RESHAPING EDUCATION AND TRAINING FOR OUR REAL NEEDS

It is now generally recognized that our system of education and training is out of tune with the real needs of the development process and there is urgent need to reshape it. However, there is not sufficient appreciation of what actually has to be done. The purpose of this article is to highlight certain basic considerations in this regard.

In the first instance, it would be helpful to examine what our real needs are and what is the role of education and training in meeting them. It would also be helpful to clarify the concepts of education and training.

As I understand, our basic needs are two-fold: basic and higher. Basic needs are to sustain the individual and the higher ones are for elevating his personality. Security, health and material well-being would fall in the first category and the second category would include: liberty of speech and action and facilities for social, cultural, intellectual and spiritual intercourse.

In a broad sense, the purpose of education is to civilize the individual and that of training to equip him for a socially useful vocation in life. In this manner, he gets enlightened as to the place and significance of basic and higher needs and gets motivated to efficiently work for their satisfaction.

To amplify, education is expected to enable the individual to read and write, impart knowledge to him and broaden his outlook. In the process, he is helped to develop healthy attitudes, cultivate correct values, acquire discrimination and refinement and thereby build his character. On the other hand, training is expected to activate his faculties and provide instruction and exercise for the development of mental and physical skills for the vocation of his choice. Education and training are not mutually exclusive. They are components of the same system and interplay between them is continuous. Emphasis of this system as a whole has to be on capacity to effectively deal with the real life problems and ability to innovate for situations as they arise.

Considered by the criteria that I have mentioned, our ancient system of education and training was sound for the environment obtaining at that time. It has given us our heritage that we are proud of. But this cannot be said of the present system. It is no longer the ancient one nor is it an appropriately updated version of it, that takes into account the technological advances and related socio-economic changes that have taken place in the world.

We lost our old moorings over a period of time. Particularly during the colonial period when education and training were relegated to serve a subordinate purpose for the foreign ruling power. After independence efforts were made to correct the position but requisite changes have not materialized. In fact, due to pace of expansion being fast, it has not always been possible to avoid dilution of standards.

More than any other factor, inadequacy of methods and standards in the spheres of education and training have hampered our progress. In general, there is imperfect understanding of the problems of development to be tackled. As a result, with the best of intentions, quite often complex issues get over-simplified and the nation suffers from costly errors. Old tendencies of feudalistic dealing and coarse behaviour are still not uncommon and, as a result, there is not sufficient appreciation of rational thinking and refinement. We have not yet been able to outgrow narrow-mindedness and lethargy. There is no powerful urge or direction towards earnestly learning the modern methods and skills. On the contrary malpractices that have crept in the conduct of examinations have actually lowered the value of academic degrees, though there are exceptions too.

The overall effect is frustration, cynicism and the consequent unhealthy trends that are counter-productive to progress. Worse still is a growing inclination to become indifferent to such trends or even glorify them. Such an environment naturally affects the economic situation and that in turn deepens the aforesaid trends. This vicious circle has to be broken if we have to survive as a nation and advance our well-being. How to do it is crux of the problem. Education and training are the primary instruments to bring in a new look and that underlines the urgency for reshaping them appropriately.

I shall touch upon certain points pertaining to this reshaping that come to my mind. They are not in any particular order and their main purpose is to focus attention and activate thinking on this crucial subject. Personally I think the matter is vital enough to be made the subject of a comprehensive research project, accompanied by requisite ‘real life’ experimentation to prove efficacy of the course of action that is proposed.

Concepts of the two-fold needs that I mentioned earlier and their relative importance in life vary. But, in any case, their satisfaction is dependent on material wealth, which has to be produced and channelised. Therefore , reshaping of education and training has to be considered in context of the imperative need for increased production and fair distribution, particularly the former.

Let us examine the matter from first principles, basic factors for production of material wealth are: natural resources, means of production, human skills and human effort. The last two factors are the most critical since ultimately they govern the first two as well. Accordingly, education and training which have a governing influence on human skills and human effort become the primary factors in the process of development. In the final analysis, it is the imbalance in the sphere of education and training that causes faulty planning and waste of productive resources. The same imbalance is also at the back of irrational conduct on the part of different sections of society causing restlessness and promoting negative activities.

In the Indian environment, as it is today, education and training have to be geared to serve two distinct objectives. On one hand, they have to create a scientific ‘temper’ in the society and make it receptive to constructive change. On the other hand, they have to produce pioneers who would engineer and spearhead that change in different walks of life.

In this regard an understanding of the background is necessary. In the industrialized countries the progress of the industrial revolution, followed by the management revolution with up-to-date automation technique and sophisticated electronic aids, has been organic. Human attitudes and skills have kept pace with technological advances and there has been a natural interplay of these factors.

In India, position was different. We were under colonial rule at time of industrial revolution and instead of progressing from handicrafts to mechanical factories and management of industry and services on modern lines, our growth got arrested. In fact, our economy actually went into reverse gear. Pressure on land increased instead of decreasing and even the handicrafts suffered under flow of imported factory manufactured goods. Whereas before the industrial revolution we were exporting goods manufactured by our handicrafts, after industrial revolution our exports were largely confined to unprocessed agriculture produce and raw materials. As a result, a steady trend towards poverty and consequent degradation started. In this environment, the privileged gentry were mainly feudal chiefs, traders or officials who identified themselves with colonial interests. Facilities for education and training remained meagre and they largely catered for the privileged gentry, with the bias to make them good instruments for colonial administration. The system for education and training and the climate of work curbed initiative and innovative capacity. For the large body of men and women, there was no education and training at all. They remained illiterate and got steeped in ignorance and superstition.

As I have already mentioned, even after independence, the pattern of education did not significantly change. It was only extended on a large scale and, due to fast expansion, the quality of even the old system got diluted.

In industrially advanced countries, where progress has been natural and uninterrupted, technical arts have been developed on the foundation of old handicrafts, since the time power was applied to the tool, through painstaking study and experimentation with the aid of basic and engineering sciences. As a result, traditions of great respect for technical arts have developed and there is professional competence of a high order for their scientific advancement and application. These assets, which form the backbone of technological self-reliance, enabled Germany and Japan to perform their economic miracles after virtual ruination in Second World War.

On the other hand in India, as in other developing countries, progress in technical arts has been retarded and that has retarded our economic growth. I have already explained the background in which this happened. Moreover, in the imperial environment, the practice of technical arts, which are essentially rooted in manual craft skills, ranked lower in the social scale and the intelligentsia seeking status and prestige tended to keep away from them. To a considerable extent, this handicap still persists and its eradication is as important as development of the technical arts themselves. The purpose of future education and training should be to bring about a new outlook on life and back up its implementation with new skills and dedication.

The industrialized countries have developed during the last 200 years, since the time of the industrial revolution, through natural interplay of technological advances and corresponding socio-economic developments. In the process, they have also developed inherent strength, traditions and requisite momentum for sustained progress. In those countries education and training primarily cater for conformity with patterns that already exist.

On the other hand, in our country, as in other developing countries, there is need for some basic changes ad the approach to education and training has to be ‘tailored’ accordingly. As stated earlier, a new ‘temper’ for constructive change has to be created in the society and cadres of pioneers has to be produced to engineer and spearhead the changes.

In formulating our approach, the full circuit of education and training has to be considered covering: home, school, college, other professional centers, workplace and various centers of activity in the prevailing social environment. Each center leaves its mark on the make-up of the individual. To the extent that mark is not in harmony with the social purpose in view, it has to be corrected. To the extent correction does not materialize, the individual remains handicapped and correspondingly ineffective or counter-effective. It is important to appreciate these implications, so that the approach to future education and training may be sufficiently realistic.

At present, our process hinges on optimum production of goods and services with due regard to quality. In the spheres of education and training, points for special attention have to be selected in this contest. Some of these points are:

Dignity of labour and learning by doing.
Pride of profession and urge for professional excellence.
Regard for learning and respect for the teacher: also the teacher’s calibre to command respect.
Harmony between desired accomplishments, teaching and testing practices and the actual working environment.
Research in education and training methods and formulation of new curricula with matching instructional material.
Education, training and status of the teacher.
Cost and methods consciousness.
Education and training of public functionaries.
Creation of a scientific ‘temper’ in society.

In order to attract talented persons towards manual work and technical arts, it is necessary to induct them in these spheres in a manner that would appeal to their calibre. This cannot be done if the working environment is primitive. For example, an educated person would not mind carrying a load in a wheel barrow but he would be reluctant to carry a bag on his back. Similarly, he would not mind carrying his belongings in a respectable suitcase but he would be reluctant to carry a bundle on his head. This underlines the importance of well organized workplace, proper working dress, dignified working posture and appropriate tools, implements and methods. Only in such an environment, can a talented person be expected to apply his mind for technological progress and productivity. The promise of such application can be gauged by comparing a modern American kitchen with the Indian counterpart.

Pride of profession and urge for professional excellence can come about only when society understands the value of professional excellence and gives it respect in the form of status and remuneration. Equally important are the criteria of professional competence and the way these are applied. I may point out that in Germany statues of blacksmiths and miners, who are regarded as pioneers of industry, adorn town halls and public institutions. No one may open even a shoe repairing shop unless he has been declared qualified by a competent institution and no one may be employed as an instructor unless he is certified fit by the Craftsmen’s Guild. It is necessary to promote similar traditions in our country also so that the professional standards may be elevated and social attitude may lead to greater reverence and honour for creative work.

Regard for learning and respect for the teacher are direct corollaries of the prevailing status of professions and how exacting are the standards of professional competence. These attributes cannot develop in isolation.

Normally a student takes interest in what enables him to pass the examination. Any extra curricular educational or training activity that does not directly contribute to passing the examination is not likely to hold sufficient interest. Therefore, the new scheme of education and training would call for important changes in academic curricula and methods of testing. At the same time, it is essential that the new accomplishments should find suitable expression in actual work and this would necessitate changes in organizational and administrative patterns in agriculture, industry and public services. They would also have corresponding impact in the mode of selection, assessment, promotion and reward in all areas of employment. In effect there would have to be changes in the entire fabric of society. This explains the need for utmost coordination and harmony between desired accomplishments, teaching and testing practices and the actual working environment.

The aforesaid task would be very complex and it would be desirable to experiment on a model scale in different links of the circuit and also, where practicable, over cross-sections of the full circuit, in order to ‘prove out’ the new approach and formulate the realistic course of action for extension. Further, to support the new course of action there would be the requirement of matching instructional material and well qualified teachers. As I mentioned earlier, it would be desirable to take up this task as a comprehensive integrated project covering research, ‘prove out’ and development of methodology for extension.

Availability of well qualified teachers for the new scheme of education and training will constitute a difficult problem, which cannot be solved so long as the status and remuneration of teachers is not suitably elevated. It is understood that in Russia, where also a new look had to be brought in, very special attention was devoted to getting high class teachers. It is stated that a good percentage of the output of best institutions was taken over for teaching purposes and given the requisite status and remuneration. In India it is necessary to have a radical change of attitude towards the teaching community. They are comparable to the ‘seed’ in agriculture and it is well known that investment in the seed pays several times over by way of improved harvest.

Instructional material would present an equally difficult problem. To prepare new instructional material it is necessary to appropriately adapt the material available from foreign countries and develop new material for the needs that cannot be met by such adaptation. The new material should be down to earth and utilitarian. It should be presented in a manner that enables sound grasp of fundamentals pertaining to basic subjects, sciences and technical arts, so that the students may be able to discriminate and apply their minds resourcefully for finding the ‘better way’ and innovating for new situations.

It has been accepted all over the world that cost and methods consciousness is the key to dynamic progress achieved in the industrialized countries and this should also be an over-riding consideration in the new scheme of education and training.

In developing and extending the new scheme of education and training, it is important to align the thinking of public functionaries with the concepts, implications and benefits of the new scheme. Special steps should, therefore, be taken to enlighten them systematically about what is proposed to be done and why. In the category of public functionaries may be included people’s representatives in Gram Panchayats, municipalities and corporations, state assemblies and parliament. Other categories to be covered would be functionaries in students unions and organized labor unions. Journalists contributing in the national press should also receive special attention in this regard.

Creation of scientific ‘temper’ in society in order to make it receptive to constructive change is like preparing soil for a new type of crop. In this endeavor full use should be made of carefully planned exhibitions, seminars and education through the media of radio and television.

I may mention that in 1953, West Germany organized an elaborate exhibition entitled ‘All Shall Live Better’. This was a non-commercial exhibition that lasted one month with the sole object of educating the common man, particularly children, about the after-war problems and how they were to be tackled for the benefit of both the individual and the community.

The most effective method of carrying conviction with regard to efficacy of the new scheme is, of course, to demonstrate its success in actual working. That would help to terminate controversy and motivate the common man to think in terms of enlarging the success already achieved. Success of new agricultural methods in Punjab is a case in point.

As I have already explained, the subject of “reshaping Education and Training” is vast and complex. I have only been able to express a few ideas that occurred to me. They are by no means complete or final. What we really need is countrywide brain-storming, discussion and debate on this vital subject. If what I have said helps to activate thinking in this regard, it would have served its purpose.



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RESHAPING EDUCATION AND TRAINING FOR OUR REAL NEEDS M. L. Puri (Lucknow, August, 1973) Here the author emphasizes the need for developing a sense of pride in the technical arts, sorely lacking in India. The author proposes concrete steps to make education truly responsive to the real needs of society.
INTRODUCTION: It is now generally recognized that our system of education and training is out of tune with the real needs of the development process and there is urgent need to reshape it. However, there is not sufficient appreciation of what actually has to be done. The purpose of this article is to highlight certain basic considerations in this regard. In the first instance, it would be helpful to examine what our real needs are and what is the role of education and training in meeting them. It would also be helpful to clarify the concepts of education and training. As I understand, our basic needs are two-fold: basic and higher. Basic needs are to sustain the individual and the higher ones are for elevating his personality. Security, health and material well-being would fall in the first category and the second category would include: liberty of speech and action and facilities for social, cultural, intellectual and spiritual intercourse. In a broad sense, the purpose of education is to civilize the individual and that of training to equip him for a socially useful vocation in life. In this manner, he gets enlightened as to the place and significance of basic and higher needs and gets motivated to efficiently work for their satisfaction. To amplify, education is expected to enable the individual to read and write, impart knowledge to him and broaden his outlook. In the process, he is helped to develop healthy attitudes, cultivate correct values, acquire discrimination and refinement and thereby build his character. On the other hand, training is expected to activate his faculties and provide instruction and exercise for the development of mental and physical skills for the vocation of his choice. Education and training are not mutually exclusive. They are components of the same system and interplay between them is continuous. Emphasis of this system as a whole has to be on capacity to effectively deal with the real life problems and ability to innovate for situations as they arise. Considered by the criteria that I have mentioned, our ancient system of education and training was sound for the environment obtaining at that time. It has given us our heritage that we are proud of. But this cannot be said of the present system. It is no longer the ancient one nor is it an appropriately updated version of it, that takes into account the technological advances and related socio-economic changes that have taken place in the world. We lost our old moorings over a period of time. Particularly during the colonial period when education and training were relegated to serve a subordinate purpose for the foreign ruling power. After independence efforts were made to correct the position but requisite changes have not materialized. In fact, due to pace of expansion being fast, it has not always been possible to avoid dilution of standards. More than any other factor, inadequacy of methods and standards in the spheres of education and training have hampered our progress. In general, there is imperfect understanding of the problems of development to be tackled. As a result, with the best of intentions, quite often complex issues get over-simplified and the nation suffers from costly errors. Old tendencies of feudalistic dealing and coarse behaviour are still not uncommon and, as a result, there is not sufficient appreciation of rational thinking and refinement. We have not yet been able to outgrow narrow-mindedness and lethargy. There is no powerful urge or direction towards earnestly learning the modern methods and skills. On the contrary malpractices that have crept in the conduct of examinations have actually lowered the value of academic degrees, though there are exceptions too. The overall effect is frustration, cynicism and the consequent unhealthy trends that are counter-productive to progress. Worse still is a growing inclination to become indifferent to such trends or even glorify them. Such an environment naturally affects the economic situation and that in turn deepens the aforesaid trends. This vicious circle has to be broken if we have to survive as a nation and advance our well-being. How to do it is crux of the problem. Education and training are the primary instruments to bring in a new look and that underlines the urgency for reshaping them appropriately. I shall touch upon certain points pertaining to this reshaping that come to my mind. They are not in any particular order and their main purpose is to focus attention and activate thinking on this crucial subject. Personally I think the matter is vital enough to be made the subject of a comprehensive research project, accompanied by requisite ‘real life’ experimentation to prove efficacy of the course of action that is proposed. OBJECTIVES Concepts of the two-fold needs that I mentioned earlier and their relative importance in life vary. But, in any case, their satisfaction is dependent on material wealth, which has to be produced and channelised. Therefore , reshaping of education and training has to be considered in context of the imperative need for increased production and fair distribution, particularly the former. Let us examine the matter from first principles, basic factors for production of material wealth are: natural resources, means of production, human skills and human effort. The last two factors are the most critical since ultimately they govern the first two as well. Accordingly, education and training which have a governing influence on human skills and human effort become the primary factors in the process of development. In the final analysis, it is the imbalance in the sphere of education and training that causes faulty planning and waste of productive resources. The same imbalance is also at the back of irrational conduct on the part of different sections of society causing restlessness and promoting negative activities. In the Indian environment, as it is today, education and training have to be geared to serve two distinct objectives. On one hand, they have to create a scientific ‘temper’ in the society and make it receptive to constructive change. On the other hand, they have to produce pioneers who would engineer and spearhead that change in different walks of life. BACKGROUND: In this regard an understanding of the background is necessary. In the industrialized countries the progress of the industrial revolution, followed by the management revolution with up-to-date automation technique and sophisticated electronic aids, has been organic. Human attitudes and skills have kept pace with technological advances and there has been a natural interplay of these factors. In India, position was different. We were under colonial rule at time of industrial revolution and instead of progressing from handicrafts to mechanical factories and management of industry and services on modern lines, our growth got arrested. In fact, our economy actually went into reverse gear. Pressure on land increased instead of decreasing and even the handicrafts suffered under flow of imported factory manufactured goods. Whereas before the industrial revolution we were exporting goods manufactured by our handicrafts, after industrial revolution our exports were largely confined to unprocessed agriculture produce and raw materials. As a result, a steady trend towards poverty and consequent degradation started. In this environment, the privileged gentry were mainly feudal chiefs, traders or officials who identified themselves with colonial interests. Facilities for education and training remained meagre and they largely catered for the privileged gentry, with the bias to make them good instruments for colonial administration. The system for education and training and the climate of work curbed initiative and innovative capacity. For the large body of men and women, there was no education and training at all. They remained illiterate and got steeped in ignorance and superstition. As I have already mentioned, even after independence, the pattern of education did not significantly change. It was only extended on a large scale and, due to fast expansion, the quality of even the old system got diluted. In industrially advanced countries, where progress has been natural and uninterrupted, technical arts have been developed on the foundation of old handicrafts, since the time power was applied to the tool, through painstaking study and experimentation with the aid of basic and engineering sciences. As a result, traditions of great respect for technical arts have developed and there is professional competence of a high order for their scientific advancement and application. These assets, which form the backbone of technological self-reliance, enabled Germany and Japan to perform their economic miracles after virtual ruination in Second World War. On the other hand in India, as in other developing countries, progress in technical arts has been retarded and that has retarded our economic growth. I have already explained the background in which this happened. Moreover, in the imperial environment, the practice of technical arts, which are essentially rooted in manual craft skills, ranked lower in the social scale and the intelligentsia seeking status and prestige tended to keep away from them. To a considerable extent, this handicap still persists and its eradication is as important as development of the technical arts themselves. The purpose of future education and training should be to bring about a new outlook on life and back up its implementation with new skills and dedication. APPROACH: The industrialized countries have developed during the last 200 years, since the time of the industrial revolution, through natural interplay of technological advances and corresponding socio-economic developments. In the process, they have also developed inherent strength, traditions and requisite momentum for sustained progress. In those countries education and training primarily cater for conformity with patterns that already exist. On the other hand, in our country, as in other developing countries, there is need for some basic changes ad the approach to education and training has to be ‘tailored’ accordingly. As stated earlier, a new ‘temper’ for constructive change has to be created in the society and cadres of pioneers has to be produced to engineer and spearhead the changes. In formulating our approach, the full circuit of education and training has to be considered covering: home, school, college, other professional centers, workplace and various centers of activity in the prevailing social environment. Each center leaves its mark on the make-up of the individual. To the extent that mark is not in harmony with the social purpose in view, it has to be corrected. To the extent correction does not materialize, the individual remains handicapped and correspondingly ineffective or counter-effective. It is important to appreciate these implications, so that the approach to future education and training may be sufficiently realistic. POINTS FOR SPECIAL ATTENTION: At present, our process hinges on optimum production of goods and services with due regard to quality. In the spheres of education and training, points for special attention have to be selected in this contest. Some of these points are: Dignity of labour and learning by doing. Pride of profession and urge for professional excellence. Regard for learning and respect for the teacher: also the teacher’s calibre to command respect. Harmony between desired accomplishments, teaching and testing practices and the actual working environment. Research in education and training methods and formulation of new curricula with matching instructional material. Education, training and status of the teacher. Cost and methods consciousness. Education and training of public functionaries. Creation of a scientific ‘temper’ in society. I shall now briefly touch upon each of these points. In order to attract talented persons towards manual work and technical arts, it is necessary to induct them in these spheres in a manner that would appeal to their calibre. This cannot be done if the working environment is primitive. For example, an educated person would not mind carrying a load in a wheel barrow but he would be reluctant to carry a bag on his back. Similarly, he would not mind carrying his belongings in a respectable suitcase but he would be reluctant to carry a bundle on his head. This underlines the importance of well organized workplace, proper working dress, dignified working posture and appropriate tools, implements and methods. Only in such an environment, can a talented person be expected to apply his mind for technological progress and productivity. The promise of such application can be gauged by comparing a modern American kitchen with the Indian counterpart. Pride of profession and urge for professional excellence can come about only when society understands the value of professional excellence and gives it respect in the form of status and remuneration. Equally important are the criteria of professional competence and the way these are applied. I may point out that in Germany statues of blacksmiths and miners, who are regarded as pioneers of industry, adorn town halls and public institutions. No one may open even a shoe repairing shop unless he has been declared qualified by a competent institution and no one may be employed as an instructor unless he is certified fit by the Craftsmen’s Guild. It is necessary to promote similar traditions in our country also so that the professional standards may be elevated and social attitude may lead to greater reverence and honour for creative work. Regard for learning and respect for the teacher are direct corollaries of the prevailing status of professions and how exacting are the standards of professional competence. These attributes cannot develop in isolation. Normally a student takes interest in what enables him to pass the examination. Any extra curricular educational or training activity that does not directly contribute to passing the examination is not likely to hold sufficient interest. Therefore, the new scheme of education and training would call for important changes in academic curricula and methods of testing. At the same time, it is essential that the new accomplishments should find suitable expression in actual work and this would necessitate changes in organizational and administrative patterns in agriculture, industry and public services. They would also have corresponding impact in the mode of selection, assessment, promotion and reward in all areas of employment. In effect there would have to be changes in the entire fabric of society. This explains the need for utmost coordination and harmony between desired accomplishments, teaching and testing practices and the actual working environment. The aforesaid task would be very complex and it would be desirable to experiment on a model scale in different links of the circuit and also, where practicable, over cross-sections of the full circuit, in order to ‘prove out’ the new approach and formulate the realistic course of action for extension. Further, to support the new course of action there would be the requirement of matching instructional material and well qualified teachers. As I mentioned earlier, it would be desirable to take up this task as a comprehensive integrated project covering research, ‘prove out’ and development of methodology for extension. Availability of well qualified teachers for the new scheme of education and training will constitute a difficult problem, which cannot be solved so long as the status and remuneration of teachers is not suitably elevated. It is understood that in Russia, where also a new look had to be brought in, very special attention was devoted to getting high class teachers. It is stated that a good percentage of the output of best institutions was taken over for teaching purposes and given the requisite status and remuneration. In India it is necessary to have a radical change of attitude towards the teaching community. They are comparable to the ‘seed’ in agriculture and it is well known that investment in the seed pays several times over by way of improved harvest. Instructional material would present an equally difficult problem. To prepare new instructional material it is necessary to appropriately adapt the material available from foreign countries and develop new material for the needs that cannot be met by such adaptation. The new material should be down to earth and utilitarian. It should be presented in a manner that enables sound grasp of fundamentals pertaining to basic subjects, sciences and technical arts, so that the students may be able to discriminate and apply their minds resourcefully for finding the ‘better way’ and innovating for new situations. It has been accepted all over the world that cost and methods consciousness is the key to dynamic progress achieved in the industrialized countries and this should also be an over-riding consideration in the new scheme of education and training. In developing and extending the new scheme of education and training, it is important to align the thinking of public functionaries with the concepts, implications and benefits of the new scheme. Special steps should, therefore, be taken to enlighten them systematically about what is proposed to be done and why. In the category of public functionaries may be included people’s representatives in Gram Panchayats, municipalities and corporations, state assemblies and parliament. Other categories to be covered would be functionaries in students unions and organized labor unions. Journalists contributing in the national press should also receive special attention in this regard. Creation of scientific ‘temper’ in society in order to make it receptive to constructive change is like preparing soil for a new type of crop. In this endeavor full use should be made of carefully planned exhibitions, seminars and education through the media of radio and television. I may mention that in 1953, West Germany organized an elaborate exhibition entitled ‘All Shall Live Better’. This was a non-commercial exhibition that lasted one month with the sole object of educating the common man, particularly children, about the after-war problems and how they were to be tackled for the benefit of both the individual and the community. The most effective method of carrying conviction with regard to efficacy of the new scheme is, of course, to demonstrate its success in actual working. That would help to terminate controversy and motivate the common man to think in terms of enlarging the success already achieved. Success of new agricultural methods in Punjab is a case in point. CONCLUDING REMARKS: As I have already explained, the subject of “reshaping Education and Training” is vast and complex. I have only been able to express a few ideas that occurred to me. They are by no means complete or final. What we really need is countrywide brain-storming, discussion and debate on this vital subject. If what I have said helps to activate thinking in this regard, it would have served its purpose.
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