Diploma in Elementary Education (D.El.Ed.) Course-501 PDF

DIPLOMA IN ELEMENTARY EDUCATION (D.El.Ed.) Course-501 Elementary Education in India: A Socio-Cultural Perspective Block -1 Elementary Education in India: A Retrospect NATIONAL INSTITUTE OF OPEN SCHOOLING A - 24/25, Institutional Area, Sector – 62,NOIDA Gautam Buddha Nagar, UP – 201309 Website: www.nios.ac.in Credit Points (4=3+1) Block Unit Name of Unit Theory Study Practical Study Hours Content Activity Block-1: U1 Indian Education System- 4 2 Comparison of guru of the Elementary I yore and the professional Education in teacher of today India: A Retrospect U2 Indian Education System- 5 3 Evaluation of any text book II is the right of NCF 2005 U3 Education as a 4 2 Analysis of the RTE Act Fundamental Right 2009 in the light of roles and responsibilities of the teacher U4 Organizational Structure 4 2 Organizational structure of for UEE Elementary education in Jharkhand Block-2: U5 Strategies for UEE-I 5 3 Elementary Education in U6 Strategies for UEE-II: 5 3 Mid-day meal experience India in the The Sarva Shiksha in respective school Cotemporary Abhiyan(SSA) Context-I U7 Planning and 6 3 Management of UEE Block-3: U8 Preparing Teachers for 6 3 Consideration of your Elementary Elementary Education quality as a reflective Education in teacher India in the Cotemporary U9 Preparing Teachers for 5 3 Consideration of issues on Context-II Education of access and retention for Disadvantaged SC/ST/Minority children in your locality Your action plan to protect child right in your school U10 International Scenario in 5 2 Elementary Education Tutoring 15 Total 64 26 30 Grand Total 64+26+30=120 hrs. Block 1 Elementary Education in India: A Retrospect Block Units Unit 1 Indian Education System –I Unit 2 Indian Education System –II Unit 3 Education as a Fundamental Right Unit 4 Organization Structure for UEE BLOCK INTRODUCTION You as a learner will study in Block I Elementary Education in India: A Retrospective. This Block consists of four (4) units. Every units has sections and sub-sections In the Unit-1 you will learn about the educational practices in ancient India. The changing role and responsibilities of the Guru, the teacher. There you will be able the review and evaluate the major recommendation of different commissions and committees during the British Raj the major developments in India educational before 1947. This unit will give you a brief historical perspective of Indian Education system from ancient times to pre-independence period. History tells us that Indian Culture is the oldest one in the world. Indian education system is embedded in the rich cultural heritage. Unit-2, you will be able to read the recommendations of the committees and commissions especially the Elementary education of the Indian education system in the modern period (1948 to 2005).After independence, the first priority of the free nation was to design the education system and to provide free and compulsory education to all the children at the age of 14 years. Many commission and committees have been framed to implement the education facilities and establish an effective education system in the country. In the unit-3, you will be able to learn the concept and need of UEE under the Article 45 of Constitution of India, 86th Constitutional Amendment, RTE Act 209 and Rights of the Child according to the education as a Fundamental right. You will also study the provisions of RTE Act, 2009 and as a teacher our role of achieving the goals of universalisation of Elementary Education. (Article 45, 86th Constitutional Amendment, RTE 2009) Unit-4, will assist you to define the organization structure for UEE such as the role of NCERT, SCERT,SIEMT, DIETs, BRCs, CRCs at national, state and district level CONTENTS Sr. No. Unit Name Page No. 1. Unit 1: Indian Education System –I 1 2. Unit 2: Indian Education System –II 21 3. Unit 3: Education as a Fundamental Right 40 4. Unit 4: Organization Structure for UEE 62 Indian Education System –I UNIT 1 INDIAN EDUCATION SYSTEM -1 Notes STRUCTURE 1.0 Introduction 1.1 Learning Objectives 1.2 Ancient Indian Education- A brief overview 1.2.1 Concept of ‘Guru’ of the yore. 1.2.2 Role and responsibilities of Guru 1.2.3 Professional teacher of today 1.2.4 Characteristics, roles and responsibilities of teacher 1.3 Genesis of the Indian Education Today: Pre-independence period 1.3.1 Macaulay’s Minute 1.3.2 Wood’s Dispatch 1.3.3 Hunter Commission 1.3.4 Universities Commission 1.3.5 The Sadler Commission 1.3.6 The Hartog Committee 1.3.7 The Sapru Committee 1.3.8 The Abbot-Wood Report 1.3.9 Zakir Hussain Committee’s Report 1.3.10 Sergeant Report 1.4 Let Us Sum Up 1.5 Suggested Readings & References 1.6 Unit-End Exercises 1.0 INTRODUCTION You will realize that Universalisation of Elementary Education (UEE) has become a global concern today. The UEE has been set as one of the important Millennium Development Goals (MDGs) and is considered second to livelihood, to be achieved within 15 years (this period is getting over soon) by more than two hundred countries in the world. India was also a party to this decision. You will Block -1 : Elementary Education in India: A Retrospect 1 Indian Education System –I see that our consistent efforts to eradicate illiteracy and to achieve UEE for last half a century, have started bearing fruits now. We have a huge system of education Notes established for a large population with improved enrollment, retention and teacher- pupil ratio, higher literacy rate, better infrastructural facilities and their growth, etc. However, despite the national initiatives like literacy movement, NAEP, DPEP, SSA, RTE, etc., millions of our children are still out of schools, thousands of teachers are required to be recruited and about 10 lakh untrained teachers remain to be trained before 2015. Hence the teacher education programme like Diploma in Elementary Education (D.El.Ed) of National Institute of Open Schooling becomes very important. We are at the beginning of the first course of this Programme. This is the first unit of this course. This unit will give you a brief historical perspective of Indian education, right from ancient times to pre-independence period. You know from the history that Indian culture is one of the oldest cultures in the world. The cultural spirit of any civilization and the ideals of the nation are reflected through their educational institutions and the practices they follow. Actually, as you know, in the civilized society, institution of school and the process of education are started for the purpose of creation, development and sustenance of the society and the culture of that community. It happened in our country also. Indian education system is embedded in its rich cultural heritage. Despite many deficiencies, it always remained a powerful tool of social reconstruction and development. You will find it interesting to review briefly, educational practices in ancient India and see how the teacher and educational institutions in those historical periods, tried to make education, part of day to day life of masses, when there was no facility of printing, nor any information and communication technology (ICT), was available. You can trace back the roots of Indian education in the past and examine their relevance today, in the global perspective of 21st century. In this unit, we will review briefly the educational practices in ancient India. We will also see the changing role and responsibilities of the Guru, the teacher. We will further review and evaluate the major recommendations of different commissions and committees during the British Raj for their bearing on the developments in Indian education. We will see how education, especially elementary education, developed in this country till we became a free, independent nation, in 1947. 1.1 LEARNING OBJECTIVES After going through this unit, you should be able to: discuss the educational practices in ancient India, evaluate the role and status of Guru in ancient Indian culture; 2 Diploma in Elementary Education (D.El.Ed) Indian Education System –I identify the trends, issues and challenges faced by education in historic periods; Notes analyze the historical events leading to the present status of elementary education; discuss the impact of the recommendations of various Commissions and Committees on elementary education 1.2 ANCIENT INDIAN EDUCATION - A BRIEF OVERVIEW You will not find many books available, describing educational theories and practices of the ancient Indians till 17th century, even though they were there in practice for a long time. Some skeletal descriptions of main features of secondary and higher education are found in ancient scriptures in the form of Sutras and Smritis, but you will not find separate description of primary education. Perhaps, in ancient times, education was considered a process of self-improvement, continued from birth till death. At primary stage, it was an education of living life, learning to perform routine activities of day to day life, and hence, it might not have been thought as a separate stage of formal education. It was a preparatory to life. You can find from the ancient literature in our country that knowledge was considered the “Third eye,” giving insights in to all affairs of life *(1). Our ancestors held that the “correct insights developed by education, increase the intelligence”, which was considered as “power and efficiency” *(2), leading to all round progress, prosperity and freedom from miseries of life *(3). Education was considered as a root of all human happiness. It was believed to increase your efficiency, enabling you to acquire fame, respect and wealth. It was held that the wealth not only makes us happy, it also enables us to discharge effectively our religious, familial and social duties. This ultimately leads to our salvation – mau>I >I *(4). Bhartrihari in Nitishataka says “without education we are beasts” *(5). It was believed that education brings about great transformation in a number of ways in individual, as well as, in society. z (1) &anaM tRutIyaM\ manaujasya nao~M ! sauBaaiYatr%nasaMdaoh (Subhashitaratnasandoha, p.194) Knowledge is the third eye of an individual z (2) bauiwya-Msya balaM tsya ! (Budhiaryasya balam tasya!) Education or knowledge is that which librates z (3) saa ivaVa yaa ivamau>yao ! (Sa vidya ya vimuktaye!) Education brings humility Block -1 : Elementary Education in India: A Retrospect 3 Indian Education System –I z (4) ivaVa ddait ivanayama\ ivanayaaVait pa~tama\ ! Notes pa~%vaawnamaap‘aoit Qanaawma-M ttÁ sauKma\ ! ! (Vidya dadati vinayam, vinayadyati patratam! (Patratwadhanamapnoti, dhanadharmam tatah sukham!!) z (5) ivaVaivahInaÁ pXauÁ (Vidyavihinah pashuh! (Bhartruhari: Nitishataka, 16) Without education , one is no better than animal Education used to start with ]pnayana saMskar (Upanayan Sanskar)- both boys and girls were entitled for education. There are numerous examples of renowned scholarly women like Gargi , Atreyi , Kaushalya , Tara , Draupadi, etc. Lower level education was for every day mundane life activity and social interaction, with immediate objective of preparing individuals for family vocations to fulfill their immediate needs. Higher education was for scholarship study of Grammar, History, Mythology, Mathematics, Vedas, Logic, Polity, Sciences of War and Worship/Fine Arts, etc. Education was training of practical activities, through practice, for improved life. Performing duties as a son, a husband, and a father, efficiently, in four stages of life- ba(cayaa-Eama (Brahmascharyashram) (learner observing celibacy), gaRhsqaaEama (Grihasthashram) (married life), vaanapsqaaEama (Vanaprasthashram) (retired life) and saMnyaasaaEama (Sanyasashram) (renunciation) was taught. A student was made to understand that he is a custodian and torch bearer of the culture of his race. He was taught and ordered during the convocation address about his social responsibilities, duties and their practice in life as a worthy and self-supporting productive member of the society (1.Altekar, 1951, pp 301-3). Therefore spirituality, character building, personality development, civic sense, promoting efficiency, preservation and propagation of culture were the set goals and aims of education. For achieving these objectives, different religious rituals and vat (Vratas), prayers, celebration of festivals, practicing moral behavior, purity of mind, thoughts and habits, controlling instincts, rules regarding etiquettes and manners towards seniors, equals and juniors/inferiors, teaching-learning practices etc were prescribed. The students were free to select subjects of their choice for study. Simplicity and self-discipline were part of student life. ‘Development of self-confidence’ and ‘learning of self restraint’ were important aspects of ancient Indian education. Discretion and judgment and other personality aspects were well developed in students studying the subjects like Logic, Philosophy, Law, Literature, etc. A student was trained to understand both the sides of the issue, and then defend the position he/she has taken in the scholarly debates. It imbibed democratic values and made an individual reasonable and considerate about others’ view point. Education became mechanical training of memory, only for the students who 4 Diploma in Elementary Education (D.El.Ed) Indian Education System –I studied Vedas. They were required to preserve and transmit, for generations, the entire literary, cultural and professional heritage in its absolute purity and accurate form over the years, only by rote memory, as there were no means available for Notes preservation of knowledge, like paper, printing, etc. In a nut shell, you will find, in those days, education was considered a ‘lifelong continuous process’ of self-improvement, a source for harmonious progressive development of physical, mental, intellectual, and spiritual capabilities of the students to live as a useful citizen and make progress in the present, as well as, in future life. Check Your Progress -1 a. What was the ultimate goal of education in ancient India? …………………………………………………………………….............. …………………………………………………………………….............. …………………………………………………………………….............. b. How was knowledge preserved in the absence of art of printing? …………………………………………………………………….............. …………………………………………………………………….............. …………………………………………………………………….............. 1.2.1 Concept of ‘Guru’ of the Yore In ancient India, there was a Gurukul System. The student was required to stay with the Guru for the specified period of study. Guru’s ashram was a kind of boarding school. Every one, irrespective of richness or higher status, lived together, was treated same even princes stayed with poor in the Gurukul, like Krishna and Sudama. Education in Gurukul was free. But to support the Gurukul, everyone had to beg alms- maaQaukrI (Madhukari), which taught them humility indebtedness to society for supporting them as student. Also, it helped in minimizing caste hierarchy, and treating all the students equal. Guru was the head of Gurukul, a father figure, parent and guardian of the inmates. He taught students without charging any fees. For Guru, charging fees was a taboo. He considered ivaVadana (Vidyadan) as the best dana (Dan), and condemned the very idea of selling knowledge. The Gurukuls were supported by the donations from kings, philanthropists, and rich of the society, and the Gurudakshina (offerings of the students as parting gift to Gurukul at the end of the study). It was enough to support ashram and inmates as they practiced austerity and no accumulation of wealth was permitted. Block -1 : Elementary Education in India: A Retrospect 5 Indian Education System –I Only a real scholar, proven master, spiritually enlightened person, was recognized, appointed, and respected as Guru. As you know, India has a very old gau$iXaYya Notes (Guru Shishya) tradition. For his self less service, teacher, the Guru, was held teacher taught in a very high esteem by the society and was respected by even kings. He was revered more than parents and enjoyed a unique status, even higher than that of gods: gau$ba-(a gau$iva-YNau : gau$d-ovaao mahoXvar gau$ saaxaat prba( tsmaoO EaI gau$vao namaÁ Gurur Brahma Gurur Vishnu Gururdevo Maheshwara! : Guru Sakshat Parambrahma Tasmai Shree Guruve Namah!! The Guru was an epitome of good qualities of head, heart and hand, spirituality, knowledge, scholarship. A true teacher was supposed to be a student till the end of his life*. It is like our concept of L3 teacher- a lifelong learner. He was “Guide by the side”, not the “Sage on the stage.” Gurus were an institution by themselves- famous for their scholarship and sacrifices. The students all over the world used to get attracted to reputed Gurus in India. When the number of students was large, the Gurus involved senior or brilliant students in the management of teaching learning process. This provided the much needed assistance to Guru in his work, and also provided teacher training, opportunity for learning art of teaching to prospective teachers, under the direct supervision of guru. Sneh monitorial system is a contribution of ancient Indian education system to induct pupils, either son of the teacher or older senior abler student as teachers. Later, during Manu’s period, when caatuva-Nya (Chaturvarnya) became social order, anyone, born Brahmin, became Guru whether scholarly or not. Father will teach and train son as a teacher. Teaching became a family profession of Brahmins only. 1.2.2 Role and Responsibilities of Guru In those days, Guru had to perform variety of roles for the students like parent, teacher, scholar, missionary, a friend-philosopher and a guide. He was to pay personal attention to the needs of the students. It was a responsibility of Guru to see that the student develops, makes progress to the satisfaction of Guru as well as to his own satisfaction.There used to be very intimate relationship between teacher and the taught-like father and son. Teaching method was oral interaction- a dialogue between teacher and the taught. Lectures, discourses, a debates and discussions, recitation and recapitulation were part of routine daily student life. Assessment was continuous comprehensive assessment internally conducted by Guru. There were no terminal examinations, 6 Diploma in Elementary Education (D.El.Ed) Indian Education System –I no degree-certificates, but announcing by the Guru in the convocation that the student has graduated after completion of the stipulated studies. Guru would present the qualified student to a gathering of learned people who may ask Notes questions, or the student would be asked to contest in debate and prove himself. Then the student would be known for his mastery over the subject and accepted as a scholarly person. Autonomy of the learner was respected. Student was free to choose the Guru and the subject of study. At the same time, it was a prerogative of the Guru, the teacher, whether to accept the student (Shishya) or not. You will find that the educational institutions were formally got established in the form of centers for higher learning during Buddhist period in monasteries and temples. These places developed into big establishments during King Asoka’s times as counterpart of Hindu Gurukuls. They became residential universities; clusters of teachers / gurus and students living and working together in pursuit of knowledge. They engaged themselves in creation, conservation and dissemination of knowledge-three functions of modern university – teaching, research and extension. Admissions were through the entrance test, very hard one at well known places of higher education like, Takshashila, Nalanda, Vikramshila, Vallabhi, Nadia, Kanchi, Banaras, etc. These centers attracted students from all over India and even abroad. Gurukula continued imparting instruction in individual capacity not as an institution. Like pathshalas, during the medieval period, maqtabs for lower education and madarashas for higher education, were established in the mosques for imparting religious Islamic education - part of holy Koran - to Muslim children by the Mullahs and Moulawis. This arrangement continued till the East India Company entered India and established itself as a controlling authority in many regions. 1.2.3 Professional Teacher of Today Even though there are several aspects of ancient Indian education that could be adopted in modern education, if you want to be a professional teacher today, you will be required to learn and master different skills and imbibe different qualities, and try to portray them in your interaction with others. Following are some of the characteristics that a teacher today needs to acquire and develop: ¾ Open and positive - think positively- encourage others also to be positive ¾ Communicative - share ideas with others encouraging effective communication ¾ Listener - to students in an empathetic manner ¾ Dependable – honest, open and authentic in working with others. Block -1 : Elementary Education in India: A Retrospect 7 Indian Education System –I ¾ Personable – establish and maintain positive mutual working relationships while building trust and appreciation through personal interaction and Notes involvement. ¾ Organized – systematic, working in a planned manner ¾ Self-confident and poised, encourage students to develop a positive self- concept. ¾ Motivated - enthusiastic with standards and expectations ¾ Constructive - in thoughts actions. ¾ Compassionate - caring, empathetic and able to respond to people at a feeling level. Open with personal thoughts and feelings, encouraging others to do so. ¾ Individually perceptive - sees each student as a unique and valuable individual ¾ Value based - focuses upon the worth and dignity of human beings. ¾ Sensitive to community values. ¾ Knowledgeable - is in a constant quest for knowledge ¾ Creative - versatile, innovative, and open to new ideas ¾ Patient – strives to be highly fair and objecive ¾ Committed — to students and the profession A professional teacher needs to be confident without being arrogant. Interaction with the group needs professional standards of behaviour: polite, firm and fair. Proper preparation is another crucial requirement of professionalism. When you enter the classroom, you should have all the required materials and the lesson plan ready. 1.2.4 The Changing Nature of the Society Today and Corresponding Roles and Responsibility of the Teacher Changing Nature of To-days Society: You may realize the tremendous metamorphosis taking place in the global society due to ICT interventions, today. ICT influences all walks of our life. The whole new social order is emerging in last couple of decades. There is no precedence to these changes. The technological developments and advances in the emerging society of to-day are so fast that taking place it is not possible to imagine the life after hundred years. But one can visualize the life in next ten-twenty years. What form of tomorrow’s society are we visualizing? What are the changes occurring in the purposes and conceptual framework of education due to this social transformation? How the delivery modes are changing? Is the education today relevant for tomorrow, or we are producing the misfits? 8 Diploma in Elementary Education (D.El.Ed) Indian Education System –I This transformed society requires an immediate Plan of Action (POA) for Education to cope up with the new social structure and its unprecedented needs. Notes Connected and knowledge-based society: The impact of ICT is simply astounding - changing the face of world so fast-particularly in last two decades. The all pervading applications of ICT tools and techniques have revolutionized the entire life, including education. What one can do with the marvels like mobile phone, television, computers, etc, is simply unbelievable. On the one hand, these applications are increasing in number and extended to newer areas, every day; On the other hand, they are becoming cheaper and affordable to and in routine use of under privileged section of society. In the vast population of in India, today, crores of people are connected on mobile phones, telephones, internet, and social networks on computers and this number is increasing exponentially. Statistics retrieved on 07-10-2011 from the web site of TRAI shows that India has over 100 million internet users (of whom 40 million use the Internet via mobile phones) as of December 2010. Also, India had 851.70 million mobile phone subscribers and 885.99 million telephone connections at the end of June 2011. Mobile telephones grow at the rate of 11.41 million subscribers a month, When everything is getting costlier in the global economy, the only commodity becoming cheaper day by day, is ICT, whereas, its access, utility, quality, affordability, and outreach are improving every second. Still, the penetration of computer with internet connection as a partner and principal contributor in the process of learning is very slow. When the whole world is getting connected we are still teaching them in disconnected way; in compartments of content, isolated disciplines, not holistically, not integrated with life. ICT Applications in educational process: Today’s educational processes are also influenced by the ICT applications. We can see that ICT can be useful in curriculum development and delivery modes, learning processes, assessment and evaluation like online exams (large number), on-demand exams (individual), curriculum transaction and new learning processes like collaborative working, learning and developing, self-study, open education resources, L3 groups, online learning, etc. Teachers today, have to address to the issues related to this new learning process and newer learning environment. They have to find out as how to facilitate learning and accelerate the process of change. Today’s students would live active life for another half a century in this connected society. They will need new competencies, potentials, skills to be efficient and productive citizens of this global society. Education, as an instrument of Block -1 : Elementary Education in India: A Retrospect 9 Indian Education System –I social change has to cater to the needs of this emerging society. Education in this knowledge-based society is not the content-based teacher-centric Notes literacy of 3 Rs (reading / writing / arithmetic) but the learner-centric, work- based computer literacy and proficiency for facilitation of learning; not only the values of our culture but also the global values Delivery of the curricular activities is confined not only to the conventional class with teacher-taught face to face interaction but also through self- learning, and distributed class interacting through social networks, like chat, face book, twitter, discussion groups, L3 groups, etc. (www.addthis.com/ bookmark) It’s not teaching and learning in conventional sense, but many new and innovative modes of intervention have come up like self-learning and group cooperative collaborative working, learning facilitated by mentors and supported by technology while working together. Autonomy of the learner: Instructional processes are changing to respect the learner autonomy. The learner is supreme and has got all the choices available to select his/her learning strategy. New learning processes like self study, cooperative and collaborative learning, e-learning and blended learning, group learning-working-developing together, L3 groups of teachers/ learners, social networking like blogs / face book / twitter / web pages etc are being used with ever increasing frequency, for sharing of ideas, experiences, discussions and learning. Development and use of OERs, techniques and technologies for curriculum development and delivery, new pedagogies like constructivist pedagogy, are proving more effective than the conventional pedagogy in creation and sharing of knowledge. Role of teacher in emerging society: Challenges of technology have created new roles for the teacher. Lorillard’s Conversation Model describes the four types of roles viz. discursive, adaptive, interactive and reflective roles of the teacher. In the new world, there are numerous roles the teacher is expected to perform. The typical roles may include: Developer and nurturer of e-culture, Networker and change agent, Learning practitioner and facilitator. Learning resource developer Techno-pedagogue Evaluator Action researcher 10 Diploma in Elementary Education (D.El.Ed) Indian Education System –I Behaviour scientist Curriculum designer and transact or Notes Instructional system designer But does our education systems prepare such teachers? There are many similarities between Guru of the yore and the professional teacher of 21st century. But the conditions are altogether different. Therefore, before comparing them, it is required to see the conditions and circumstances which education had to pass through and how the modern education emerged and the role perceptions of the teacher changed, particularly at elementary schooling. RTE also has prescribed roles and responsibilities of the teacher. They are described in the next unit. 1.3 GENESIS OF THE INDIAN EDUCATION TODAY: PRE-INDEPENDENCE PERIOD By the end of Vedic period and during medieval period, the missionaries and various religious groups had brought some basic education to the Indian masses, through churches in English, in native Temple Schools through Sanskrit and in Madarasas using Persian and Arabic, catering to educational needs of the few children with the support of the contemperory rulers and charity of the rich till East India Company was established and British Parliament was involved. However, the origin of the present education system in this country can be found at the beginning of the nineteenth century. It was through the Charter Act that a state system of education was officially introduced in Indian history. Charter of the East India Company had to be renewed by British Parliament after every twenty years. When the Charter came in for renewal in 1813, British parliament directed the East India Company to set apart a sum of Rs one lakh every year “for the revival and promotion of literature, and the encouragement of the learned natives of India, and for the introduction and promotion of knowledge of the sciences among the inhabitants of the British territories.” Thus it was the first time that officially financial arrangement was made by the Queen, and East India Company was made responsible for education of the natives. 1.3.1 Macaulay’s Minutes Lord Macaulay (Thomas Babington Macaulay) arrived in India (Madras) on 10th June 1834 as a member of the Supreme Council of India. William Bentinck was the then Governor General. He returned to England early 1838, and resumed his writing career there. Macaulay was in India, thus, only for nearly four years, but he was destined to impact the lives of millions of Indians forever. Block -1 : Elementary Education in India: A Retrospect 11 Indian Education System –I Supremacy of English: Participating in the debate, Lord Macaulay, the Chairman of the General Committee of Public Instruction, prepared and circulated a Notes memorandum on the issue in January 1835. He took a decisive stand against the native culture and learning, native knowledge and languages like Sanskrit, Arabic and Persian and asserted on the education of Western Science through English language. His views have gone as (in)famous Macaulay’s Minute (2) in the history of Indian education and we can see how influential he was; it took 100 years for us even to think of indigineious education system that is Basic Education proposed by Mahatma Gandhi in 1937 in Wardha conference. Even today, after almost two hundred years after Macaulay, the present system is still infected by the Macaulay’s ghosts in different forms, like influence of English medium schools on the choice of parents for education of their children in India. Macaulay rejected both the native languages- Arabic and Sanskrit, as against English, because he considered that English was better than both of them. He arrogated that, “a single shelf of a good European library was worth the whole native literature of India and Arabia. The intrinsic superiority of the Western literature is indeed fully admitted…...” (3). He further observed that “In India, English is the language spoken by the ruling class. It is spoken by the higher class of natives at the seats of Government.” (4). for him, “what we spend on the Arabic and Sanskrit Colleges is not merely a dead loss to the cause of truth. It is bounty-money paid to rise up champions of error” (5). He further maintained, “It is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern, a class of persons Indian in blood and colour, but English in tastes, in opinions, in morals and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population”(7). Macaulay’s Minute and policy of the ‘Downward Filtration Theory’ was accepted by Lord Bentinck, the Governor General, on behalf of the British rule and he passed the orders to accept English language as a medium of instruction for the Indian education system. Since then, Macaulay’s Minute formed the basis of the education in India for couple of centuries. Indian education remained under the influence of those views of Macaulay and we continued English as medium of instruction, even after independence. 12 Diploma in Elementary Education (D.El.Ed) Indian Education System –I Check Your Progress -2 a. Describe briefly, the “downward filtration theory” Notes …………………………………………………………………….............. …………………………………………………………………….............. …………………………………………………………………….............. b. Why did Macaulay propose to spend the Govt. funds for the improvement of English, rather than Oriental literature? …………………………………………………………………….............. …………………………………………………………………….............. …………………………………………………………………….............. 1.3.2 Wood’s Dispatch Comprehensive education system and organizational structure :You have seen as to how Macaulay’s Minute influenced educational policy of Lord William Bentinck, which was in force for next 40 years. In 1853, when renewal of the Company charter again came for the consideration, the British Parliament examined the progress of education in India. The observations and suggested reforms were issued as a Charter of Education, known as Wood’s Dispatch of 1854 (8). Wood’s Dispatch is considered to be the “Magna Carta of Education” in India. The Dispatch is a comprehensive important educational document and holds a unique place in the history of Indian education. It placed the responsibility of education of the Indian people fully on the company and made it quite clear that it must never be neglected. The Dispatch gave new direction to education in India and which has its impact on today’s education in the country. The aim of education was stated as diffusion of European Arts, Science, Philosophy and Literature through English. Promotion of Indian languages was also to be encouraged. “Creation of a class of public servants”, was the important objective. For this purpose, expansion of mass education was given priority. The Wood’s Dispatch, for the first time, recommended the creation of a Department of Public Instruction in each of the five provinces of Bengal, Bombay, Madras, Punjab and the North Western province. For higher education, a scheme to establish universities was formulated along with total organizational set up. They were to conduct examinations and offer degrees in various subjects and languages. This led to the establishment of the first three universities in 1857, at Calcutta, Bombay and Madras. Block -1 : Elementary Education in India: A Retrospect 13 Indian Education System –I The Dispatch made important recommendations on most of the aspects of education like establishing network of graded schools all over the country such Notes as elementary schools, high schools, intermediate, colleges and university, etc., grant in aid system for financial support to schools, provision for women education, training and professional development of teachers, establishment of medical, engineering law and other institutes of professional education to develop vocational efficiency of people. The importance of wood’s dispatch was in a number of valuable and fundamental recommendations for future educational development in India. It gave new direction to issues like gradation of education, medium of instruction and proposed new schemes for future educational development in India with far reaching consequences. The main provisions of the document were of great historical importance. It provided a boost to secondary education and to some extent to primary education also. It was however observed that some of the most important recommendations of the Dispatch were not carried out for a long time and some were given effect in a distorted form. During the first thirty years after the Dispatch, government institutions gradually increased, but except the Christian Missionaries, other private efforts were not encouraged. Plans to spread mass education were not realized nor were vernacular high schools established. It did not sincerely promote universal literacy. The Dispatch could not visualize the progress of Indian aspirations even after a century. As you know soon after 1857 revolt, the East India Company was dissolved and the government came directly under the British Crown. As a consequence, efforts were made to consolidate the empire and education was somewhat neglected. Check Your Progress - 3 a. Mention two main recommendations of Wood’s Dispatch. …………………………………………………………………….............. …………………………………………………………………….............. …………………………………………………………………….............. b. Which aspect of the present system of education was influenced most by Wood’s Dispatch? …………………………………………………………………….............. …………………………………………………………………….............. …………………………………………………………………….............. 14 Diploma in Elementary Education (D.El.Ed) Indian Education System –I 1.3.3 Hunter Commission Vocationalization of Education: Hunter Commission was appointed in 1882 Notes to examine the implementation of the Dispatch of 1854, which tried to streamline school education into two streams of high school: one leading to the university education and the other to the commercial, vocational and technical education (9). This was the first attempt to diversify school curriculum and introduce vocational education. However, despite the specific recommendations and emphasis of the Hunter Commission on commercial, vocational or non-literary education, neither the public nor the Govt. appreciated the value of this practical suggestion and the recommendations were totally ignored. Not much was done in this regard in last hundred fifty years, not even in free India. 1.3.4 Universities Commission Schools under the control of University: A new Commission was appointed in 1902 to examine the condition and prospects of the universities established in British Raj. The Commission recommended the reorganization of university administration; strict and systematic supervision of the colleges by the university; and stricter conditions of affiliation and major changes in curricula and examinations. More relevant and important for school education is, as a result of the recommendations of this Commission, secondary schools were brought under the control of the Universities. Under the Indian Universities Act of 1904, schools had to be recognized by the Universities and rules and regulations were framed for this purpose (10). 1.3.5 Sadler Commission Intermediate colleges: The next important development was realization of the need of improvement of secondary education for the improvement of University education, as observed by the Sadler Commission in 1917. This concern also stemmed from of the need for bifurcation of college courses. Sadler Commission suggested bifurcation of higher education at the intermediate examination rather than at the matriculation examination, and suggested creation of Intermediate colleges which would provide instruction in Arts, Science, Medicine, Engineering, Teaching, etc; to be run as independent institution or to be attached to selected high schools. It also recommended that a Board of Secondary and Intermediate Education, be established and entrusted with the administration and control of Secondary Education. Perhaps the seed of the concept of +2 stage or Junior Colleges today, are laid by the Sadler Commission. The Sadler Commission Report was a comprehensive one and many of the universities in India implemented its suggestions. It was also for the first time that a Commission had recommended the attachment of intermediate classes to the high schools and the setting up of a Board of Education to control high school and intermediate education. (12) Block -1 : Elementary Education in India: A Retrospect 15 Indian Education System –I 1.3.6 The Hartog Committee Notes In 1929, the Hartog Committee, appointed to review the position of education in the country, maintained that the Matriculation of the University still dominated the whole of the secondary course. To remove this defect, the Committee recommended that a large number of students intending to follow certain vocation should stop at the middle school stage and there should be “more diversified curricula in the schools”. The Committee also recommended diversion of more boys to industrial and commercial careers at the end of the middle stage, where they should be prepared for specialized education in technical and industrial schools. The Committee also reviewed the problems relating to the training of teachers and the service conditions of the secondary teachers”. 1.3.7 The Sapru Committee Diversified Vocational Courses: The Sapru Committee appointed in 1934 by the U.P. Government to enquire into the causes of unemployment in U.P. Came to the conclusion that the system of education prepared pupils only for examinations and degrees and not for any vocation in life. This Committee also felt the need of diversified courses at secondary stage. It suggested that, (i) diversified courses at the secondary stage should be introduced, one of these leading to the University degree, (ii) the intermediate stage be abolished and the secondary stage be extended by one year, (iii) the vocational training and education should begin after the lower secondary stage, and (iv) the degree course at the University should extend over a period of three years, (13) 1.3.8 The Abbot-Wood Report Polytechnic: In pursuance of the Resolution of 1935 of the Central Advisory Board of Education, two expert advisers, Messrs. Abbot and Wood were invited in 1936 to advise the Government particularly on problems of vocational education. The Abbot-Wood Report, submitted in 1937, suggested a complete hierarchy of vocational institutions parallel with the hierarchy of institutions imparting general education. As a result of their recommendations, a new type of technical institution called the Polytechnic came into existence. The provinces also started technical, commercial or agricultural high -schools conducting non- literary courses (14). 1.3.9 Zakir Hussain Committee’s Report Wardha Scheme 1937 –Basic Education: In 1937, when the provincial governments were formed in seven provinces with the native representation, they concentrated their attention on educational reforms. In October 1937, an all-India National Educational Conference was held at Wardha and the conference resolved to accept the proposal made by Mahatma Gandhi that free and 16 Diploma in Elementary Education (D.El.Ed) Indian Education System –I compulsory education be provided for seven years through mother tongue on a nation-wide scale and the process of education throughout this period should centre around some form of manual and productive work. All other abilities to Notes be developed or training to be given should, as far as possible, be integrally related to the central handicraft chosen with due regard to the environment of the child. The conference expected that this system of education will be self sufficient and gradually, will be able to cover the remuneration of teachers. Accordingly, a committee under the chairmanship of Dr. Zakir Hussain was appointed. The Committee prepared and submitted the first comprehensive national education scheme in its report on December 2, 1937, which was popularly known as the Wardha Scheme or Basic Education (15).The main features of the scheme are as follows: (i) The entire education is to be imparted through some industry or vocation with a basic craft as the center of instruction. The idea is not to teach some handicraft along with liberal education, but education integrated with a handicraft is to be imparted through samavaaya (Samavay) integration method. It’s a work-centric education. (ii) Education is to be self-supporting to the extent of covering teachers’ salaries and aims at making pupils self-supporting after the completion of their course; (iii) Every individual should learn to earn his living through manual work in life. Hence, education through manual labour is insisted. It is also considered non-violent, since an individual does not snatch away the living of others. (iv) Learning is closely coordinated with home, community and the child’s life activities, as well as, village crafts and occupations. This philosophy had a strong impact on formulation of the educational policies, particularly at the elementary stage and for free primary education to find place in the constitution of free India. 1.3.10 The Sargent Report Universalization of Elementary Education: Central Advisory Board of Education prepared a comprehensive report on educational development after the world war, known as the Sargent Report in 1944 (16). It visualized a system of education with pre-primary education for children between 3 to 6 years of age; universal, compulsory and free primary basic education for all children between the ages 6—11 (junior basic) and 11—14 (senior basic) as suggested in Wardha Scheme; the Senior Basic or the Middle School to be the final stage in the school career of majority of the students. The report also recommended that at the Middle School stage, provision should be made for a variety of courses. These courses should be designed to prepare the pupils for entry into industrial and commercial occupations, as well as, into the universities. It was recommended Block -1 : Elementary Education in India: A Retrospect 17 Indian Education System –I that the High School course should cover 6 years. The normal age of admission should be 11 years. The high schools should be of two main types (a) academic, Notes and (b) technical. Degree course should be for three years for selected students. The objective of both should be to provide a good all-round education combined with some preparation in the later stages for the careers which pupils will pursue on leaving schools. The mother tongue is to be used as the medium of instruction in all high schools. Liquidation of adult illiteracy in about 20 years, full provision for the proper training of teachers, provision for the physically and mentally handicapped children, the organization of compulsory physical education, provision for social and recreational activities and creation of department of Education in the centre and in the states were also the recommendations of Sargent Report. The Sargent Report was the first comprehensive scheme covering all stages and aspects of education - pre-primary, primary, high school and university education, as well as, technical, vocational and professional education. It provided for equal opportunities to all the students. Due importance was given to the teaching profession. Improvement of the salary scales and the service conditions of the teachers were also suggested. The report gave importance to productive education. It appreciated the employment problem in the country and thought that education could provide solution to it. These recommendations provided the sound footing for the education in free India. 1.4 LET US SUM UP This is the first unit of the course: Elementary Education in India: a Socio-Cultural perspective, which seeks to delineate the Indian education system starting from ancient India to pre-independence period. The unit gives a brief overview of the educational practices followed in India during the Vedic period. Much importance was given to education in those days and knowledge was considered as a power on a third eye. The ultimate goal of education was,no doubt, liberation of the self from the bondages of Vasanas and Trishnas- the irrational desires and appetites. Apart from increasing efficiency of the individual in dealing with the mundane affairs, knowledge was obtained for Scholarship, for understanding spirituality, character building personality development, creation, preservation and propagation of culture were the other goals and aims of education in ancient India. Education was imparted in Gurukulas, which were mostly located slightly awayfrom the habitations. The Guru used to treat all students equal irrespective of their status in the society. The Guru was held in high esteem in the society. The Guru was considered as the custodian of the education of each student. Teaching was mostly oral a dialogue between the teacher and taught. Lectures, discussions, debate recitation were part of the life of students. The Gurukul system 18 Diploma in Elementary Education (D.El.Ed) Indian Education System –I continued need during medieval period. In addition,Maqtabs and Madarsas were established for Muslim students in the Mosques. Islamic education was imparted by Mullahs and Maulawis. Notes During the Medieval period the missionaries and various religious groups brought basic education through churches in English in native temple schools though Sanskrit, and in Madarsas using Persianlanguage until East India Company was established and British Parliament was involved. However the origin of present system of education in India can be traced to the Macaulays Minutes of 1935 Macaulay rejected the native languages as against English. Through Macaulay remained in India only for a period of about 4 years but he was destined to impact the lives of millions of Indians forever. The unit further discusses the Woods Dispatch(1853) which gave Indian education a system and a organised structure. The Woods Dispatch is a comprehensive important educational document which holds a unique place in the history of Indian education. Further in the unit, the recommendation of Hunter Commission (1982) are indicated highling its most important contribution to Indian education the vocationalisation of education. Then there is a brief mention of universities commission of 1902. The secondary schools were brought under the control of university. In this unit the recommendation of the Hartog Committee the Sapru Committee and the Abbot-Wood report, the ZakirHussain Committee report (Wardha Scheme of 1937) and the Sargent report (Dealing with Universalization of Elementary Education) have been discussed. It is interesting to mention that the Sargent report was the comprehensive scheme conveying all stages and aspects of education. This recommendation provided a sound footing for education in free India. 1.5 SUGGESTED READINGS & REFERENCES 1. Altekar, A. S.( 1951) Education in Ancient India, Nand Kishore & Bros, Educational Publishers(Fourth Edition), Banaras 2. Govt. of India (1965) Minute by the Hon’ble T. B. Macaulay, dated the 2nd February 1835: Bureau of Education. Selections from Educational Records, Part I (1781-1839). Edited by H.Sharp. Calcutta: Superintendent, Government Printing, 1920 (Reprint). Delhi: National Archives of India, 1965, 107-117. 3. Macaulay’s Minute, 1835. Ibid, (p.10) 4. Macaulay’s Minute, 1835. Ibid, (p.12) 5. Macaulay’s Minute, 1835, Ibid, (p.24) Block -1 : Elementary Education in India: A Retrospect 19 Indian Education System –I 6. Macaulay’s Minute, 1835, Ibid, (p.34) Notes 7. Education Commissions and Committees in Retrospect, http:// www.education.nic.in/cd50years/g/W/16/0W160301.htm (Retrieved on 15.08.2011). 8. Report of the University Education Commission, (Radhakrishnan Commission), 1948-49, Vol. I, PP. 20-21. See also Report of the Secondary Education Commission, (Mudliyar Commission), 1952, p. 11. 9. Report of the University Education Commission, Vol. I, op. cit., pp. 22-23 and Report of the Secondary Education Commission, op. cit., pp. 11-13. See also 10. Mukherji, S. N. (1966): History of Education in India (pp. 167-68.) 11. Mukherji, op. cit., (pp. 187-189) 12. Ibid., (pp. 13-14) 13. Report of the Secondary Education, Commission, op. cit. (pp. 14-15) 14. Nurullah Syed and Naik J.P.( 1951): “A History of Education in India,” Macmillan, Bombay. 15. Chaube, S.P., “History of Indian Education, “Vinod Pustak Mandir, Agra, 2005. 16. Wardha Education Scheme, 1937 http://www.education.nic.in/cd50years/g/52/4U/524U0101.htm 17. The Sargent Report (1944) in Ram Nath Sharma, Rajendra Kumar Sharma (1996), History Of Education In India, Atlantic Publishers & Distributors, ISBN 8171565999, http://books.google.com/?id=yqtAAgS3NSEC 18. http://en.wikipedia.org/wiki/MagnaCarta 1.6 UNIT-END EXERCISES 1. Which of the quality of the ancient Guru you would like to practice/ emulate as a professional teacher? Why? Give three convincing reasons. What would you do to adopt in your professional life as a teacher? 2. Survey your locality to assess the need of a new elementary school. Find out what kind of a school is preferred by majority of the parents. Find out the possible reasons of their choices and suggest the measures to establish such a schod 20 Diploma in Elementary Education (D.El.Ed) Indian Education System–II UNIT 2 INDIAN EDUCATION SYSTEM – II Notes STRUCTURE 2.0 Introduction 2.1 Learning Objectives 2.2 Recommendations of Education Commissions / Committees in post independent India 2.2.1 Radhakrishnan Commission (1948-49) 2.2.2 Mudaliyar Commission (1952) 2.2.3 National Committee on Women’s Education,1958: Durgabai Deshmukh Committee 2.2.4 Kothari Commission (1964-66) 2.2.5 Yashpal Committee (1992) 2.3 National Policies on Education (NPEs) 2.3.1 NPE-1968 2.3.2 NPE-1986 2.3.3 Concerns of Elementary Education 2.4 Structure of Elementary Education of Eight Years. 2.5 School Curriculum Framework 2.5.1 National Curriculum Framework (NCF), 2005 2.5.2 Implications for Elementary School Curriculum 2.6 Let Us Sum Up 2.7 Suggested Readings & References 2.8 Unit-End Exercises 2.0 INTRODUCTION In the first Unit we have studied the concept and practices of education in ancient India, as well as, the concept, characteristics and responsibilities of Guru, the teacher. We have also seen the evolution of education in pre-independent India. After independence, the first priority of the free nation was to design education system suitable for the needs of the free country. The constitution of India came into force w. e. f. 26th January, 1950. The constitutional provisions in like Article Block -1 : Elementary Education in India: A Retrospect 21 Indian Education System–II 45, provided “It shall be the responsibility of the State (Govt.) to provide free and compulsory education to all the children till they attain 14 years of age within Notes 10 years of coming into force of the constitution.” In this unit you will come across various commissions and committees, appointed by the Government of India to consider different aspects of education and make recommendations for improving educational facilities and to establish effective education system in the country. The main of them are as shown in Figure 2.1, given below. Figure 2.1 Major Education Commissions with reference to Elementary Education in post-independent India You will find that the recommendations of these commissions and committees have direct bearing on the policies, structure and development of Indian education system in the modern period. This evolution of Indian education, particularly elementary education is reviewed in this unit. From time to time, Government of India reviewed the position of Education, particularly elementary education (viz. in 1968, 1986 and in 1992-the latest is NCF 2005) and formulated policies regarding education. These policies had salutary effect on the process of propagating elementary education. We will review these policies also, in this unit. 2.1 LEARNING OBJECTIVES After going through this unit, you will be able to: analyze the historical significance of the various Education Commissions; explain the unique nature of the recommendations of Kothari Commission; examine the programs recommended by different Commissions for their efficacy; state and explain the salient features of the present educational policy, 22 Diploma in Elementary Education (D.El.Ed) Indian Education System–II examine the various goals of education set by different policies for their relevance; explain the contribution of national education policies and their impact on Notes UEE, evaluate the National Curriculum Framework (NCF) of 2005; explain the implications of NCF 2005 and make suggestions for plan of action, and critically examine the structure of elementary education of eight years (5 years primary and 3 years of upper primary). 2.2 RECOMMENDATIONS OF EDUCATION COMMISSIONS / COMMITTEES IN POST INDEPENDENT INDIA There are a number of commissions and committees which addressed themselves to the development of education at different stages, in this country. Some of them which had a bearing on elementary education are the following: 1. Radhakrishnan Commission (1948-49) 2. Mudaliyar Commission (1952) 3. National Committee on Women’s Education (1958) 4. Kothari Commission (1964-66) 5. Yashpal Committee (1992) 2.2.1 Radhakrishanan Commission (1948-1949) University Education Commission was appointed by Government of India in 1948 under the Chairmanship of Dr. S. Radhakrishnan, to look into the problems of university education. This was done, considering the need of young leadership in different fields for the national development, and it was expected that this leadership will come from the educated youngsters. The Radhakrishnan Commission made significant recommendations regarding the necessary and desirable changes in the aims and objectives of university education and research; in the constitution, control, functions and jurisdiction of universities; their relations with Central and State Govts ; Finance; maintenance of standards of admissions, teaching, examinations, courses of study, duration of courses, unfair discriminations; the medium of instruction, the provision for advanced study in Indian culture, history, literatures, languages, philosophy , fine arts etc. To coordinate higher education in the country, the establishment of Block -1 : Elementary Education in India: A Retrospect 23 Indian Education System–II the University Grants Commission was recommended by the Commission which was established immediately, thereafter. These recommendations were accepted, Notes implemented which gave direction to higher education in the country. Though they did not have direct bearing on the elementary education, these recommendations did have impact on the philosophy and the decision making process regarding elementary education as foundation stage for the preparation for secondary and higher education. 2.2.2 Mudaliar Commission (1952-53) The Secondary Education Commission was appointed by the Government of India in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar, to examine the prevailing system of secondary education in the country and to suggest measures for its reorganization and improvement with reference to the aims, organization and content of secondary education, its relationship to primary and higher education and the interrelation of secondary schools of different types, etc. Mudaliyar Commission analyzed the problems of teachers and teacher training programs also, and recommended that there should be two types of institutions for teacher-training: (i) Primary Teacher Training Institutions under the control of a separate board - to train those who have passed the School Leaving Certificate or Higher Secondary School Leaving Certificate for the period of two years; and (ii) Secondary Teacher Training Institutions to be recognized by and affiliated to universities to train the graduates for the period of one academic year - planned to be extended to two academic years. Teacher-trainees were expected to receive training in one or more of various extra-curricular activities. Training colleges were expected to, as a normal part of their work, arrange refresher courses, short intensive courses in special subjects, practical training through workshops and professional conferences. It was also expected that the training college will conduct research work in various important aspects of pedagogy and for this purpose will have an experimental school. The commission strongly recommended free training with residential facilities. These recommendations had far reaching facilitating effects on the teachers training, especially for the teachers in service, coming for training. 24 Diploma in Elementary Education (D.El.Ed) Indian Education System–II 2.2.3 National Committee on Women’s Education, 1958 (Durgabai Deshmukh Committee) Notes The problems of education of girls and women, almost half of the population in the country, became a priority after independence. But as you know, traditionally, low priority is given to girl education in Indian society. The Educational Panel of the Planning Commission, in July 1957, recommended that “a suitable Committee should be appointed to go into the various aspects of the question relating to the nature of education for girls at the elementary, secondary and adult stages and to examine whether the present system was helping them to lead a happier and more useful life”. The Conference of the State Education Ministers in 1957 also suggested that a special committee should be appointed to examine the whole question of women’s education. Accordingly, the National Committee on Women’s Education was set up by the Government in May 1958, with Shrimati Durgabai Deshmukh as its Chairperson. The Committee, in its report published in 1959, recommended that the highest priority should be given to establishing parity between the education of boys and girls, and a bold and determined effort should be made by the Centre and the States to face the difficulties and magnitude of the problem. It recommended co- education up to the middle school stage but separate institutions for girls at the high school stage, where more diversified curriculum suited to girls, should be introduced. The Committee desired that adequate provision be made for mothers, crèches, training of women teachers and employment facilities be made for adult women. Accordingly, many provisions in the policies and practices were made to encourage the education of girl child and the women teachers, particularly at the elementary stage. 2.2.4 Kothari Commission (1964-66) Despite the recommendations of numerous committees and commissions, and the continuous efforts being made to bring about the changes in education, Govt. of India was not very happy with the progress of education in the country. It was felt necessary to have a comprehensive policy of education covering all the sectors of education. Hence, the Education Commission was set up by the Government of India in 1964 under the chairmanship of Dr. D.S. Kothari, to advise the Government on the national pattern of education and on the general principles and policies for the development of education at all stages and in all aspects. The Commission set twelve Task Forces for different educational sectors like School Education; Higher Education; Technical Education; Agricultural Education etc. and seven Working Groups to study, in detail, many of specific problems and to report. The Reports of the Task Forces and the Working Groups enabled the Commission to examine some of the important issues in depth and in detail. Block -1 : Elementary Education in India: A Retrospect 25 Indian Education System–II The Commission perceived education as the major tool of social reconstruction and making people aware about their partnership with government in nation Notes building and development. The Commission wanted people to participate in national development. This is the base of the report of Kothari Commission. Following are some of the major goals for education as visualized by the Commission and the recommendations to achieve them: 1) Education for increasing productivity: a) Make science a basic component of education and culture. b) Introducing S.U.P.W. as an integral part of general education. c) Vocationalising education to meet the needs of the industry of agriculture. d) Improving scientific and technological research and education in universities 2) Education for accelerating process of modernization: a) Adopting new methods of teaching b) Development of attitudes, values and essential skills like Self study. c) Educating people of all strata of society. d) Emphasizing teaching of vocational subjects and science. e) Establishing universities of excellence in the country. 3) Educating for promoting social and national integration: a) Introducing common school system of public education. b) Developing all modern Indian languages. c) Taking steps to enrich Hindi as quickly as possible. d) Encouraging and enabling students to participate in community living. 4) Education for inculcation of national values: a) Introducing moral, social and spiritual values. b) Providing syllabus giving information about religions of the world. c) Encouraging students to meet in groups for silent meditation. d) Presenting before students high ideas of social justice and social service. Kothari Commission Report is a learned critique of Indian education, and even today, after half a century of years, is still regarded as the most in-depth study of primary and secondary education in Indian history. 26 Diploma in Elementary Education (D.El.Ed) Indian Education System–II The commission advocated a common school system (CSS), providing free education to all, without discrimination on the basis of caste, creed or status. The Kothari Commission also suggested some essential measures to implement CSS Notes effectively, such as: increased national outlay for elementary education to build required infrastructure to provide quality education, thereby transforming government, local and aided schools into genuine neighborhood schools, free instruction for all in the mother tongue at the primary level , in regional languages at the secondary level, and discontinuance of state aid to schools imparting education other than in the medium of mother tongue/ regional language, phased implementation of the common school system within a ten year time frame, and essential minimum legislation, particularly to dispense with early selection processes, tuition fees, capitation fees etc. quality teacher education through - content course for clarification of basic concepts - integrated course of general / professional education - refreshing professional studies and conducting research - effective methods of teaching and evaluation - practice teaching as a part of internship programme, and - Revising the teacher education suitable for all stages of education. For last more than 50 years, this country is trying its best to design such a system of education with some success. But the process is very slow. 2.2.5 Yashpal Committee (1992) Much later, in 1992, National Advisory Committee was set up by the Government of India under the chairmanship of Prof. Yashpal to suggest ways and means to reduce academic burden on school children. After studying the problem of curriculum load in detail, Yashpal Committee came to the conclusion that the problem of the load on school children does not arise only from faulty curriculum design, or poorly equipped teachers, or school administrators or text books but from our valuing qualifications more than real competence for doing useful things. It is connected with the notions of ‘knowledge explosion’ and the’ catching up’ syndrome. The Committee felt that the process of curriculum-framing and preparation of textbooks has to be decentralized to increase involvement of teachers, educators Block -1 : Elementary Education in India: A Retrospect 27 Indian Education System–II and experts in these tasks with greater autonomy. Scientists and experts in various disciplines can be associated with the preparation of textbooks as consultants, Notes and not as writers of the books. The committee discouraged the competitions, rewarding individual achievement- since they deprive children of joyful learning- and encouraged collaboration, group activities and group achievements to give a boost to cooperative learning in schools. The Committee did not want any tests and interviews for admission to early childhood education institutions. The Committee strongly felt that the young children should not be compelled to carry very heavy bags of books everyday to schools. Textbooks should be treated as school property and thus, there should be no need for children to purchase the books individually and carry them daily to homes. The committee was of the opinion that in the primary classes, children should not be burdened with homework excepting for extension of explorations in the home environment. In the upper primary and secondary classes, homework, where necessary, should be non-textual, and textbooks, when needed for work at home, should be made available on a rotation basis. The concept based curriculum and text books for all subjects in primary classes is suggested by the committee. The committee has made observations regarding the syllabi and textbooks for all the subjects in primary classes. The committee observed that Language textbooks should adequately reflect the spoken idiom and give adequate representation to children’s life experiences, imaginary stories and poems, and stories reflecting the lives of ordinary people in different parts of the country. Science should provide for experimentation and analytical reflection on real-life situations. Besides imparting knowledge of history and geography, the Social Sciences curriculum should convey the philosophy and methodology of the functions of our socio-political and economic systems to enable the students to analyze understand and reflect on the problems and the priorities of socio- economic development. The History syllabus for classes VI-VIII should focus on the freedom struggle and post-independence developments. The contents of Civics be replaced by contemporary studies. The study of Geography be related to contemporary reality. The Yashpal Committee wanted stringent norms for granting recognition to private schools for improving the quality of learning. The committee appreciated the idea of setting up education committees at village, block and district level to undertake planning and supervision of schools under their jurisdiction. Yashpal Committee suggested the following quality criteria for Primary Education– 1) Rank attained in school grading, 2) Participation of the society, 28 Diploma in Elementary Education (D.El.Ed) Indian Education System–II 3) Percentage of attendance 4) Quality standard of education could be determined on the basis of the criteria Notes which include: Preparation of Teachers, Method of teaching, Usage of Educational material, Action and participation of the students, Achievement of students in school tests, Class Management, Proceeding of Teaching, Arts, Work experience and Physical Education, Study of environment, Surrounding, Activities to give students various experiences and opportunities etc. The Yashpal Committee desired a rigorous, thorough and intensive teacher preparation programme, resulting in satisfactory quality of learning in schools and enabling the trainee teachers to acquire the ability for self learning and independent thinking. The duration of the programme recommended was one year after graduation or three-four years after higher secondary. The content of the programme should be restructured to ensure its relevance to the changing needs of school education and to make it more practicum-centered. The continuing education of teachers must be institutionalized through a systematically designed and imaginatively conducted in service program. These recommendations had far reaching impact on the decisions regarding educational policies. Several new practices were introduced. These recommendations were particularly significant for the elementary education. 2.3 NATIONAL POLICIES ON EDUCATION (NPE) You will see that after independence, problem of educational reconstruction was reviewed by several commissions and committees, to promote education amongst Indian populace. Based on the reports and recommendations of these commissions and committees, the National Policies of Education (NPE) were formulated from time to time, and implemented. These policies considered education at all levels, particularly at elementary level, in both rural and urban India, as it was a major concern of the country. 2.3.1 National Policy of Education (NPE) 1968 The first NEP was based on the recommendations of the Education Commission (1964–1966). It was promulgated in 1968 and required a “radical restructuring” and equalizing educational opportunities in order to achieve national integration and greater cultural and economic development. The policy set the path of educational development and aimed at fulfilling the cherished goal of compulsory education for all children up to the age of 14, as stipulated by the Constitution of India, and the better training and qualifications of the teachers. The basic tenets of the policy included: Block -1 : Elementary Education in India: A Retrospect 29 Indian Education System–II 1. Free and Compulsory Education Notes Making serious efforts to provide free and compulsory education for all children up to the age of 14, and to reduce the prevailing wastage and stagnation in schools, as well as, to ensure that every child who is enrolled in school successfully completes the prescribed course. 2. Status, Emoluments and Education of Teachers According teachers an honored place in society and protecting their academic freedom, ensuring adequate and satisfactory emoluments and satisfactory service conditions, and emphasizing teacher education, particularly in-service teacher education. 3. Development of languages Development of regional languages, to implement effectively, the three-language formula at the secondary stage. 4. Equalization of Educational Opportunity Equalizing educational opportunity, to promote social cohesion and national integration by correcting regional imbalances, by admitting students on the basis of merit in all schools like public schools, and by protecting interests of socially deprived sections. 5. Spread of Literacy and Adult Education Liquidating mass illiteracy and providing continuing education for functional literacy among employees in commercial and industrial establishments. Such linkage is necessary to make technical and vocational education at the secondary stage, effectively terminal. 6. Production of Books Producing high quality books for children – low cost textbooks for schools and universities. 7. Games and Sports Developing games and sports at large scale, with the object of improving the physical fitness and sportsmanship of the students 8. Part-time Education and Correspondence Courses Developing part time education and correspondence courses, of the same status as full-time courses, on a large scale for the university and school students, teachers and workers. Education in the country was dictated by this policy for almost two decades, 30 Diploma in Elementary Education (D.El.Ed) Indian Education System–II making slow but steady progress and beginning of many innovative programs and practices. It was reviewed in the context of national integration. Notes 2.3.2 National Policy of Education (NPE)--1986 This policy is characterized by emphasis on national integration and ten core elements of curriculum. National System of Education is visualized here, as based on a national curricular framework, which contains a common core, along with other components that are flexible. The common core include the history of India’s freedom movement, the constitutional obligations and other content, essential to nurture national identity. These elements cut across subject areas and are designed to promote values such as India’s common cultural heritage, egalitarianism, democracy and secularism, equality of sexes, protection of environment, removal of social barriers, and observance of small family norms and inculcation of scientific temper. All educational programmes were proposed to be carried out, in strict conformity with secular values. To promote equality, it was necessary to provide for equal opportunity for all, not only in access, but also in the conditions of success. Besides, awareness of the inherent equality of all was expected to be created through the core curriculum. The purpose was to remove prejudices and complexes transmitted through the social environment and the accident of birth. The salient features of this policy include: 1. Common educational structure 2. National curricular framework with ten common core elements 3. Equal educational opportunities for all 4. Promotion of adult education. 5. Use of scientific and technological developments in education 6. Operation Black Board for UEE. 7. Minimum levels of learning 8. Pace setting Navodaya Vidyalayas. 9. Vocationalisation of education. 10. Raising the status of the teacher. 11. Creating awareness about social, economic, cultural and environmental issues 12. Accountability in education. These policies provided a strong base for UEE and many of the programs initiated which were of the national importance. This policy was further modified soon, in 1992, to reset the higher goals to achieve. Block -1 : Elementary Education in India: A Retrospect 31 Indian Education System–II 2.3.3 Concerns of Elementary Education Notes The various concerns regarding educational issues, particularly concerns about elementary education gleaned out from the recommendations of the commissions and the national policies include: Low enrollment- Overall enrollment in primary schools was found very low. Most of the ‘out of the school children don’t go to school because of distance and lack of physical facilities etc. High dropout rate - The children leave school for variety of reasons, mostly, to work and earn money. A large percent of the dropouts are girls, forced by their parents to leave school and tend the family at home. Children living in rural areas continue to be deprived of a quality education due to their under qualified, untrained teachers. In recent years the number of qualified teachers has increased because of efforts by the government and private groups to improve the professional training of rural teachers. Obtaining more teachers for rural schools is difficult because of state guidelines that approve of high student-teacher ratios. Poor quality of instruction resulting in unsatisfactory quality of ‘successful’ students. Lack of instructional facilities and practices that build a stronger school program Strengthening of leadership and supervision in pre-primary and elementary schools by professional training and re-training of large number of personnel e.g. Teachers, Head Masters and Supervisors etc. Substituting current examination system by alternatives like CCE Inequality - Gender disparity, Urban-Rural disparity, regional disparity Building positive mindset of teachers towards ICT 2.4 STRUCTURE OF ELEMENTARY EDUCATION OF 8 YEARS The Educational Structure It was thought advantageous to have a broadly uniform educational structure in all parts of the country. The ultimate objective is to adopt the 10+2+3 pattern, the higher secondary stage of two years being located in schools, colleges or both according to local conditions. National System of Education envisages a common educational structure in the pattern of 10+2+3 as suggested by Kothari Commission. This uniform structure of school education has been adopted all over the country. However, within the states, there remained variations in the number of classes constituting the Primary, 32 Diploma in Elementary Education (D.El.Ed) Indian Education System–II Upper Primary, High and Higher Secondary school stages, age for admission to class I, medium of instruction, public examinations, teaching of Hindi and English, number of working days in a year, academic session, vacation periods, fee Notes structure, compulsory education etc. The primary and upper primary or middle stages together constitute the elementary stage. The further break-up of the first 10 years was, elementary system comprising 5 years of primary education and 3 years of upper primary, followed by 2 years of High School. Following table shows the division of schooling in most of the states: Table 2.1 Structure of School Education System in India Stages of Pre- Lower Upper Secondary Higher Schooling Primary Primary Primary Secondary Grades Nursery, 1 to 5 6 to 8 9 and 10 11 and 12 LKG/KG Length of 3 years 5 years 3 years 2 years 2 years program Age level Entry at 3 to 6 6 to 11 11 to 14 14 to 16 16 to 18 years years years years years Pre-Primary: In the broad structure of Indian education, Pre-primary education forms the basis of learning. It is divided into Nursery, Lower Kindergarten (LKG) and Upper Kindergarten (UKG). At this stage student is acquainted with formal school life and reading and writing skills. It consists of children of 3-5 years of age. Lower Primary: A child enters class one of primary school after finishing Upper Kindergarten or directly. In the lower primary level, students get an idea of the different subjects. The primary school curriculum emphasizes general education and covers basic subjects such as reading, writing and arithmetic, supplemented by History, Civics and Geography as well as Environmental Science. The children of the age group of 6-11 years study at this stage in the classes I- V in most of the states. However in some of the states this stage consists of classes of I-IV. The lan

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