shri B .P . Ag,_.rwal,” -do-

29. Shri B,X. Agnivanshi, -do-

30. Shri T.D, Pande, -do-

31. Shri ^ .3 . Ahmad, * ^-do-

32. Shri V.N. Thakur, • -do-

33. Shri R.M, Goswami, -do-

34. Si-^j-i T .V . Keshvanij - -do-

35. Shri K .S . Pande, -do- .

36. Sliri N .K . Sharma, -do- '

37. Shri S ,D . Shrivastava,, -do-

38. Shri 3'. P. Gupta, -do-

39. Shri Kailash Chandra, -do-

40. Shri Gurdiyal Ghei,I^halsa Higher Saa. School Raipur. 41. Shri I. P. Mis hr a, Mahavir H.S. School j Raipur,

42. Shri C .S , Parmar, B .P , Pujari Municii)al H .S . School, Raipur. .

4 3 . Shri R .P . Sharma, -do-

44. Shri L.L. Sharma, Fafadih Municipal H.S. School, Haipur.

45. Shri P .I . Ajimwale, Shri Gujarat H .S . School

Rait)ur. . ‘ 46. Shri iC.R. Devangan, -do- ' -U ' 4 7 , Shri S .N , Chatui’vedii Shri G'fij’arati* H.S .School, iRaipur, , • 4 3 . Shri C .B, Sinsh, , ■• -, .rdo- .

4 9 . Qhri. B , L .' GanaudwaleV -do-‘

50. Shri V .G , Tamarjiar, ’• *>-do-;

5 1 ; Shri* D.K,. 3anne^*.oi, . --do-

52. Shri A. S. Pandya, _ -doT*

53. 3;at. Guha,'-' -do-

54. Kunio S.'Naidu, Municipal Saraswati Girls’ H.S, School3 Raipur.

55. Srat. Kusum Chauhsui, ’ -do-

56. Siat. Chandrakala Pathak, -do-

57. Kura. M, Manki, Salem Mission Girls’ H'.S, Scaool,'- Raipur.

58. Kum. I ; S . ’T ikki3 • -do- 59. Kum. ivajuTj -do-

60. Kura. Harishj ; -do- I. 61. Kura. S-. Chauhanj -do-

62. Kum. R. Kumar, -do-

63. Srat. Cv Francis 3 -dor

. XXXs Educationists who met the .Commission at Raipur on 22nd March, 1’965 . - ~ • ' ' -

1 . Shri J . Yoganandam, Founder and Principal, Chhattisgarh College, Raipur. ' ^ . v '

2. Shri Bulakilal Pujari, President ^ ’ Municipal.. Committee, Raipur. .. . r

3. Shri Mohanlal Nathani, Chairman, Janpad Sabha Raipur. ‘

4. Shri 3 .P. Tiwari, President, Rota’ry Club, and ‘Seclretary,’ Municipal Committee, ^Raipuj?.

’^'5.'‘Shri-S Shukla, ,Public Relations^Officer, Raipur. ^ ,

6. Shri S.S, Bhatt, District "Education Officer, ■Raipur.

7 . Shri Mahant Laxminarain Das,' Ex-Chairra^, • Distric.t Council, Siaipur, and former President, Madhya Pradesh Provincial^ ' Congress Committee. ' ‘ • .1 ^ ^ 8 . Shri K .L . Var'raa, Dy. Chairraan, Man-aging Committeeaj oLakhe H .S , School ;and Public H.S. School, Raipur.' ' " ‘ " , -196- 9, D r . M .Y. Rajivlale, Principal, Homoeopathic College5 Raipur.

10, ohrl I'Jar.ay.anbhaij Chairman, Gujarati Education Society5 Raipur. ' ' .

11, Shri'Virchandraj Becretaryj aujarati Education Societyj Raipur'.

12;. ShrriAf.C, Kurchiniya,j Professor.; Government ' • 'P.G.B.T. College," Raipur . -

13. SmtSarojini Sinha, Chairman, District Council .for Women's "Education, Raipur,

14. Smt. N. Pinge, Member, Municipal. Council, and Women-^s Social V/elfare Department, Raipur’.

15. Snit Vimla Sharma, Lecturer, Dani Girls’ School, Raipur, and Member, M.P, Secondary Education Bo^rd, ' '

XX s Teachers of Elementary and Secondary‘Schools and others who met the Education Commission at Bhilai on’ 22nd Marc]!,^ 1965. . ‘ •

1. Shri B.N. Singh,' Miicatioa Officer, Bhilai Steel Project. • 2 . Shri P.W. Phatak, Middle School N o .l, Sector 1, Bhilai Steel Project. ^ ^ 3. Shri K.J. Kushavha, Primary. Sihool, Sector I, Bhilai Steel Project. ^ 4 . Shri D .P . Sharma," Pl^laiary School? . Sector 7,. BSP,

5. Mrs. J. Bedi, Girls Higher Secondary School, 'Sector V, Bhilai Steel Project.

6. Mrs.'S.L. Sahay,, English Primai*y'School, Sector IX, Bhilai"Steel Pro:ect.^

7. Shri J.N. Sinha, Principal, Higher Sep..ondary School, Sector I, Bhilai Steel Project. *

8. Shri R.S. Misra, Principal,' H.S, ^S’chobl, ' * ' * ' Sector VIIj Bhilai Steel Project.

9 . Shri R .N , Varma, Principal^. Bhilai Vidyalaya, Sector II, Bhilai Steel Project.

10. Shri L .D . Damohe, Distriiit Education Officer, Durg. V r

'11. Shri B,P. Pande, C .D. Officer, Bhilai Steel Project.

XXI ; Teacher Educators who met the Education '■ Commission, at Raipur on 23rd March, 1965'

1. Dr. S, Chaturvedi, Principal, Government P.G.B.T, College, Raipur.

2, Shri W,P. Kurchania, Professor Govt. P.G.B.T. College, Raipur. -197-.

3 . Shri K .B , Varma, Professor, Govt. P .G ,B ,T . College, Raipur. .

4. 3mt. V. Mittal, Asstt. Rrofessor, . -do-

5. Shri,P.H. Kichharia, -do-_ ' -do-

6. 3mt. G. Shivramwar, Principal,*'-Girls 3.T .I. Raipur

7. Smt. V". Chauhan, Lecturer, B ,T ,I., Shankernagar

8. Kum, S.K. Yadav, Lecturer, Girls B.T.I. Raipur.

9. Smt. 3. Waldulkar,. -do- • -do-

10, Kum. N. Ghatbe, • -do- -do­

l l . Kum. 3 , Rai, -do- ^ -do-

12. Kum. V, Gupta, • - -do- ' -do-

13. Shri R.K. Dave, Principal, B.T.I, Raipur.

14.’Shri S.P, Tiwari, Lecturer, B.T.I. Raipur

15. Shri P.R. Dwivedi, -do- • . ’ -do-

16.'Shri A.K. Gupta, ^ , -do- ' . ; -do-

17*, Kura. B, Mizon, . . -do.- , -do-

•1 8 ; Shri 3 , P. Tiv/ari, Lecturer, E .T .I . Sliankernagar

19. Sliri'L,N. Sonakia, -do-’ -do-

20. Shri.Y.G. Girhen, -do- -do-

21. Shri Vaidya, ‘-do- r, ^ -do-

2 2. Shri R .3 . Sharraa, A s s t t P r o f e s s o r , Government . • P.G.B.T. College, Raipur. , ; -. ' '' ' 23. Shri L.P.'Bajpai,,Lecturer, Government P.G.B.T. College, Raipur. ' • ' ' J 24. Shri R.S. Dubey, -do- ... -do-

25. Shri S.S, Bhatt^ Dist. Education Officer, Raipur.

26. Shri V.A,. Jamdar, Division Superintendent of Education, Raipur.

27. Smt. S. Pandey, Asstt. Raip'ur.

2 8. Shri K ’.L'. Verma,.= Co-ordinator.

XXII ; Student Leaders who met the Mucation Con;imission at Raipur on 23rd March, 1965

, V . . '.f 1, Shri C.DAdw ani,•General Secretary, Engineering College CV..,' Mech.) * ^

2, Shri Ashok Bhalla (V, Elect.), Engineering College. -193-

3. Shri P.S.. Shastry (IV G.E.) Engineering College.

4, oliri T.C, Ojhaj . President3 Law College^ Durga Maiiavidyalayaj (M.A. Final).

5, Miss Lila Thakar iB.A, Final) Girls Degree College.

6 . Miss Manjula Patre (B.A,. Fimal) -do- r%'' 7 • Shri J ,3 . Rajpalj Diu?ga Mahavidyalaya (M,Com.Final)

8. Shri D.3 , Tiwari, Govt. .Ayurvedic College (IV Yr)

9 , Shri Kishan Agrawalg Durga Mahavidyalaya (M.Com.Final)

10, Shri S.C, Aw.asthi (II Yr.Sc.), Science College,Raipur

11, Shri Raghwendra Gumasta (II Y r.B .A .'), Durga Arts College. 12, Shri Dawesh Nandan, Ayurvedic College j (Final Yr).

XXIII I Principals and University Professors who met the Education Commission at R^ip'jr on 2 3 .3 .6 5 . , 6*.

1* Shri P.C. V/adhwani, Principal, Engineering Collegcj Raipur. 2. Smt. Saran^ Principal, Girls Collegej Raipur.

3. Dr. Benav/ri, Principal, Medical Collegej Haiptir.

4 . Shri Yoganandam, Principal, Chhattisgarh.,. College, Raipur. . • ' 5. Shri M.V. Ramchandran, Principal, Durga .Arts, College, Raipur. . - 6. Dr. S. ChatS^vedi, Principal, P.G.B.T,, Raipur.

7. Dr. Ravi PraKash, Principal, Science College.,

8. Dr. 3*S.L. Dixit', Professor, Science College.

9. Dr. B ,D . Gupta, Principal, Ayurveda College.

10. Shri B. Dube,. Professor, Engineering College.

11. Shri Das, Professor, Lav College, Raipur.

12. Shri 3,L. Gupta, Professor, Law College, Raipur.

13. Shri Jha, Professor, Law College, Raipur.

14. Shri 3,3, Verma, Professor, Engineering College.

15. Shri N.L, Jain, Professor, Engineering College.

16. Shri M.V, Kamath, Professor, Engineering College.

17. Shri A,P. Saxena, Professor, Engineering College,

18. Shri R.P. Shukla, Professor, Engineering College,

19. Shri J.N, Das, Fl'ofessor, Science C o l l e g e , Raipur.

20. Shri R.N, Trivedi, Professor, Science College. ■' -1 9 9 -

21, .'3hri R'-.P. Tiv/ari ^. ■Professor'- Scienoe rCollegs. 22. Shtl N^S. -Varma, .-do- -dq-

23* ohri C ,3 .L . Varmaj -do- ' -do-

24. Shri Y.G, Joglekar, Professor, Durga Mahavidyalaya,

25. Shri Shrivastava, -do- -do-

26. Shri Saraswatj Professorj Ayurvedic CollegejHaipur

27. Shri R.P. Shukla, Professor^ Chhattisgarh College, Raip:iir>, V, • . ,

l-_EHOPAl'

}D[IV„ List of Principals of Post Grpdua'te Basic iraining CollG'^e and Basic Training Institutes a&o net the Education CoGuaission on 2 5.3*1965*

1. S h r i 'S .H . CHaturvedi.^ .,Post Graxluate Basic Training Collefif::e^ Raipur

2. Shri G. V.Bernard ,Prantiya Shikshan' i'lahavidyalaya, Jahalpu-ir,

3* Shri B.K, Joshi, Post ' Graduate Basic Training Coll0;i;e,U,3 jaiJ

'A* Shri S.IT. Singh ' -do- ' ^ - G-'iialiior

5* Shri S .R . DulDey -d6-. : . ' • ■ Dev/aiS

6*'Shri G.P. Verna '-do-' ", Saga:r

7. Snt. 'P.'Timothy' ' -do- ■ ' ' BhopjaJ.

8 . Shri ¥ .B . Bhave ' -do- Rex-ra.

9* Shri G.S.ThaJcur -do-- Bilas pur

10. Dr. S.K. Daniy Principal, College of Educational, , • Psychol og;^^ an,d Quid a ng e, Jabalpur

11. Hiss C. Re.idy Director,State Institute of English Sduc>atirj|

12.; Dr. Upadhyaya,- Principal-yRegional .College of Educationi, Bhopal

13« Shri A.K. Adalti, Pout-Grr.duate Basic Training Colle-;:©, ^ \ - , , Chhatarpur 14. Shri R.G. Dave , -do- . . Shandwa

15. Dr. J .P . Vya.s, pr ant iy,a ShiJcshan Mahavidyalaj^a, Jabalpur

16.. Shri P.S. Parihar -do-

17* Shri H.II. Shrivastava -do- ^ , Sagar

18. Shri .P,N,Russia,Basic Training Institutions Kundehwar, rikainr^arh -200-

19# Shri S.ix. I>as, Basic Training Institutions Karodima Ina^arli (Raigarh)

2q . 2a. IZ*SazGna, ^/Jonen’ s Basic Training Institution, Bhopal

21, Shri P.O. Bhide, Basic Training'Institution, Jaora.

Principal end Lecturers of Higher Secondary Schools • who met the Education Comniission on 25.3*1965.

1 . Shri K .L . Po.nde, Haveen Vidya Bhawan Ed^ication Society, Jabalpiu"

2. Col. H.R. Narang, Sainilv School, Rewa

3. Shri R.iT. Zutshi, Principal, Daly College, Indore.

4. Shri J.P , Clioubey, Government Multipurpose Higher Secondary School, Khandwa. • -

5. Shri S.IT. Pathak, S.IT.(i.Higher Secondary School,H’Bad.

6. Shri I. Hussain, Keynore Higher Secondary School,Ke;'/inore(Eatni)

7. Shri B.L. Veraa, Principal,Government Multipurpose Higher Secondary School, Betul,

8 . Shri S.B.L. yernia. Principal, Government Multipui’pose Higher Secondary School, Balaghat.,

9* Snt. S.ShuJ^la, Kaiila Tehru Government Qirls fiultipurpose Higher Secondary School, Tatya Tope iTagar ,Bliopal

10* Shri L. Tigga, Loyala Higher Secondary School, Kunlcuri*

11. Shri M.I'I. Scott, Principal, Mission Higher Secondary School, Bilaspur

12. Ilother Hajrgaret Marry, St, J oe?eph Convent Hi,^her Secondary ^ School, Bhopal

13. Shri M.B. Lalge, Director, Educational Programmes,' Board of Secondary Education 2: PriixCipal,Model Multipurioose Higher Secorodary School, Tatya Tope ITagar,BhopaJL.

14. S!iri .*.P. Shuiaa, Principal, Mart Higher Secondary School,Roua

15* Shri PazaJ- Hussain, Principal Quadaria Boy’ s Higher Secondary School, Burhanpur

L6, Dr.Haiti Bai Shrilchande, Principal,MaJiai.rani La.xmi Bai Qirls Higher Secondary School, Sagar

L7. Shri D.IT. Basu, Lecturer, S.IT.G. ‘ Higher Secondary School, Hoshangabad.

18, Kui^ari Prabha Saxena,- Government Girls.Higher Secondary \ ■ School, Vidishai’

. T. 19, Shri B,P, Shrivastava, Lecturer,Governiaent Higher Secondary 3 clio ol, ShaJid ol •

20. Shri Ved Singh Tomai', Governraent Middle School, Lathara, District Morena. 21. Shri P.B.L. ^gnihotri, Sindia School, Gwalior -2 0 1 -

JXJJ* List of Principals oi Arts c. Science Colleges who met the Education Comiriisslon on 2 5.3*1965

1. Snt, V*Johri,Principal, L.B. G-irls Degree College,3hopal

2. Shri P.O. Hr-lhotr.?, Principal and Head of the Department (Economics,Heuidis Arts c. Co.amerce College^Bhopral) 3. Dr* M.S, Sao, Princip;;l, Flotilal Vigyen Mshavidyalaya, Bhopa.1..

4. Dr, Ashfaq iili, Principal, Saifio, IDegree College/ Bhopal

5. Dr. S.D. Saxena, Principal, Goveriniiient Degroe Collego, Barell^lj^,

6. Shri K.]^. Nanda, Piancippl, OovcrnDient Degroe College, Sohoro •

7* 3hri B.R, 3en, Professor Physics liotilal Vigyan i'iaJiavidj^alaj'/a , ■ ' Bhopal* 8. Sliri Khandekar, Professor iladhs« " " ” 9. Dr. G.C. Jain, Professor & Head of the Department Urdu Goyerniment Hamidia ..rts L Com-,ierce College, Bhopal. < 10* Dr* B.B. Ignihotri, professor of EJnglish, liamidia Arts (?c Coul. erco- College, Bhopal» 1 1 .'Dr, Dhan:i Bhanu, Professor of IIistor3!^ 12. Dr.P.IT,Eaothekar, Professor of Sanskrit '»

13. Br, 11,D. Gaur, Profo?sor^-Botony,M.L,V.II,Bhopal

list of students who met the Education CouMission on 2 5.3.19^5

1« i'liss S. Nasurkar, ii.Sc, Botony.

2. H.k : 2athak, II.3c, final Physics

for ii.V.ii,Bhopal.

3. Shri Ptajendra Ilalhotfa, B,.’., P t .IIIr d .

4. Shri Shulcla, 11,... Pina2

for Hamidia Colle'^-e, Bhopal ’ . ]QQJ111 List of Educationists ^iho mot the Education Commission on 2 5.3.1965

1. Shri Kmiji Lai Dubey, Speaker, Vidhan Sabha,Iiadhya Pradesh,BhopaJ

2. Smt. Chaaidrakala Saiiai, K .L.A . G-ralior

3 .. Shri .Bhawani PraSB,d Tivrari, i:,P. ‘^fright Toim, Jahalpur

4. Lai Prad^ouaan Singh,liemher,pul3lic Service ConiLiission, Hadhya Pradesh, Indore

5, Shri Tara Chared Shrivastava, Tjz-Vice-Charlcellor,I"apier To-^/n, Jahalpui" -202- i6. Dr. Efldev Prasad. M islira,Divisional Vicileace Coiaaissiouer, ’ Bila.s pur

7 . Padniasliri E. C.Shuiaa^ Rei;cl.Head "Ma.si^er,Sindia Public Scliool, Gwalior

G* Shri Bulrklii Bal Pujari, President,Municipal Committee,Raipur

Ijist of Directors 'vflio mot tlie Education Coniinission on 26. 3.1965

1.. Dr. I-liera, Director of Public Instruction,Madhya Prade^j’.'j Bhopal

2, Dr. V,il, Dokras, Director of Technical Education,Madhya Pradesh, Bhopal.

Shri A.B, Yc idya, Director of Employji.ent & Training, Madhya Pr^^desh, Govind Bhavan, Jabalpur

4. Dr. G.L. Sh?rma, Director of Health Services, Madhya Pradesh, Indore. f. 5. Shri B.K. Dubey, Director of Tribal Welfare, Madhya Pradesh,Bhopcl.

G, Sia’G..?', Cliaudhary, Director, Stete Institute of Education, Sehore

XJS. ' List of Vice-Chancellors of the State Universities who met the Bduc0,tion Coroj/iission on 2 6.3*1965

;i.*'Snri G-.L. Datta, Vico-Gliancellor, Vikrp.ii University, Ujj

2 . Shri G .P . Phatte, yico--Chpnc''."llor,Sa';^ar University, Sagc.r

3. Shri ' II. 3. Ivamath, V ice-Chancellor, Ind ore , Uni vers ity, Indore

4. Shri S.S. Bhpndarkar, Vice-Chancellor j Jivajirao Uni vers ity, Gwcilior

5^ Shri B.R. Saxena, Vice-Chp.ncellor, Pt.pLavishanicer. Shulila Uni vers it 3^, Raipur

6 . Dr. J .S . P a tel, Vice-'Cha.^icellor, Jawaliarlal ilehru K rishi Vishwa Vid y ad. ay a, 'Ja.'balpiir

7* Dr. S. Ghosh, Vice-Chancollor, Jabalpur University,' Jabalpur

B. Shri P.IT. Chrichore, Vice-Chancellor,Indirakala Sangit Vishw"? Vidyalaya, Ehairagarh

}QD[I List of Meaibers of the St cate Council for Women’ s Education who met the Education Comnission on 2 6.3*1965

!• Smt. Vimala Sharma, Ch.drman, S.C.7.E. 5,Civil Lines Bhopol

2. Sut, Manorma Trivedi, h .L.-1. ,ilember St-^te Council for 'Jomen’ Education, Shivpuri, il.P. -.203-

3nt. Sushila Devi Dixit,, M.L.xl, , Member State Council for Women ’ s Education,HbShanga‘^rad. ,

4. Smt, Hansaben Patel, ,Member State. Council- for Women’ s Education, Ujjain, H.P. 5* Smt. ITarayani Devi Jhp, M*L.A, Member State Council for VJooein’ 3 Education,Mandla, M4.P. 6, Shri P. Malhotra, Membeir State Council for Women’ s. Education.,BI10I I 7* Smt. P.Cliaudhari, Membear State Council for Women’ s Educationi, , oc D)irector,State Institute of Educat:.on,.Seho;

8. Smt. Savitri Dhagat, i-Iember State Council for VJomen’ s Educ?^t:ion, JabaJ.pur M.P.

9, Smt. Gayatri Devi Paiiiair, Member State Council lor Women Educatio Chhatarpur, M.P

10. Smt. Shalini Moghe, Memiber State Council for Women’ s EducatiLon, Incdore, M.P. Bal Adhyappu Mandir,Pagnisjpaga«

11. Smt, Jayaben, Member S'tate Council for V/omen’s Education, Dhamtari(Raipur) M.P.

12. Smt. A.M. Sinde, Hem'beir StatG Council for Women's Education, Rewa, M.P. 1 3 . Smt. S. Krlidekar, .Member State Council for Women’ s Educatio:n, Gwalior M.P I 14. Smt, R, Pandya, Secreitary, State Couxicil for Women’ s Educat;ion, Bhopal, M.P. 1 5 . Smt, Premlata Dube, Mtember State Council for Women’ s Education, Eilaspur M.P. 16 . Smt, Indira Sliulrls, M«ei.iber State Council for Women’ s Educat:ion, Jhabua^ J-I.P.

JDOH List of Principals of Engineering Colleges, Polytechnics c: Industrial Traininig Insti'butes who met the Education Coiiiii.iind on 28.5*19^5 1. Shri J.N. Moudgill, Mlaulana Aaad College of Technology,Bho:pal,

2, Shri V .V . ITatu, Snjnrs.t Ashok Technological Institute,Vidhlsha- 5. Shri S.M. Das Gupta, Govindram Seksaria Technical Institute,!] 4, Shri Swaiiy A .L ., Gov(ernment Engineering College, Jabalpur

5., Shri P.C, Wadhx^ani, (Goverm^ent'Engineering College, R,aipur 6. Shri V.V, Sarwate, , Bilaspur 7. Shri S.R, Beedkar Rewa 8. Shri Rane Z,S, , Iladiiiav Engineering College, Gvralior -204-

9'« Siiri R. Khanna, Regional Techni.cal Teachers Training Iru.,titutey Bhopal.

10. Shrii'nati H. Pandya, Wonen’s Polytechnic, Bhopal*

11,. Shri Y* Saran, Polytechnic, Bhopal

12. Shri R.G* Baldeo, Polytechnic, Jabalpur iZm Shri Borwanl<:ar S.H, , Polytechnic, Seoni.

14. Shri H. Matin, Polytechnic Harda.

15. Shri V.IT. Saxena, Central Technical Institute (Polytechnic) Gwalior

16. Shri S.N , Ranichandran. Polytechnic, I{handwa*

17* Shri V.G. Sathe, Industrial Training Institute, Bhopai.

18. Shri R.S. Keshwaiah, Kalaniketan, Jabalpur,

19 . Shri K. Karnakuran, Industrial 5^raining Institute ,Koni,Bilaspur

20. Shri S.S. Pende, Industrial Training Institute, Indore. .205. j^uPPENDIX I I I

List of Memoranda, submiltted to the Educ?='tion Com ission in Madhya Pradesh,

3 1 . . Name'.and address Brief subject• No,

1 , I>r ., Baldeo Pr as ad Mi shr a.. General Suggestions. Divisional'Vigilance Officer 5 - Bilasiour D iv isio n 5 BilasiDUr (M,P)

2. Shri II.K, ,G hi tale, Importance of Sanslcrit Bilas pur 5 M .P. Education and Religious' Philo s ophi c al Ed uc ati on

3 . Shri Shyam, Manohar 5 Principal 5 Panch^a-ti Raj Training Centre, Vajivasi Dham., Mandla. :,p. Tribal "Education

4 ,Shri P ,C .- Malhotra, Expansion of Higher Bhopal 5 M«P. E(ducation,

5 * Shri Y %Y. SBTwate, Principal, Government Engineering College, Bilaspur, M*P, ' : General suggestions

6 . Shri Shy am Manohar, Mandla, M*P, General suggestions.

7, Shri J,N, Moudgill, , Principal

8 * Shri Badri Nath Dewangan, Xj al B ag h, P >0 . Ja^d.alpur, District Bastaj?, ;.p. Spiritual' Educa.tion, 9. Sliri Veer Chand Nathu Bhai, Improving the Standard of Chhotapara, Raapur. Secondary Education, lOa Jrpf .D .R . Bhawalkar 5 Dean, Faculty of Science, Science Education in University of Saugar, Universities. S ag ar •

1 1 . Jawaharlal'^ Nehru Krishi Vishvavidyalaya, Jabalpur, Agricultural Education,

12* The Secretary, Government College of Science, Rfdpur, General Suggestions* -2 0 6 -

SI,. No, Name and address Brief Subject

13• Members of the Executive ComiTiittee of the Bpaxd of- Seoo-nd0ry Education5 Secondf^Ty Education in Bhopal MacShya Pradesh.

14. The Principal, 'Prantiya Shikshan Mahavidyalayaj Primary & Sec onCI ^^ry Jabalpur • Education in Me,dhya Pra.desh

15. Principal, Governraent Engineering Deficiency in staiT, Collegej building and equipment Jabalpur * at the^ collep-e .

16 . Shri R.V. Vaidya, Retired Teacher, Bhide’s Wada, M.L.Ba PwOad, Nevj aspects of . Lashkar, Gwalior I ndi an Ed u c ati 0 n.

17* Jiwaji University, Problems and Difficulties Gwalior of Jiwaji University, Gwalior,

18. Shri V.N, Bagchi, Local Secretary, Sectional Conference & Primajry Education & District Educational Basic Curriculajn. Officer, Indore.

19. Shri P.N, Chinchore, Vice Chajncellor, Indira Kala. Sangefet Three year Degree Course Vi s hv avi dy al ay a, in Music and Fine /yrts. Khaira^^arh*

20. Shxri Y. Saran, Principal, , ■ S,V. Govt,Polytechnic 5 Technical Education Bhopal in Polytechnics.

21 Book Sellers & Publishers Association, Patankap'Bazar, Gwalior-1 General Stiggestions

22. Shri H.L» Kaj'-^^or, Lecturer in Chbrnistryj B/Iaulana Azad College of Research ?a.cilities for Technology, Science Tea.chers of Bhopal * Engineer ing College s *

23, Shri Laxminaray.an Das,M-P» President, Kajp.aladevi Sajigeet Maliavidyalaya, Raipur , Music Education."' -207-

SI. N arne and add r e s s Brief Subject, Mo •

24 Loc al ^epjdi^asters of Secondoj’y Schools at Uj jain . Secondary Education

25 Shri H .L . Kapoor^ Lecturer in Chemstry, MaLilaiia A^^ad College of National/Central Univer­ Technology 5 sities in Stages of India.* Bhopal.

26* Shri Vimal Kumar, Jayaji Chov/k, Gwalior-1 (Member, Lai it KaJa iHcadanii, New Delhi) Fine i\rts Education,

27. Shri Ishwar Chandra, Rector, University of Saugar Sagar . University Education,

28, Shri L .C . Jain, Assistant Professor & Hea.d of the Commerce Dept,t,v Govt, Degree Collegej Neem.uch & Honoraxy Director, Institute of Business Adminis traction, Gwalior• Commerce Education

29* Shri M.K, Chitale, President, SaJiskrit Parishajd, Bi las pur , . S.anskrit Language.

30, Scindia School Te ac her s’ As s o c i a ti o n, Fort, Gwalior. 3e c0hd ary Ed ucation,

31. Shri R,V, Vaadya, Retired Teacher, Lecturer in Physics, Pa-tel Vidyalaiya, Re-oriented■Aspect of Gwalior, General Science,

32* Shri H.R, Gupta, Manager, Rajaborari Estate & Radha.soaiiii Higher Secondary School, Timarni, Holidays in Educ'^tional Ho s hajiG a,b a.d Di s tr i c t , Institutions.

3 3 . Shri Ic-ba.1 Hussain KhaJi„ Harm done to the minds QJenerai Secretary, of Iv:lusliEi boys by the Maudhya Pradesh Dini-Talimi present system of education Conference, prevailing in the prim.ary Near Ma^jid Shaivkor Khan, and high/higher second-^ry Bhopal. schools in Ma,dhya Pradesh. •-•20 '3«*

SI, Name and Pdddress Subject No*

34. Shri H.N. Shrivastavaj ' 272“ Napier To\m^ Naveen Vidya Bhav?ji Margj Jp.balpur. • U .P .S .C . Exajninations .

35* Shri Ishv;ai'' Chandraj Rector, Sag^jr Univer­ sity 5 Sa^ar, University Grants Conimittefe

36. Dr. A,P, Saxenaj Prof* & Head of the Department of Physics, Govt . College of Engineering & Technolog}^, Teaching of Science and Raipur Technology,

37^ Sliri 3. Singh, General Secretary, Primary & Secondary Schools Teachers' Association, Raipur, Curriculam,

38, Shri S .N * Nigarn, Principals Government Higher Secondary Schools Nai Gar hi, (Rewa) Genera,l Suggestions*

39, Shri Kirti Dev Shukla, Gwalior Radons, B ir1 ana^ ar (Gwali or ) General Suggestions,

40, Shri Gargi Sharan I.Iishra, Principal^ Janpada- Higher Secondary School, Rural Educa:tional Problems; ^ Bagharji

41, Dr, D*K, Singhai, Jabalpur Present educational systemi.

42, Dr. GiaJi Chand Jain, Professor of Urdu, Hajnidia. i\rts Sc Coromerce Colleger. Bhopal, University Educa„tion,

43 , Dr , P ,N , Ka^/thekar, Professor of Sajiskrit, Government Hajnidia College, Bhopal, Hip;her Education

44, Dr. Dharma Bhanu Professor of, Hisiory, Government Hanidia, College, Bhopa^la Higher Education

45, Shri Azimullah Khan, Principal, Saifia. Higher Second .^ry School, BhopaJ, General Suggestions -2 0 9 -

S I , Najne .^nd address Biief,Subject, No.

46. Shri Ka^hi Na.th Trivedi, Grnrn Bharatiyo. Ashrpjn, Tublai, District Dhnr. Gener al Susf.estions *

47* Shri Gayaetri Sanskrit Vidyalaya (Sainskrit Shist MajidaDj Sanskrit Education in Mar hta l, Mahakoshal Region. Ja.bal pur«

4 8 , Gura.tor, Sciedia Oriental institutej Uj jain , Sanskrit Education.^

49, Shri N.R, Lallji, l l “Kachhi Mo hall a, 5 Main Road 5 Guess Pa.pers should be Indore-3 banned

50, Shri Bhopf?.l Rao Pa.war, Janaioad Sabhaj Dhajntri (Raipur)

51, Shri B. Singh, General Secretary5 Secondary School Teachers’ Association, Durg . General Sug'cestions.

52» Publishers* Associa.tion Bhopal General Suggestions,

53 . Shri Raghunandan Vyas Vidyavachaspati5 Secretary 5 Ra-shtriya. Bharati Vidyalaya, Sohore. General Suggestions.

54* The Secretary, Vi kr am Vi s hwa.vi dy aJ. ay a, Vikas Samiti, U jja in . General Suggestions

55 > Shri Virendra. Singh Parihar, Research Schol'^r & Lecturer 5 Government Higher Secondary School, Budni (Distt,Sohore)

56 . The Gecret-^ry, Madhya. Pra,desh S-'^nskrit Sa.hitya Sarnmelan, B h ^r a.t i -3 hav , U jja in . Sanskrit Educ^-^tion, -2 1 0 -

SI. Name ^^'.ddress Brief Subject, No.

57• Shri A.S. SaVj Principal & Vice'President 5 Madhya. Pradesh Secondpry Teachers’ Association^ Pat an (Durg) Second ar y Sd uc ati on,

58. Shri IJday Jcdn, J.N.S. Degree College, Shujapur, General Suggestions

59. Shr i Gaj pr ati Samaj Higher Secondary School, Present Higher UjjaJLn. Secondary Education.

6 0 . Prof* R , Khpjina.^ Principal, Western Region Institute for Technical T.e

61. Shri R/K. Yarday, Principal, & Profa of Economics, Govt. 'rts 8c Commerce College, Indore, Higher Education.

6 2 . Shjri Shy am MaJiohar, Principal, Panchayati Raj Training Institute, Education in a. Majid la.. New P-^ttern,

63« Shri ShyajTi Manoh-^r, Principal^ Panchayati Raj Training Institute, Education & Comnu.iity Majidla^, Centres

6 4 . The Teachers of the Motilai Vigyaja Maha-vidyalaya, University Scie.i-.C9 Bhopal, Education in Majihya Pradeh