Aims and Objectives of Education

Aims and Objectives of Education

1. General:  The aims and objectives of education, suggested in the documents, include individual as well as social aims, with emphasis of social transformation aiming at reconstructing society to make it modernized, productive, participative, and value oriented nation committed to its constitutional obligations.

2. Individual Development

Development of an individual - physically, mentally and spiritually is well known aim of education. Objectives related to this aim of individual development have been expressed in various ways in the memoranda:

- Developing physical and mental faculties

- Acquiring the capacities of understanding, appreciation and expression through word and act, are the fundamental aims of education

- Aim of education should be to make children self- confident and self dependent, and to make them strong physically and mentally

- Education is meant to develop every child's character, personality and culture and as much knowledge as the child can assimilate not merely memorize.

The best expression of complete development of an individual and the harmonious development of personality, however, is found in the following paragraph.

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The policy should be directed to the aim of enlightenment of head and heart; illumination of consciousness for all round development of individual personality. Education should enable a human being to attain the greatest possible harmony, internal and external, spiritual and material, for the fullest possible development of human potentialities and capacities.

3. Social and National Development

Social, aim of education in equally important because an individual lives in society and has his obligations towards his nation. There is a realization that, "The present education system does riot yield required results mainly because it is divorced from the real social content and social goals".

It has, therefore, been suggested that education should be able, to discharge its natural functions and must correspond to its structure, goals and content in the interest of national development and social progress. It has also been suggested in this connection that students from young age should be made aware of the social responsibility cast on them.

At the same time, there are certain constitutional commitments, which are intimately related to this aim.. We as the citizens of the republic, are constitutionally Committed to democracy, social justice, equality of opportunity, secularism and above all to a welfare state. It has, therefore, been suggested that, "Educational policy and educational programme should clearly reflect these commitments".

The objectives of developing a sense of national identity, unity and patriotism are advocated by many associations. It is pointed out that the national objectives of planning and programmes and development with special emphasis on popular participation and the national problems that we face in different fields should. be taught at relevant stages.

Individual and social aims of education area not contrary to one another. In fact they are complementary to one another. The following view strikes a balance between individual and social aims of education.

The purpose of education should be the development of the fullest possible capacities and potentialities physical and spiritual of a `total man'. It should make a man capable of earning his

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livelihood reasonably well to enjoy a happy and secure life while making effective contributions to the society and national effort of making India strong# advanced and prosperous.

4.1 Modernization

Modernization of society in terms of scientific and technological advancement is a view which seems to be quite popular. It is though that education should enable us to move with times and attain excellence in, science and technology. To quote an expression of this kind.

Scientific and technological advances are, gaining momentum and conscious efforts are made to incorporate them into the development sectors. This calls for modernization of education in order to make. it in conformity with the modern times and to keep pace, with the advances in the world.

Modernization, however, is not interpreted and equated with westernization. In fact, lot of emphasis is given to `Indianness' while talking about modernization. One of the suggestions explicitly points out that, hour education should integrate and unite the people of India, modernize society while preserving what is authentically Indian in our cultural and spiritual heritage".

The following suggestion beautifully reconciles the twin objectives of modern technical sophistication and the ancient spirituality.

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"New education policy of India should be built on the foundation of ancient spirituality and modern culture and technical sophistication. It should develop scientific temper and spirit of enquiry in the students.

4.3 Community Participation

In a democracy education without community participation is barren. This aim of education is, therefore voiced by a number of groups and organizations. The change that is envisaged on this front is that of integrating education with community in all respects. To quote a suggestion in this regard:

The education system in all its branches and sectors should get itself involved in activities related to problems of local Community life and shall thus endeavor through the desirable community participation community involvement in the educational field to bring all education of its rightful place in community life.

5. Acquisition of Values

Moral, cultural and spiritual values in education have been given immense importance in the Memoranda documents. One of the expressions emphatically point out that, "certain basic values as respect for others, responsibility, solidarity, creativity and integrity must be fostered in our children".

It is interesting that a number of specific values have been suggested in the documents. The values which are considered important are mentioned below:

Emphasis should be given in cultivating good qualities like cooperation, good will, forgiveness, tolerance, honesty, patience etc. in order to encourage universal brother-hood and to prepare students worthy citizens of the country.

Values of optimism and secularism, and service to the poor should be stressed on the young minds.

6. Summing up

It is worth reproducing what a document mentions about the aims of education:

The aim of education is two-fold (i) Development of the individual in society and (ii) Consequent development of the society. The aim of education in relation to individual may be spelt out as follows:

i) to produce full human personality with courage, conviction, vitality, sensitivity and intelligence so that men and women may life in harmony with the universe;

ii) to bring out the fullest potential of child and prepare him. for life and its varied situations so that he becomes a cultured and responsible citizen dedicated in the service of community.

In relation to the society, the aim of education is to create:

i) a sane and learning society where made of material production will be such that no section of the society remains unemployed. In the Indian context such a made of

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production will be necessarily based on a decentralized economy utilizing all available manpower;

ii) a society. where the conditions of work and general environment will offer psychic satisfactions and effective motivations to its members.

iii) a society reconciling technological and scientific advancement with general well-being and security of its members, enhancing joy of life and eliminating all forms of exploitation.

The broad objective of education should, therefore, be to look beyond the existing society and to develop men and. women amenable to the advent of a sane and healthier society of tomorrow.

While summing up, it may be pointed out that various dimensions individual and social development, social transformation, value- acquisition etc. have been well identified in the memoranda documents. The following words briefly summarize the various dimensions which are considered important indeed for marching into the 21st century:

We are of the opinion that Indian education should aim at producing men and women of knowledge, character and cultural values and trained skills to achieve excellence in their career and life. Let us make it clear that we wish to prepare youth to march into the 21st century on the ideals of truth and non-violence as shown to us by our great leaders.

II. CONTENTS AND CURRICULUM

At present qualitative improvement of education has been a major concern in most of the states in India. It has been conceived as one of the measures to achieve goals and objectives of education. Efforts at qualitative improvement are characterized by measures to make the content and curriculum of education more relevant, meaningful and interesting. There has been a. growing realization of the need to direct educational efforts to the all round development of the students. An added emphasis on adequate preparation to keep pace with for adjustment to the fast changing society and ensuring a happy, personal and social life. It is in this context that the suggestions with regard to content and curriculum made by 138 voluntary and non- voluntary associations, belonging to different professionals such as teachers, administrators, cultural organizations, social workers, religions workers, physically handicapped have been analyzed.

The whole lot of suggestions made by the associations with regard to content and curriculum required logical presentation. Though each response in itself was in a right place with right argument, only when, these responses were picked and put together with other responses, it necessitated assortion into groups on certain logical grounds. For the purpose of analysis, responses have been grouped under twelve themes and furthers these twelve themes have been classified into two major areas:

1) Planning of Curriculum

2) Content of Curriculum

In this section, global issues pertaining to general planning of curriculum keeping in view the goals and objectives of education, issues like uniformity in education, flexibility in content and structure, the need for relevant and need-based curriculum, language issues and the role of curriculum in improving the quality of education have been discussed.

Specific issues, pertaining to what, how much, where, how and when are discussed under the heading "Content of Curriculum". Issues like curriculum for national integration, emphasis on Cultural heritage, value education, discipline education, spiritual education, extra curricular activities, and vocationalisation have also been analyzed in this group.

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This kind of classification is done only to facilitate proper analysis of the responses and to present it in a logical manner. This classification is neither mutually excluasive nor collectively exhaustive, in terms of overlap and comprehensiveness.

The total number of responses in each issue and in the two major groups viz. (i) planning and (ii) content of curriculum are given in, the following table.

        (i) Planning of Curriculum         (ii) Content of Curriculum

        1.   Uniform and National Core       1. National Integration      18

             Curriculum                 7

                                            2.  Cultural Heritage         5

        2.   Flexibility in Content

             and Structure             12   3.  Value Education          28

        3.   Language Policy           18   4.  Vocationalization and

                                                work Education           27

        4.   Quality of Education and

             Role of Curriculum        22   5.  Discipline Education      1

        5.   Relevant, need based      26   6.  Spiritual Education       3

             Total Respondents         85   7.  Extra Curricular

                                                Activities                2

             Percentage             61.6%

                                              Total Respondents          84

                                             Percentage              60.08%

Issues on planning and content of curriculum have figured as the most prominent themes in the correspondence accounting for about 61.6% and 60.08% of the total responses respectively.

2.1 Planning of Curriculum

The issues of curriculum has figured directly or indirectly as a prominent theme in large number of memorandums. Whether the analysis is with reference to past education system, present condition or future planning, it has bearing on both content and curriculum. It appears that all most all the association memorandums have visualized

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content and curriculum as the media through which the quality of education can be improved. For this purpose, it has been emphasized by the respondents, that in the planning of curriculum existing non- formal education structure should also be treated as a Part of overall system of education. A well known voluntary association of dedicated social workers suggests that.

"Non-formal Education should be treated as a part of overall system of education. Subjects like local vegetation, soil preservation, weather condition, aforestation, animal husbandry, water supply, utilization and preservation of energy etc. should be taught to the rural students, in the non-formal structure, similarly practicing cleanliness, maintenance of public sanitation, traffic discipline, first aid treatment patriotic alertness and the topics that are necessary for urban students and hence should be taught through non-formal education system".

Such an arrangement would in addition to contributing to the reduction of work load in the formal system, helps in developing proper linkages and coordination between the formal and non-formal systems.

"Open University courses should be developed in the form of modules in different subjects. The students from open university may come back to the formal system of education, after completing certain modules and after satisfying the criteria laid down by the universities".

It has been suggested that "formal syllabus" should be taught for 3 days a week and one day should be reserved for extra-curricular learnings e.g. "Lectures by distinguished professionals, exhibitions, competitions etc." to make learning more creative, interesting and enjoyable.

Such an arrangement would help in reducing the burden of work load, finance, instruction hours etc. in the formal system.

Within the broad theme of planning of curriculum, the issues that have figured prominently are:

2.1.1 Uniform and National Core Curriculum

2.1.2 Flexibility in Content

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2.1.3 Relevant and heed Based Curriculum

2.1.4 Quality of Education and Curriculum

2.1.5 Language Issues

Planning the curriculum should be preceded by

a) fixing the duration of academic session;

b) beginning and ending of academic session;

c) number of categories of syllabi that the centre/state decides to offer, and so on. Towards this end the suggestion made by the respondent reads:

"The academic session should be the same for all faculties and colleges, the syllabus for every subject must be published before the start of the fresh academic session. The syllabus should be published through news paper".

While planning the curriculum, an education foundation has asked for "number of categories of syllabi to offer to cater to the needs of various sections of the society. It has been assumed that with this .kind of variety it should be possible to reach the goals and objectives of education. It says:

"Every state should have a number of categories of syllabi to offer:

        SYLLABUS  `A'  100%   CBSE              Hindi/Eng. medium

        SYLLABUS  `B'  100%   CBSE              REG.Lang./Eng. medium

        SYLLABUS  `C'  100%   CBSE(core)        Hindi/Eng. medium

                       +30% Local(env.)

        SYLLABUS  `D'  same as above            Reg.Lang./Eng. medium

        SYLLABUS  `E'  same as above            Reg.Lang./medium

        SYLLABUS  `F'  100%   Local (env.)      Reg.Lang. medium

for the needs of School for the purpose of LITERACY only - Reg. language + Arithmetic Only

(a) SYLLABUS `F' to aim only to LITERACY : as such to be prescribed in schools in remote areas, backward villages and some areas even in town with high percentage of dropouts and for ADULT EDUCATION.

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(b) All Metropolitan cities/Cosmopolitan towns/state Capitals/ District H.Q./District Industries Centres MUST have some Govt..Pvt. Schools catering to Syllabi `A' and `B' besides other Govt./Pvt. Schools catering to syllabi `C' `D' & `E'.

Thus there would be three kinds of School (Govt. and Pvt.)

1. SYLLABUS `A'/`B' schools

2. SYLLABUS `C'/`D'/`E' schools

3. SYLLABUS `F' schools

But this kind of format should be implemented with a note of caution i.e.; a careful eye should be kept on gifted children in SYLLABUS `F' schools. A gifted child MUST be shifted to other kind of school as early as possible. It should be mandatory for the nearest good Govt./Pvt. school to accept a gifted child from SYLLABUS `F' school- preferably with some kind of scholarship if needed".

To plan the right kind of curriculum it has been envisaged that "Curricular framing up to the secondary level should be left in the hands of autonomous school boards, but should be assisted by a research wing comprising of competent educational researchers with a background of teaching experience".

"Representation of officials there on, should not exceed one third of the total composition and they should not be mere administrators but also competent educationists."

"Nominations on the school-boards should not exceed ten percent of the total membership and should be resorted only to balance the composition."

"The board should be constituted primarily of teachers and active educationists who should have full involvement in affairs of the boards

With this broad structure now us see what these associations have to say in regard to the specific issues.

2.2.1 Uniform and National Core Curriculum

The importance of national core curriculum for having a uniform pattern of all over the country has been emphasized by a

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number of respondents. Pleas such as "at the secondary stage national core curriculum should be evolved in such a way as to allow a certain degree of flexibility for providing for the specific needs of region or the particular needs of a state".

"The national or common curriculum could occupy about 70% of the total curriculum and the remaining 30% can take care of the specific local situation."

It is felt that without such a pattern the interstate movement of both teachers and students would be jeopardized. Uniformity in curricula is also desired in order to delete "Unhealthy social segregation that is taking place between the school for rich and those for poor, between two regions, between two states and so or."

Common core curriculum, the respondents feel, is very essential for peace, unity and integration of the country. People, educational societies and government should all play their role according to their resources and capacities to make education an effective instrument of social justice, national integration., socio-economic development and creation of a new man with higher consciousness capable of evolving a just, democratic, classless human society, devoted to mutual cooperation, international peace, security and progress of mankind."

2.1.2 Flexibility in Content and Structure

Almost all the respondent who have pleaded for national core curriculum have done so with a note "to allow certain degree of flexibility for accommodating the specific state wise, region wise or local needs. It is stated that "It is the education that which is. flexible in content and structure and uses the existing social and physical environment as the source for learning."

To ensure the local requirements and to base the education on local environment and local resources and finally to introduce cultural heritage, flexibility in curriculum is essential:

"Upto the level of secondary education subjects of local requirements and contemporary concerns should be included in the syllabus. Thus the syllabus should be flexible enough to embrace local needs."

The students should be infused with the ideas and ideals of cosmic culture, which is our national heritage, to ensure not only

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national integration, but also the unity of mankind with a universal well being in view."

2.1.3 Relevant and need based curricula

The provision of flexibility has been visualized by the respondents to ensure need based curricula relevant to the students residing in diverse habitats. In achieving this, are of the memorandum suggests that "school and teacher under the new policy of education should not only create social awareness about the society its needs and aspirations but also should take children to actual centre of social, cultural, historical, economic and industrial activities. "In their own village, city and state, if possible, to other states also for study tours and practical work activities." Such an education would help in developing proper needs in human beings in addition to providing education according to the needs of society. Based on the plea that education should be relevant to the students, it is emphasized that "every college and school should identify areas of its work and services according to its curriculum and divide working groups of students as per their likes, inclinations, knowledge and utility and the needs and requirements of the society already identified by linking of society to education and education to society we will be able to produce a new generation perfectly suitable to the new emerging India."

2.1.4 Quality of Education and Curriculum

Today everything, largely due to economic reasons, is based on maximum numbers. This makes the programme massive and they lose individual or personal touch and Contact that deteriorates the quality of education to a regrettable level. Informal relationship between teacher and the taught inside or outside the school or college, no longer exists. The situation has been further worsened by the type of education that we are providing to the students. Content and curriculum has been visualized as the major media through which quality of education can be improved. Different memorandum have suggested different content of curriculum for improving the quality. The details with regard to Content and curriculum is given in the second portion of this unit (2.2)

2.1.5 Language Issues

A large, number of memorandum have discussed the language policy and made worth-while recommendations. Two language formula and three

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language formula have been recommended. The reasons given by the respondents vary from making education easy and enjoyable to inculcate culture heritage, national integration etc. Each respondent has found some aspect of the existing language policy deficient in our educational system. At the same time each memorandum also emphasizes need for proper language formula for the national unity and integration. In the process, several recommendations have been made. One such respondent suggests that the study of Sanskrit should be duly emphasized and it should be introduced as one of the compulsory subjects at the school level. Reasons for such an argument are :

(a) The widespread study of Sanskrit will reinforce the national integration of India. Keeping the back bone of our cultural heritage as strong as they should be; and

(b) Sanskrit will, with all its potentialities, be able to help in understanding the regional languages of the country.

It appears that the logic for introducing, Sanskrit is well established by the reasons given above. Similarly, the reason given by another respondent seems, to be equally sound. It says "English language should be taught as a compulsory subject right from primary level to higher secondary level throughout the nation". This would help in updating the knowledge not only at national level but also at international levels.

The importance of national language appears to have been given due emphasis in good number of memorandums. It has been time and again stressed that "National language be emphasized". In a much stronger spirit runs the recommendation made by another respondent which suggests that "All southern pupils should learn Hindi and ail northern pupils should learn one south Indian language as a compulsory subject to encourage the feeling of integration."

The question of mother-tongue as medium of instruction has evoked strong response amongst the respondents. The reasons given for such argument seems to be much more logical on the provisions made in the Constitution. The suggestion reads "compulsion of studying regional language for ail students is grossly indiscriminatory and unjust......Education should be in their mother-tongue."

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2.2 Content and Curriculum

Content of education has been visualized by most of the memorandums, Rs the media through which goals and objectives of education can be achieved. The issue of content and curriculum has been used as an issue to justify the present status of both quality and relevance of education. Keeping the present position in view, the respondents have asked for renewal of curriculum. In doing so they have suggested for additions, omissions, modifications and have given reasons for their suggestion.

Within the broad theme of content and curriculum the issues discussed are : emphasis on cultural heritage, value education, discipline education, spiritual education, extra-curricular activities and vocationalisation. Table No. 2A indicates the total number of memorandums that have made suggestions with regard to content of curriculum, and also the number with regard to each issue discussed under this global heading.

It has been emphasized that educational system should keep in view the need. of independent development" of the nation as a whole. This implies constitutional goals and national goals for development. The content at different levels of. education should be in tune with these goals. It has been suggested that :

"Basic core of subjects at the general education levels, with the work culture up to the age of fifteen; diversified courses including vocational as well as discipline orientation of higher education stressing the applied aspects of the discipline to be studied at the collegiate levels".

It appears that much is expected from education and this expectation seems to have been focussed on the content and curriculum. Whether it is a matter of personality development or cognitive capability, effective domain or individual Talent, everything is expected by the society from the education sector and that too through the content of curriculum. This is we depicted in one of the statements made by the memorandum which reads

"Education should mould characters, promote group thinking, decision making and constructive action should be factors in development of self-confidence, initiative competency in every individual and make himself a reliable member of his group in society".

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For achieving these goals respondents have given large number of suggestions as to what should be the content and curriculum. The items suggested include :

"Environmental cleanliness good manner, dental hygiene, politeness, collective living, functioning in an organized and disciplined mariner, working together, mutual assistance, cooperation and division of work", Values of collective functioning and. the need for preserving and protecting,", "Physical Education, "Yoga", "Cultural heritage", "Sports, Dance, Drama, Music and Extra-curricular activities".

The broad framework of content of education at different levels has beer worked out by an association of teachers. The suggestion reads follows:

        Standards  Levels             Subject

        1 to 5    Primary        Mother tongue, English, Conventional

                                 Maths 50%, Set theory 50%, Fundamentals

                                 of Science and Indian history

        6 to 8    Middle         Mother tongue, English, Science, Maths,

                                 Indian History and Geography, Hindi-

                                 crafts

        9 to 10   High School    Mother tongue, English, Science, Maths,

                                 subjects like modern Maths, modern

                                 Science and humanities and vocational

                                 subjects like Agriculture, Automobile

                                 and Electricity

        11 to 12  Higher         Academic stream - Humanities, modern

                  Secondary      maths, modern Science. - Vocational

                                 stream - Agriculture, Animal husbandry,

                                 Engineering and Technology, Health,

                                 Commerce, Home science, fine arts

Physical education should be made compulsory at all levels.

Another framework suggested by an association emphasizes on teaching of grammar at all levels. And it has been expressed that

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fourth optional that is being imposed on at the senior secondary level at present is waste of energy and resource, suggestion reads :

"Arts students need not study science. Even social science students need not study because they are weak students, they should have less maths".

2.2.1 Cultural Heritage

Cultural heritage seems to have been given due weightage by large number of associations. India is known for its rich culture and its subsequent advantages. It is the responsibility of the education sector to find means and ways to enrich this culture and inculcate it in the next generation. It has been rightly said that :

"Cultural heritage elements, knowledge of the past events, etc. should find prominent place in new educational policy"

2.2.2 Value Education

In the modern world the most precious asset of humanity is man himself, and the most effective tool for the judicious development of this precious resource is education. India, can not afford to ignore the urgent task of constant review of its educational system in the competitive world today. Today, competition has gone beyond economic and commercial spheres and reached intellectual and spiritual domains. The imperatives of national unity and national integration seem to have certain direct link with the value perspective in the educational system. Major criticism about the education is that it has been successful in alienating individuals from his/her root in the society. This has resulted in individuals getting alienated from their original individual, moral, societal and spiritual values. In this context, it is said that :

"Education should try to develop a total man, it should be skill generating as well as value generating and to achieve this it is necessary that the "Primary education should be related to value, work and inculcate values of life. Even the drop-outs should be provided value education through "own-time" education. At the senior secondary level, just as there is an emphasis for skill training, there should also be In emphasis on value orientation in which the Indian culture and tradition also be emphasized".

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While analyzing the present position of the country in general and the educational content in specific, it has been stated by an association of teachers that:

"Eradication of social evils can be done with the help of teaching basic values of life to our students. Discipline and self-restraint are the important values for self- development and development of the society".

It has been suggested that moral education and sense of devotion, dedication and discipline education should find a dominant place in the overall education. Competition, individualisation is overtaking, basic values and it is this component or education that needs to be uprooted; content should be such that it facilitates collective living and functioning, cooperative working and self-assessment end healthy competition that needs to be incorporated.

Spiritual education and discipline education are the fertile grounds on which the crop of value education can be reaped. It is suggested that:

"Value education oriented courses, personality development activities like NCC, NSS, Sports, Mountaineering, oratory be included in the under-graduate curricular/credit courses".

While emphasizing for spiritual education, a well known organization of primary school teachers suggests.

"Education be based on Vedas and Vedas be taught in Schools".

and further to develop the sense of concentration in the students, Yoga be made compulsory. It is requested that

"every school should teach Yoga as Brahmcharya".

2.2.3 Extra-curricular Activities

A number of respondents have given due recognition to extra- curricular activities in the formal education systems.

"Sports and games including indigenous games and rural sports which help in physical development end inculcate a sense of discipline and team work, yoga exercises and activities promoting a spirit of adventure should from an integral part of education

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at all levels. In addition to the sports "there should be variety of entertainments in all villages in the form of dances, dramas, harikathas, plays, festivals, etc. should be introduced to cur-tail city centered entertainment and raise local talents".

2.2.4 Vocationalisation and Work Education

Work education and vocationalisation seem to have been such recommendations which have figured in almost ail the memoranda. It has been emphasised that the programme for work culture be made obligatory for school and college going students as a part of national youth policy. These programmes should be planned and organised in such a way that it may enable student community to identify itself with the community development. Such an emphasis has arisen out of a reason that the present education is more theory oriented rather than practice oriented. One of the associations suggests :

"Practical aspect of education be strengthened to prepare student to face the real world. In this context experience of China has been quoted for studying the feasibility of extrapolating and applying it to Indian situation. A member of Parliament (Lok, Sabha) suggests "half-half school perception of China wherein productive work and learning processes have been reconciled, may be carefully studied and assimilated where suitable".

Effort has been made by one of the private management institute to work out the detail content of work education for rural and urban areas. It has been suggested that

"In rural areas agriculture education should be stressed in which some business trades and improved agriculture techniques should also be given. `Earn while you Learn' scheme should become inherent component of all education. For urban area courses like Radio, Watch, T.V. or such electric and electronic related subjects be introduced. Selection of students should be made on the basis of aptitude and interest otherwise even the work education becomes a burden".

The need for vocationalisation and work education has been visualised for enhancing the social prestige, in the sense, that it is not meant for dropout. Work oriented education would not only checks the dropout, rate but also boosts the enrolment and retention. Such an argument is based on the following assumptions that the higher secondary education board has spelt out :

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(i) We are moving from non-technical to technical culture;

(ii) Educated person is the chief resource of the community;

(iii) Achievement and merits are the qualification marks of one's ability;

(iv) Quality of intellectuals required to be nurtured; and

(v) Investment in human resource development requires a priority.

Vocational Education is required

"for improving quality of human resources through increasing level of education and vocational skills of masses".

Though there has been an emphasis for vocationalisation to be taken as a central programme, it is Suggested that

"Vocational courses should be started in different states on the basis of different sources available in the States".

It appears that a good number of associations have concentrated on the philosophy, planning and management of vocationalisation rather than the content and curriculum of vocationalisation. Examples of such recommendations are given below:

"The vocational education should, accordingly comprise of the following :

"Socially useful productive, work at ail levels of education"

"Drawing useful lessons from successful experiments in basic education"

"Imparting training for occupations which should be carefully surveyed"

"as 70% of our population lives in villages, imparting skills and raising of existing skills of farmers, artisans, farm labourers, cattle breeders etc. should assume special significance"

"training programmes should be re-oriented according to changing needs of the society

"opportunities for upgrading of skills from time to time and for career advancement in Jobs should be enlarged"

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While emphasising the need for introduction of vocational courses at lower levels of education, it has been stated that "vocationalisation should start at the primary level by developing skills and capacities that would enable the students to make their own decision and follow a vocation of their choice.

5. Quality and Quantity of Personnel Required

On the basis of the quality and quantity of human Resources required for our educational effort, a fairly large number of groups

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have sent in their opinions

"India needs millions of new, devoted and inspiring teachers to implement her gigantic programme of educating the nation to usher in the 21st Century. We have to launch massive recruitment and teacher training programmes. We should better utilize our vast manpower resources of educated unemployed young men and women by giving them a short-term in-service training, just like war time emergency military training to face the enemy."

In the same vein, another group has stressed that a. "cadre of dedicated teachers be created" though it cautions another communication that "National education will never serve our purpose if the teaching class is not put in, a pivotal position in our educational affairs.

The opinion that the strength of both teaching and non-teaching personnel in education need to be increased has been expressed. "To introduce better education and evaluation, it is required to increase the teacher-student ratio to double the present one." In rural areas, one memorandum said "the staff in the school should be directly proportional to the number of students. The number of peons should also be in proportion"

"The quality of teachers has to be very much improved and "Teachers should emphasise moral and ethical values and arrangements should be made that they adhere to these values." Some expression has been given to the current value system of teachers "Teacher have become money minded `and as a, result, have, in general, become oblivious of their own objectives of a teacher."

6. Mobilising Human Resources

"Freedom fighters should be associated with committees supervising implementation of 20 point programme and other advisory committees appointed by the Government.

"We can have millions of teachers, student-teachers; social workers-teachers, young and old retired educational personnel or any voluntary organisation and individuals interested in rendering national educational services to educate India with a motto "Vidya Dan, Maha Kalyan".

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Efforts should be made to motivate persons to come forward and make their contributions towards "educating India" by "Taking people into confidence (this) will also make it easier for them to enter into meaningful partnership with the government in the task of providing education for all and also providing) quality education. The immediate responsibility for supervision must rest with the local community. This local community could, with advantage, be involved in identification of problems, assessment of resources, implementation of programmes, monitoring and evaluation".

Our educational force could comprise persons from all walks of life through a formal or non-formal arrangement.

"Education in an informal way can utilize voluntary effort all experts in trade or profession or senior experienced parents can be lecturers or instructors. Also, if experts and seniors who are now shunned by the common mass of society, and who feel despondent, are brought in this academic activity, they will enrich the common level of education by their knowledge. It may be suggested that all professionals be informed from the very beginning, to offer themselves for such academic activity whenever needed. Along with voluntary organisation, professional bodies should also be encouraged to undertake such activities granting them some monetary support where necessary".

"The teaching personnel should include mobile teaching, teams, full time, part-time and even spare-time locally available personnel, particularly women. Secondary School and College Student should take part in the programme as a requirement for their certificates and degrees. Retiring teaching and administrative personnel could also be involved in the task". "There is a great necessity to encourage private agencies with necessary support and public recognition to involve themselves in educational activity" and "Central and state Government should encourage private enterprise for opening primary and secondary schools".

7. Effective use of Human Resources

The effective use of resources has also been emphasised. "Teachers and educational administrators are the most necessary tools, and instruments through which all the educational policies end programmes are to be implemented. So, we should employ and use this instrument proficiently with masterly skill to implement successfully our educational policies and programmes".

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Selection and Training of Teachers

8.Characteristics of a good teacher

"Dedicated, talented and noble teachers with missionary zeal should be appointed for the teaching profession". "The teachers should feel committed to democracy, secularism, cultural heritage and composite culture of India", "Teachers should be experienced and learned", "Teachers should be at least 40 years old", "Women should be preferred as Teachers". Here are some of the view points that have been received about the kind of teachers that should be appointed.

9. Methodology and Criteria of Selections

One memorandum states that "Recruiting agencies should take lot of care in appointing a teachers. Written examinations and merit only should be the basis of selection". Another memorandum has suggested that "Selection of teachers be done on the basis of passing the required attitude (sic) test for teaching. "Yet another advocates a rigurious selection process for teachers who have commitment to the profession and competence and for it". "Only these persons should be recruited as teachers to be trained who are positively inclined towards the profession".

Selection and training of other educational personnel has also been touched upon, "Selection of headmasters of primary and secondary schools (should) be based only on merit and they should be given training in social dynamics, developmental administration and public relationship".

Selection for higher education has also drawn response. "At the lecture level, Ph.D. degree should not be insisted by the UGC because that has given rise to a black market in Ph.D degree. and entry of 2nd rate students as teachers into university".

10. Responsibility for Teacher Selection

Who should select teacher who have been touched on by most groups though a view has been expressed that : "To draw talented persons in the profession, it is necessary that recruitment is made at two levels. school and university, by competition, like those for PCS and IAS. They should be caught young, and trained by their job at government expense.

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11. Importance of Teacher Training

The importance of teacher training cannot be under estimated. In fact it is of primary importance. "Educational reforms should be introduced after proper administrative preparation and due training of teachers who should be taken into full confidence by the administration". "Teacher orientation programme should be given priority before implementation of new policy".

"Like any other profession, teaching profession is a highly specialised job and perhaps more, important than any other profession. The job is that of nation-building. To turn out highly competent and dedicated teachers who can devotedly work for the profession, there. should be a professional course of training for teachers of sufficient duration".

"Teacher is a kingpin in the entire process of education. Teacher Training therefore assumes a significant place, in any educational reform".

"Before we try to educate the child, we have to educate the teacher, convince him about the efficacy of teaching his pupil to prepare for life itself".

Changes suggested in Teacher Education

Changes in teacher-training have been suggested both in structure and content.

12. Structural Changes

Structural changes suggested are "B.Ed. system should be replaced by a 4 year course after +2 stage and should be meant specifically for the who wish to take up teaching professions".

"There should be a three year course for secondary school teachers profession after 10+2 with an Internship for a period of six months".

"For nursery and primary classes, Higher Secondary passed youth should be tained as teachers. They should be, assigned work of removal of illiteracy through the pre-planned curricula prepared by the experts. Graduates should be employed for middle and higher secondary

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classes after `short term' teacher training courses, while allowing them to prepare for B.Ed. examination through self study or correspondence courses to take their examination as a private candidate from a recognised university. Point is, that our programmes of eradication of illiteracy and universal education should not suffer for lack of teachers and teacher training".

13. New Orientation Required

A new orientation has been suggested, regarding the programme of teacher education itself. "In order to meet the current and emerging needs of education at all stages, it is necessary to introduce a new orientation in the teacher training programmes, both pre-service and in-service. Consequent upon the explosion of information, increasing stress on national unity and integrity calls for a change in the role of teachers. Therefore, fundamental changes needs to be effected in all aspects of teacher training, so as to reflect the new demands of the curriculum".

"Teacher training programme should focus on the new role of teacher as an inventor and innovator of dynamic methods of instruction, as a leading agent of changes and as a facilitator and monitor rather than as a mere transmitter of information".

"Serious attempts should be made to strengthen the teacher training institutions. Training programmes for in-service teachers for enhancing their competence, arousing their motivation, updating their knowledge of content, and, for reorienting them to the new developments related to instructional practices need to be undertaken in a systematic manner".

Another writes that "the real motivation should come from the joy of work. The right type of teacher's training is likely to emphasise this aspect of motivation.

"Necessary changes should be brought about in the present content and scope of value-orientation in education and for this purpose, teacher's training should aim at development and promotion of highest values of physical, mental, aesthetic, moral and cultural values amongst the teachers.

"All educational colleges, and colleges for teachers' training should provide in-service training for teachers, directed towards

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(i) Increased knowledge of subject matter

ii) Shifts in attitude and perspective;

(ii) Greater skill in teaching methods;

(iv) Curricular research and action programmes; and

(v) A decent and humane behaviour with mankind

14. Content of Teacher Training

Regarding content of teacher training programmes, suggestions are:

"Teacher should feel committed to democracy, secularism cultural heritage and composite culture of India. The subject of national history, history of freedom struggle, Indian Constitution, religions of India, and respect and tolerance of each religion, and the underlying unity in the regional cultures should be effectively implanted in the minds of teachers. Teachers' training should provide strong foundation in subject content, methods, materials, teaching aids and stimulate innovatons and experimentations and should mould teacher as an agent of change".

"Community life should be an integral part of training in the training colleges and institutions".

"The course should provide for subject teaching, contents, methods, psychology educational philosophy and developments in educational, technology. It must also include compulsory subject's of history and culture."

Another view: "The teacher has to be taught only how be can inculcate in the child, two qualities:

1) That of self respect

2) love

It must be taken up from the time the child enters school till at least 10 years. He will imbibe these qualities by listening to stories given by the teacher or through comments made by the teacher. hew books will have to be written for the teachers".

15. Remuneration, Service Conditions and Transfers

The need to make the education field more attractive to the right kind of people has repeatedly been emphasised in the memoranda.

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The memorandum refers to the teacher "as the lowest paid social engineer".

16. Salary Structure.

"Uniform pay scales have been asked for according to their qualifications. The scales should not vary from state to state".

"Terms and conditions of service of teachers should be attractive and well comparable with positions in industry, business and public administration, demanding parallel qualifications. As recommended by kothari Commission 1964-66 the salary scales of teachers in colleges and universities should be reviewed quinquennially. This should be done in consultation with teaher representative bodies. There should be good rapport between teachers association and academic institutions with a view to avoid litigation which is now on the increase".

17. Disincentives advocated for private practice

At the same time, the practice by some teachers of making extra- money on the side by giving tuitions has been condemned.

"Teachers who give private lectures should be punished".

"Teachers do not teach, and demand that students take private tutition from them for +which poor parents have to pay even though they can not afford private tuition., Even in private tuition, the teachers are not honest and no one can say anything if they do not teach".

18. Service Conditions and Facilities

Better service conditions have been asked for. "Better service Conditions for teachers are needed and towards that end even nationalisation of education may be thought of. Better emoluments will attract `talented' teachers/researchers".

EDUCATION FOR CULTURAL DEVELOPMENT

Introductory

4.1 With more than 4000 communities, 18 constitutionally recognised languages and hundreds of dialects, more than six major religious and hundreds of sects and more than 800 million people, India presents a very complex, plural culture which very nearly permeates every aspect of living from patterns of belief and values to hundreds of forms of creative articulation, from costumes mid foods to enormous subtleties of refinement and participation. Nothing in India can possibly escape the impact of its culture, be it politics, technology, education or development. Even the long colonial subjugation had a distinctively Indian hue while it shared many aspects with similar colonized countries.

4.2 The strong and inescapable cultural implications of education and development were recognized right from the beginning of the epic scale national reconstruction which was launched when the recently free India gave to itself, in the early fifties, a new constitution and the form of a democratic republic. In many ways India's democratic ethos and its amazing survival owes as much to the political sagacity of its people as to their innate sense of culture, their unfailing cultural literacy in spite of their depressing poverty mid widespread verbal literacy. It is the age-old resilience of Indian traditions that made them show genuine openness to new ideas while remaining firmly rooted and have, therefore, evolved their own distinctive dynamics of change and absorption. The built in resistance in Indian milieu to tyranny of any kind, whether of belief or truth or behaviour, has made it face new challenges with confidence and bring about many transmutations without tensions of rupture. The issue of education, culture and development have to be seen in this context of an enriching, if also a trifle perplexing, continuum.

4.3 Each linguistic and racial group has its own distinct cultural identity. Yet interaction has taken and continues to take place amongst regions, between different an disciplines at various levels of society, from the most affluent to the weakest sections. Culture has always been an integral part of the informal process of an Indian's education, contributing to the integrated development of his personality, sensitizing him towards his environment and his natural and cultural heritage. In the present day scenario, when the world is facing numerous problems such as dissension and intolerance, destruction of the natural environment, wars and poverty, the role of culture in the developmental effort, and particularly in education, cannot be over-emphasised. It is now widely recognised that only the integration of our artistic and cultural with curriculum teaching will make the young aware of the aesthetic dimensions of life and senstitise them towards creative expression.

4.4 Education plays a very important culturising role. The converse is equally true: Culture plays a very important educating role. Both the National Policy on Education, 1986 and the Approach to the National Policy on Culture (NPC) constantly emphasise the cultural consequences of education and seek to strengthen its cultural components. As stated in the NPE 1986, "deculturalisation, dehumanisation and alienation must be avoided at all costs. Education can mid must bring about a fine synthesis between change oriented technologies and the country's continuity of cultural tradition. The curricula and processes of education will be enriched by cultural content in a many manifestations as pos-

Education for Cultural Development 43

sible. Children will be enabled to develop sensitivity to beauty, harmony and refinement". The Approach to the NPC also commits itself to the growth of cultural literacy along with verbal literacy and inculcation of respect and striving for creativity and excellence from the earliest levels of education.

The Cultural Dimension in School Curricula and the Role of Education in Cultural Development

4.5 The inter-linking of education and culture seeks to discover the inherent talent and potential of a child and develop his personality. With this in view, a Programme of Action has been formulaed under the NPE, right from the pre-primary stage to the highest level of formal education. Some of the salient features of this culture-education linkage are mutual participation, use of inexpensive and relevant material for cultural exposure, promotion of a concept of cultural neighborhood involving active participation of the community, curriculum reform motivation and training of teachers, and efforts to encourage the young to participate in cultural activities. The cultural input in school education seeks to sensitize the child towards his environment and natural materials around him, and teach him to appreciate the aesthetic forms and rhythms he grows up with. The school child is also provided a basic core of facts about India's cultural heritage through folk songs, local history and archaeological artefacts. A sense of design and aesthetics is encouraged. Teacher training programmes also seek to enhance their capability for cultural instruction. Special books, educational material and audio visual facilities are also sought to be provided for schools.

4.6 Resource persons in the community, irrespective of their formal educational qualification are being invited to contribute to the cultural enrichment of education employing both the literate and oral traditions. To sustain and carry forward the cultural tradition, the role of old masters, who trained pupils through traditional modes is being supported and recognised. India is striving to promote a symbiosis between local environment, indigenous technologies, oral traditions of literature and the demands of keeping pace with the rapid technological advances.

4.7 The languages of India have been very valuable vehicles of cultural articulation and dissemination. Development of linguistic skills and a sense of pride in mother tongues is sought to be encouraged at all levels. Learning of our classical languages and training in traditional disciplines available only in them are being seen as preservation of an important aspect of our cultural heritage and its continuing relevance.

Interaction between the Schools, the Community and the Society

4.8 The NPE as well as the approach to the NPC seek to encourage educational institutions to be in live contact with local writers. artists etc. as cultural education should be seen not as an additional burden on but as an integrated component in curriculum teaching. School Community interaction is sought to be institutionalised by getting local artisans, craftsmen etc. to teach/demonstrate their art to school-children.

4.9 Organisation of regular visits to monuments, museums and sanctuaries is also being encouraged. Development of conservation ideas through adoption of monuments by the students and the community, taking their help to keep the monuments clean and safeguarding them will make the youth aware of their natural as well as man-made environment.

4.10 Apart from setting up small museum comers in schools, the established museums are being encouraged to reorient themselves as ac- tive centres for awareness building regarding cultural heritage. Museums have to function as more than storehouses of our ancient heritage. They have a vital role as centres of learning and educa- tion. Museum visits are sought to be systematically encouraged with each Museum developing attractive programmes which would interest the young.

4.11 One of the major thrusts of the NPC would be the expansion of library facilities in the rural areas. The rural library movement is sought to be intensified through the setting up of a network of

44 Development of Education in India

rural libraries linked with the District Library System. This would take care of the reading needs of the student community and the growing numbers of educated youth.

Training of Teachers for a New Responsibility

4.12 India started inservice training programmes two decades ago in the area of linking education with culture. The Centre for Cultural Resources and Training (CCRT) was set up at the national level to provide a cultural component in curriculum teaching and a number of teachers and teacher-educators trained in this institution are doing commendable work in schools and State Institutes of Education. CCRT training programmes are designed to enable teachers to acquire knowledge of the use of the arts and crafts in the service of education, to create an awareness of India's cultural heritage, and to inculcate a sense of appreciation of the multiple levels of cultural interaction in the country. CCRT also strives to sensitize the decision makers on the need for cultural education, especially to ap- preciate the role of the youth in the preservation of the natural and cultural heritage.

4.13 The content of the teacher training covers different aspects of India's heritage the environment and geography, the historical evolution of traditions. art and culture architecture, sculpture, music. dance forms, theatre, with emphasis on regional forms and handicrafts. In order to make teacher training adaptable for practical use in the classroom, it incorporates lesson plans in- tegrating aspects of culture with curriculum work, preparation of innovative educational aids directly involving the child in the learning process, and demonstration of new methodologies. Practical classes in music, movement and mime, traditional crafts and technical skills are arranged to help teachers to discover the child's potential and talent and create a balance between academic studies and practical work. A Cultural kit which includes slides and recorded cassettes as well as books and explanatory notes is provided to the schools from which teachers have been trained. Educational tours to places of historical and cultural interest, museums and aft galleries are organised. The first-hand experience helps teachers understand how such visits can complement classroom teaching. Since its inception, the CCRT has trained 26,710 teachers/principals/district education officers. Besides, 33,388 students have also been directly trained by the Centre.

4.14 Each district in India is to set up a District Institute of Education and Training for training teachers at the primary level. The syllabus of this training highlights the need for an understanding of the local cultures. In some of these DIETs, resource persons trained by the CCRT are providing methodologies for a cultural input at the primary level. Colleges of teacher training are also considering a cultural input in the pre-service curriculum.

4.15 Most States in India have Centres for Educational Research and Training. Each such Centre has a special wing related to cultural education. Several voluntary agencies in the rural areas are doing admirable work in the area of education, taking into account the local culture and needs.

Pakistan’s Education Policy_ Aims and Objects

Aims and objectives of Education and Islamic Education
Education and training should enable the citizens of Pakistan to lead their lives according to the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true practicing Muslim. To evolve an integrated system of national education by bringing Deeni Madaris and modern schools closer to each stream in curriculum and the contents of education. Nazira Qur'an will be introduced as a compulsory component from grade I-VIII while at secondary level translation of the selected verses from the Holy Qur'an will be offered.

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Thursday, August 20, 2009

Share this story!             Aims and objectives 1. To revitalise the existing education system with a view to cater to social, political and spiritual needs of individuals and society 2. To play a fundamental role in the preservation of the ideals, which lead to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution 3. To create a sense of unity and nationhood, and promote the desire to create welfare state for the people of Pakistan 4. To promote national cohesion by respecting each others’ faith, religion, and cultural and ethnic diversity 5. To promote social and cultural harmony through the conscious use of the educational process 6. To provide and ensure equal educational opportunities to all the citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort 7. To develop a self-reliant individual, capable of analytical and original thinking, a responsible member of society and a global citizen 8. To aim at nurturing the total personality of the individual, dynamic, creative and capable of facing the truth as it emerges from the objective study of reality 9. To raise individuals committed to democratic and moral values, aware of fundamental human rights, open to new ideas, having a sense of personal responsibility and participation in the productive activities in the society for the common good 10. To revive confidence in public sector education system by raising the quality of education provided in government owned institutions through setting standards for educational inputs, processes and outputs and institutionalising the process of monitoring and evaluation from the lowest to the highest levels 11. To improve service delivery through political commitment and strengthening education governance and management 12. To develop a whole of sector view through development of a policy and planning process that captures the linkages across various sub sectors of the education system 13. To enable Pakistan to fulfill its commitments to achieve Dakar Framework of Action EFA Goals and Millennium Development Goals relating to education 14. To widen access to education for all and to improve the quality of education, particularly in its dimension of being relevant to the needs of the economy 15. To equalise access to education through provision of special facilities for girls and boys alike, under-privileged and marginalised groups and handicapped children and adults 16. To eradicate illiteracy within the shortest possible time through universalising of quality elementary education coupled with institutionalised adult literacy programmes 17. To enable an individual to earn honestly his/her livelihood through skills, which contribute to the national economy and enables them to make informed choices in life 18. To lay emphasis on diversification from general to tertiary education so as to transform the education system from supply-oriented to demand-oriented and preparing the students for the world of work 19. To encourage research in higher education institutions that will contribute to accelerated economic growth of the country 20. To organise a national process for educational development that will reduce disparities across provinces and areas and support coordination and sharing of experiences.

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