APPENDIX 'A'

Summary of the Report

The report on Teachers' Training Programme consists of 9 chapters and eight appendices

The introductory chapter presents the background against which the Ministry of Education constituted the Working Group as also the terms of reference which were given to this Group.  It underlines the need for an integral and value-oriented education as an important means of effecting a radical change in the human consciousness which is sine quo non for dealing with an acute crisis towards which the human race seems to be heading.  It also refers to the concern of the government for providing new dimensions to teachers' training programme, so that teachers may be enabled to learn and transmit not only deeper values of ethical, aesthetic and spiritual culture but also value related to physical culture, hygiene, care for environment and other important domains which are basic to the progress of the country and the world.   Special empahsis has been laid on the study of the problems related to Indian values and Indian themes of tolerance and synthesis, secularism and composite culture, as also on a special study of the  story of freedom struggle.

The next two chapters are devoted to a review of the recent trends in learning-teaching process, which has a direct bearing on the questions of value-oriented education.  Certain basic ideas are clarified and elucidated.   There is a brief but comprehensive discussion on the definition and meaning of the word 'value' and there is also a discussion on the subject of the distinction between morality and spirituality, on the one hand, and religion,  on the other, so as to clarify that even though the Constitution does not permit "religious instruction" in the State aided institutions, this does not apply to education in values relating to moral and spiritual culture.  The discussion concludes by proposing instruction and training in the entire realm of values, physical, emotional, intellectual, imaginative, aesthetic, moral and spiritual, which can be pursued by any individual irrespective of whether he accepts any religion or no religion.  It is also pointed out that value-education is indispensable to the development of integral personality, and in this context, a reference is made to some of the leading Indian experiments initiated during the freedom struggle, as also to the ideas of UNESCO.

The next chapter is entitled "Can Values be Taught"?  Under this chapter, the report discusses various theories related to teaching and attempts to answer certain basic questions related to the teaching of values.   It is acknowledged that values cannot be taught in the same way as Mathematics, but it is contended that values can be transmitted through subtle and psychological means which bring together methods of training tendencies and aptitudes of volition, affection and cognition  The report underlines the importance of example and influence of the teacher as the most important instruments of value-education.

The next chapter spells out in detail a core programme of value-education.  This programme is so carefully devised that its various threads can be easily woven into the complex totality of all the other programmes of study, providing, however, the overarching importance of value-education.  This programme is divided into 12 parts, and it relates to problems of values in relation to science, philosophy, psychology, morality, religion, spirituality, art, works of community service, courage and heroism, care of the material life, environment, and physical culture.   It also lays a special emphasis on the role that stories, plays and passages of literature can play in inspiring the students in the pursuit of Truth, Beauty and Goodness..  In this context, the report has also appended a list of illustrative stories compiled from India and other countries.

Since value-education is pedagogically different from a purely academic study, the report has spelt out in great detail practical suggestions and hints to teachers.  These suggestions are under 7 sub-sections which show how value-oriented education should not be conceived as an enunciation of a series of Do's and Don'ts.  It is pointed out how all occasions of daily life can be utilised by the teacher to bring students nearer to the realisation of the ideals  Finally, several practical exercises are suggested relating to the training of the mind, of emotion and of body.  A special emphasis is laid upon the development of (a) sense of wonder; (b) inter-disciplinary study of science and values; (c) the control and mastery over impulses; (d) widening and heightening of consciousness; (e) self-knowledge and methods of concentration with special reference to values of the synthesis of the East and the West and of a new world order of Liberty, Equality and Fraternity.

The next chapter entitled "The Teacher and His Task" discusses in detail the concept of the teacher and his task..  It is pointed out that  the teacher is more than a mere skilled performer in a branch of his profession and that what matters in the end always is the silent power of the example that the teacher provides by his character, noble vision and mastery of authentic knowledge.

The next chapter, referring to the contemporary learning-teaching situation, points out how the role of the teacher has become much wider than that of a mere lecturer.  Underlining the indispensable but limited role of lecturing, it is pointed out that the new tasks of the teacher should include those of observing students to learn the art of self-learning and to develop personality in all its aspects with a special emphasis on integration, harmony and excellence.  It is also pointed out that teachers should develop capacity to handle effectively self-learning equipment, audio-visual instruments and various kinds of new learning materials, such as worksheets, workbooks and programmed books.

An attempt has been made in this Chapter to describe a new working model for teachers' training institutes which would train teachers in their new roles by means of first-hand experience of new methods of teaching-learning.   This new model also envisages a new system of evaluation which recommends not only written tests but oral tests and submission by the teacher trainee of a project which would give an account of his pursuit of the knowledge of subjects of his specialisation as also any special tasks performed in respect of the general attainments of the development of personality and dedication to serious thought and to high ideals and values.

The next chapter is devoted to formulation of a new programme of studies related to India and Indian values.  This programme is divided into three parts.  The first part provides for a rapid view of Indian history, laying a special emphasis on the study of great leaders of philosophy, science, religion, spirituality, art as also of courage and heroism.  It also provides for a detailed study of the story of freedom struggle as also of the achievements and problems of contemporary.  The second part is devoted to "Achievements of Indian Culture" and it provides for a general acquaintance with Indian religion and spirituality, Indian literature, Indian art, including folk dances as also Indian arts and crafts, Indian philosophy and science, Indian festivals, Indian sports and games and the theme of heroism in Indian culture.  It lays a special emphasis on the study of the theme of perennial India.  The third part provides for study of one of the important themes from among several proposed themes that the student might like to study in depth.   The proposed themes include.  "Unity and Diversity of India", "Secularism, Tolerance and Synthesis in Indian Culture", "Remedy of India's Social Evils", and "India and New Paths of Progress."

The last chapter is entitled.  "What is to be done?"  This chapter underlines the deplorable conditions of teacher education in the country and shows the great distance between the goals envisaged in report and the disconcerting actualities of the present day.  It also discusses the strategy by which the present situation can be changed.

In specific terms, the following recommendations are made:

(1) The curriculum relating to value-education and to the study of Indian culture, recommended in earlier chapters should be immediately implemented in all the teachers' training institutions.

(2) Until the training institutions are remodelled on new lines as suggested in the report, an interim measure is recommended under which the teachers' training institutions should offer three new papers related to (1) and (2) philosophy and psychology of value-oriented education's and (3) India and Indian values as optional papers in place of any other three papers which are at present prescribed in the teachers' training programme.  In addition, teachers' training institutions may be recommended to incorporate in their total programme of teachers' education as many elements as possible from amongst all the various suggestions that have been made in this report in regard to value-orientation.

(3) Simultaneously,  efforts should be initiated, without delay, to introduce two streams of teacher training programmes: (i) five-year teacher-education programmes, after Senior Secondary, leading to master's degree in education and (ii) two-year teacher-education programme, after the first three year graduation of five-year post-graduation, leading to master's degree in education   These programmes would be designed on the basis of the pedagogical ideas and value-oriented curricula suggested in this Report.

(4) A provision may also be made on an optional basis for the two-year teacher-training programmes in such a way that a teacher-trainee could complete the full programme in two phases, the first phase being of one-year duration, and the second phase of not more than five-year duration during which the second-year programme could be covered through summer-courses or other short-term courses.  Those who have completed the first year programme could have the possibility of appointment as teachers on probation.

(5) Pioneering  pace-setting value-oriented institutions should be established, preferably one in each State, which should be utilised as centers for training teachers on the basis of the new ideas and values recommended in the report.

(6) A few national institutes of teacher education should be designed and established, especially to educate the staff of the colleges of teacher education in India.

(7) An All-India Public Examination for the evaluation of teacher trainees should be instituted, which would have novel features such as the combination of the written test with oral test and submission of a project report, all of which would have a special thrust towards the promotion of excellence, value-education and a sound acquaintance with India and Indian values.

(8) Measures should be taken to eliminate various evils and deficiencies which are growing alarmingly in teachers' training institutions.

(9) The above recommendations can be effectively implemented if a further proposal is implemented.  The proposal is that the Central Government should, by the exercise of its power under concurrency, create a national organisation which would have the following objectives:

(a) To keep under review the institutions and programmes of teacher education in the country at all levels and to maintain high standards of teaching, research and examination in the field of teacher education with a view to developing attitudes, skills and personality which would reflect the image of the teacher embodied in this report.

(b) To establish and to maintain (i) Institute of Teacher Education - designed especially to educate the staff of the colleges of teacher education in India; and (ii) pace-setting model institutions of teacher education, preferably one in each state which should be utilised as centres for training and radiating new ideas and values in the region on the lines recommended in this Report.

(c) To provide aid, financial, material and human, and advice necessary for coordination and maintenance of high standards of teaching, examination and research and to stimulate thinking on problems of teacher-education.

(d) To function as an accrediting authority with powers to recognise or derecognise teacher training institutions and degree awarded by them.  

(e) To conceive of and implement programmes of strategies for bringing the existing teacher education institutions to conform to the aims and objects laid down by the Council.

(f) To organise, preparation and publication of variety of resource material including material for audio-visual aids and use of educational technology necessary for promoting high standards of work in teacher training institutions.

(g) To organise or support seminars, conferences, symposia as also to set up committees and panels for the promotion of the objectives, functions and activities of the Council.

(h) To perform such other functions as may be conductive to the realisation of the aims and objectives of teacher education visualised by the Council on the lines recommended in this report.

(10) It is further recommended that the present National Council for Teacher Education may itself be constituted as the above-mentioned national organisation with this differences in its constitution that it should have, in addition to present composition which consists of Union Minister of Education as President and 40 other members, an executive body consisting of a full-time Chairman and five full-time members to be appointed by the Central Government, which should have the power to appoint standing committees and other committees for carrying out various functions and responsibilities.  The Member-Secretary of the Council will also be the Member-Secretary of the executive body.  The Chairman and members should be eminent educationists, teachers and educational administrators.

                             *    *     *      *       *    *      *      *      *   *       *     *     *       *     *     *      *   *     *      *      *    

Considering the fact that teachers are destined to play a major role in the shaping of the future, and considering the fact that value-oriented education is indispensable in shaping this future on those lines which will ensure the survival and progressive realisation of the most cherished ideals of mankind, a special appeal is made to the government to take urgent steps to implement the recommendations made in the report.

Appendix - 'B'

Summary of Recommendations of the High Level Seminar on
Value-Oriented Education (Simla, May 27-28, 1981)

During the two-day discussion on the basic concepts, issues and principles of moral education and the needed action in this field the following points emerged as consensus:-

1. Provision for value-oriented education should be made throughout the country with due regard for flexibility of approach.

2. Value-oriented education should be regarded essentially as an education for becoming and self-exceeding.  It will not only provide information on values to students, but also for enabling them to grow into beings and transcend narrowness, selfishness and partial ideas and attitudes.  It should be viewed in the context of the present situation of man and the evolutionary process going on within him and his society.

3. Value-orientation should be the main focus of education.

4. This value-orientation should be not only for the children who are in the schools but also for those who are outside.  Even parents should be involved in it.  In fact the whole society has to be involved in the programme of value-oriented education.

5. The learning process itself has a great bearing on the value-orientation of children.  All activities in the school-curriculum making, instructional techniques and evaluation, etc. should be so designed that they lead to the spontaneous development of desirable values.

6. There is a need for producing literature especially designed for the value-orientation of education.

7. All teachers in the schools should be regarded as teachers of value-education and all subjects including physical education can be used for inculcation of right values.

8. There should be an integrated approach in the value-oriented education programme.  Instead of tackling piece-meal such areas as awareness of ecology, environmental protection, community development, productivity, population stabilisation, aesthetic education, national integration, and international understanding, etc. they should be handled in a comprehensive manner under the broad spectrum of social responsibility and inner development of human personality   Concerned Ministries of the Government should cooperate with one another in this building task.

9. There should be foundation courses both at the secondary schools and universities aiming at giving the children basic knowledge about India, its people and cultural tradition.  The course should also aim at making students feel proud of their country and responsible for the upliftment.

10. Some pilot projects for school improvement should be taken up and the Government of India should constitute a Steering Committee for this purpose.

11. There is a need for establishing a resource centre for literature on value-oriented education.  Besides printed matter, this centre should also produce 35 mm films emphasising desirable values.  An effective distribution system for making these materials available in all corners of the country should be developed.

12. Special schools designed for value-oriented education should be established.  Every state should have at least one institution which may impart value-oriented education for nursery to the post-graduate level.

13. Special teacher-orientation programmes should be taken up at the State level to train teachers in the effective methods of development of values among students and teachers.

14. Some case-studies of schools, where value education is being imparted successfully should be taken up.

15. There should be a national council for discipline consisting of people who would have moral authority in their own right, and who could guide development of value-education programmes.  Members of this Council could be invited by State educational authorities and other agencies concerned with education for guidance and advice.

16. There should be an education for the enforcement of law.  A code of conduct for every class of persons should be developed and value-education programme for the whole society should be so designed that everybody learns to respect the social order.

Appendix 'C'

Illustrative Reading on the Theme of Values

1. "Apology" by Plato

2. "Crito" by Plato

3. Objective Utilitarianism from "Guide to the Philosophy of Morals and Politics" by C.E.M. Joad

4. The Categorical Imperative from "Theory of Good and Evil" by Hastings Rashdall.

5. My Station and its Duties from "Ethical Studies" by F.H Bradley

6. Standards of Conduct and Spiritual Freedom from "The Synthesis of Yoga" by Sri Aurobindo.

Appendix 'D'

Illustrative Readings on Indian Culture

1. On Indian Culture from "The Foundations of Indian Culture" by Sri Aurobindo.

2. The Panorama of India's Past from "The Discovery of India" by Jawaharlal Nehru

3. Perennial India from "External India" by Indira Gandhi

4. Extracts from "The Wonder that was India" by A.L. Basham

(Sidwick and Jackson) 1967

Appendix 'E'

List of Illustrated Stories

Appendix 'F'

List of Papers Presented to Working Group

1. The Teacher and the Task - by Prof. V.S. Jha

2. Teacher Training Programme for Moral Values in Education - A Model - by Prof. V. Eswara Reddy

3. A note on "Composite Culture" - by Prof. J.J. Nanavatty

4. A scheme embodying a plea for introducing some concrete radical changes in the "modus operandi" of a few Central Public Service Examinations - by Prof. J.J. Nanavatty

5. Teaching-Learning Process - by Prof. Kireet Joshi

6. Can Values be Taught? - by Prof. Kireet Joshi

7. Basic Ideas - by Prof. Kireet Joshi

8. Suggestions regarding the incorporation of some feasible concepts of Integral Education in the syllabus to be introduced in the proposed special Teacher Education Institutes - by Prof. J.J. Nanavatty

9. Famous Teachers, the values they cherished - by Prof. J.J. Nanavatty

10. A few Illustrative Stories - by Prof. Miss Varshney, Prof. J.J. Nanavatty, Prof. Kireet Joshi

11. An outline programme of value-oriented education and relevant pedagogical suggestions - by Prof. Kireet Joshi

12. New roles for the teacher and methods of training at the Teacher Training Institute - by Prof. Kireet Joshi

13. A programme of studies related to India and Indian Values - by Prof. Kireet Joshi

14. What is to be done? - by Prof. Kireet Joshi

Appendix 'G'

No. F. 13-4/80-Sch. 3

Government of India
Ministry of Education & Culture
(Department of Education)

New Delhi, the 23rd May, 1981

To

The Director
National Council of Educational Research & Training
New Delhi

Subject: Review of Teachers' Training Programme and inculcation of Ethical and Social Values in Education.

Sir,

In order to undertake a review of the Teachers' Training Programmes, particularly with a view to inculcating moral and social values in students, it has been decided to constitute an informal Working Group consisting of the following:-

(i)	Shri Kireet Joshi, Educational Adviser, Ministry of Education & Culture	Chairman
(ii)	Dr. S.K. Mitra, Director, NCERT, New Delhi	Member
(iii)	Shri S. Sathyam, Joint Secretary (School)	Member
(iv)	Prof. V.S. Jha, 868, Wright Town, Jha Marg, Jabalpur	Member
(v)	Prof. Jal Jahangir Nanavatty, 11, Napier Road, Pune	Member
(vi)	Dr. R.C. Dass, Head of the Deptt. of Teacher Education, NCERT, New Delhi	Member Secretary

2. The terms of reference of the above Working Group will be as follows:-

(i) To decide on what is moral education in the context of school education;

(ii) What should be the curriculum content for teacher trainee;

(iii) To suggest special techniques of pedagogy for teaching of moral education;

(iv) To suggest strategies for reorienting serving teachers through inservice programme;

(v) To suggest ways of promoting participation of voluntary organisations in organising training courses for teachers;

(vi) To assess dimensions of effort required as also to indicate the extent of governmental inputs;

(vii) To make suggestions which would be relevant to the determination of the new roles of teacher as counsellors and guides instead of as mere lecturers; and

(viii) To determine the important tasks that teacher will need to undertake towards preparing the new educational materials keeping in view the challenges of our times.

3. The National Council of Educational Research & Training, New Delhi, will serve as the nodal agency for the purpose of the above Working Group.  It may take necessary action to organise the meetings of the Working Group and also make available all the materials/jprogrammes as suggested in the terms of reference.  TA/DA to the members of the Working Group may also be paid by the NCERT, New Delhi from within the sanctioned budget.

4. The Working Group will submit its report to be Government of India within four months.

Yours faithfully,

(Girdhari Lal)
Director

Copy forwarded to:-

(i) Shri Kireet Joshi, Educational Adviser, Ministry of Education & Culture, New Delhi

(ii) Joint Secretary (Schools), Ministry of Education & Culture, New Delhi..

(iii) Prof V.S. Jha, 868, Wright Town, Jha Marg Jabalpur - 482 002.

(iv) Prof. Jal Jahangir Nanavatty, 11, Napier Road, Pune - 400 010.

(v) Dr. R.C. Das, Head of the Department of Teacher Education, NCERT, New Delhi

(vi) School 5 Section, Ministry of Education & Culture, New Delhi.

(vii) School 4.

(Girdhari Lal)
Director

Appendix 'H'

No. F. 13-4/80-Sch.3
Government of India
Ministry of Education & Culture
(Department of Education)
New Delhi, the 14th September, 1981

To

The Director
NCERT
New Delhi.

Subject: Review of Teachers' Training Programmes and Inculcation of Ethical and Social Values in Education.

Sir,

In Partial modification of this Ministry's letter No. F 13-4/80-Sch 3 dated the 23rd May, 1981 on the above subject, I am directed to state that the terms of reference of the informal Working Group to review Teachers' Training Programmes given in para 2 of our letter under reference may be substituted by the following:-

(i) To suggest the necessary changes to the present content and scope of value-orientation in education with special reference to the need to ensure development and promotion among students and teachers not only of the highest values of physical, emotional, mental, aesthetic, moral and spirinal culture but also of those moral values which are uniquely Indian and which would promote secularism, pride in heritage and composite culture;

(ii) To suggest a programmes of the study of the national freedom struggle;

(iii) To suggest the curriculum content for teacher trainees to achieve the desired value-orientation;

(iv) To suggest special techniques of pedagogy for training in value-orientation;

(v) To suggest strategies for reorienting serving teachers through inservice programmes;

(vi) To suggest ways of promoting participation of voluntary organisations in organising training courses for teachers;

(vii) To assess dimensions of effort required as also to indicate the extent of governmental inputs;

(viii) To make suggestions which would be relevant to the determination of the new roles of teachers as counsellors and guides instead of as mere lecturers; and

(ix) To determine the important tasks that teachers will need to undertake towards preparing the new educational materials keeping in view the challenges of our times.

(x) The Education Secretary also desires that the Committee may be requested to complete its work as quickly as possible since the implementation details will have to be worked out which will also take some amount of time.

Yours faithfully

(Girdhari Lal)
Director (School)

Copy forwarded to:

(i) Shri Kireet Joshi, Educational Adviser, Ministry of Education and Culture, New Delhi.

(ii) Joint Secretary (Schools), Ministry of Education and Culture, New Delhi.

(iii) Prof. V.S. Jha, 868, Wright Town, Jha Marg, Jabalpur - 482002.

(iv) Prof. Jal Jahangir Nanavatty, 11, Napier Road, Pune - 400 110.

(v) Dr. R.C. Das, Head of Department of Teachers' Education, NCERT, New Delhi.

(vi) School-5 Section, Ministry of Education and Culture, New Delhi, for further action.

(vii) School-4 Section, Ministry of Education and Culture, New Delhi.

 

(Girdhari Lal)
Director (Schools)

First Print May, 1983

Second Print July, 1983

Third Print December, 1983

 

PUBLICATION NUMBER 1429