Joyful Learning

Non-interactive, chalk and talk methods used in classrooms end up producing children able to replicate
but not create knowledge.
In the last 14 years, joyful learning has emerged as a powerful concept to change the way we manage
schools and classrooms.
Central to the success of the programme is teacher empowerment. Teachers use songs and games as
well as a variety of locally available materials, such as leaves, stones and trees, as teaching tools.
A joyful classroom is an active, bright and cheerful place.
Whether it is in Nalli Kalli of Karnataka, the Quality Education Schools in UP or elsewhere-- joyful
learning classrooms can be characterised by the glow on children's faces as they come willingly to
school.
UNICEF has collaborated with central and state governments and NGOs to support joyful learning
initiatives.

How To Create Joyful Learning in the

Classroom
by Amita Puri, PhD | Nov 4, 2014 | Articles |
As teachers, we always want to create joy in the classroom as it facilitates more learning
and certainly faster learning. The challenge is HOW do we create joyful learning in the
classroom? HOW do we infect our students with enthusiasm? How do we bring fun and
JOY in the classroom? Here are some simple techniques which will help us have the
most joyful learning possible.
I remember my English teacher Ms. Kalha in college quite vividly and her wonderful
statement Education is what is left behind after the textbooks have been forgotten.
If this IS indeed so, then lets embark on the journey of making education a joyful
experience. What happens inside schools has a deep and lasting effect on the mind-sets
that children develop toward lifelong learning. A teacher affects eternity and one can
never tell when his influence stops.
JOY 1: Find the Pleasure in Learning
If we want students to be charged with enthusiasm, if we want them to see school and
learning as joyful, we need to rethink how and what we teach. Let them enjoy learning
as well as they enjoy games. Find ways to increase laughter in the classroom.
JOY 2: Music and Rhythm
Many of the things I remember most easily were learned with song. Ask your students to
create songs and rhythm when learning something new and they will remember much
longer and have an easier time retrieving the information for a test.
JOY 3: Give Students Choice
I tell my students to decide on the topic they want to study for that week and then as
experts they will teach the next week. Try this in your classroom.
JOY 4: Let Students Create Things
People like to create things. The list of what students can create across the curriculum is
virtually limitless: newspapers and magazines, brochures, stories, picture books,
posters, PowerPoint presentations, interviews, oral histories, models, diagrams,
blueprints and floor plans, plays and role-plays, mock trials, photographs, paintings,
songs, surveys, graphs, documentary videos etc.
JOY 5: Show Off Student Work
I tell my teacher education students that the walls of their classrooms should speak to
people; they should say exactly what goes on in that space throughout the school day. I
can tell what teachers value by simply walking into their classrooms and looking at the
walls.
JOY 6: Towards Holistic Learning
The new challenges that we face in the 21st century with the advent of information
technology necessitate a systemic change towards a model of holistic learning that is
experiential and linked to real-life situations. Find situations that help students
incorporate what they learned in their everyday lives.
JOY 7: Get Outside
We adults know all too well that fresh air, trees, and a sunny day can do miracles for the
human spirit. In an era where recess and playgrounds are being taken away, get your
classes, no matter what the age, outside to reinvigorate and rejuvenate their learning. As
a teacher, I often take my students outside to read, write, or have a class meeting. It is
delightful for a student to sit under a tree and read or for a class to sit in a circle on the
grass and talk. Ecosystems are all around us.
JOY 8: Read Good Books
Everyone loves a good story. All students enjoy a good story so allow books beyond
your texts simply for the sake of student enjoyment!
Teaching As Joyful Experience
A teacher is like a candle who burns itself to give light to others.
Here is an Indian scripture which personifies my view of teachers.
Even If I make the paper of Entire Earth;
And I turn all the forests into a huge pen;
And convert all the seven oceans as Ink for this pen;
I will not be able to THANK MY TEACHER ENOUGH!
Amita Puri, Ph.D. is a teacher and teacher trainer with Army Institute of Education, New
Delhi, India. She has been conducting workshops for preservice and inservice teachers
for the last 20 years and specializes in educational psychology and guidance counseling
UNIT STRUCTURE

1. Learning Objectives

2. Introduction

3. Formation of the Committee

4. Major Proposal of the Committee as a National Scheme of Education

5. Suggestions of the Sargent Committee

1. Pre-primary Education

2. Primary or Basic Education

3. Secondary Education

4. University Education

5. Technical and Vocational Education

6. Other Suggestions

6. Evaluation of the Sargent Report

7. Implementation of the Recommendations

8. Let Us Sum Up

9. Further Readings

10. Answers to Check Your Progress

11. Possible Questions

12. References

LEARNING OBJECTIVES
After going through this unit, you will be able to:
Expalin the reason for appointing the Sargent Committee in 1944

Illustrate the structure of Education Proposed in the Report

Describe the Suggestions made by the Committee in different aspects of education.

Evaluate the Recommendations, and

Familiar with the Measures taken by the Government to implement the resolutions.

INTRODUCTION

In the previous unit we have discussed Gandhijis Wardha Scheme of Basic Education, 1937. Before that, the reports of the various
committees and commissions suggested significant educational reforms in regard to national development. Government of India
resolutions, 1913 was followed by Sadler Commissions Report of 1917, and the Hartog Committee Report in 1929 and then by the
Wardha Scheme, 1937. Keeping in view the reforms suggested by all these reports, the British Government had begun to understand
the seriousness of the situation in the area of education. Ultimately in the middle forties the Government of India realised that it
could no longer be indifferent to the problem of education of the Indian people and there was the need of bringing about radical
reform in all aspects of Indian education. So it advised Sir John Sargent, the Educational Advisor to the Government of India, to
prepare a comprehensive scheme of education for educational reform in India.

In this unit we will discuss the major points of recommendations regarding pre-primary, primary, secondary, university and other
aspects of education in our country as proposed in the Sargent Report, 1944. We will also evaluate the recommendations of this
report.

FORMATION OF THE COMMITTEE

It has been mentioned above that Sir John Sargent, the Educational Adviser to the Government of India was asked to prepare a
comprehensive report on education. For the purpose, the government formed a Committee of Enquiry with 22 members. The report
of the committee was submitted to the Central Advisory Board of Education (CABE) in 1944. The Board accepted it in toto and
recommended its enforcement. The scheme was known as Sargent Scheme of Education as it was prepared by John Sargent. It is
also known as Report by the Central Advisory Board of Education and also as the plan for post-war educational reconstruction in
India.
This scheme has a historical importance as it was the first attempt to develop a National System for Education in India. The report
of the Committee consisted of 12 different chapters covering from pre-primary to university education. It was a full fledged
educational plan for the future educational reconstruction in India. The report had diagnosed every problem critically and had given
definite and clear-cut solutions. It deals with almost all types of education for all classes of people in India. This was the first report
that present a comprehensive picture of education in our country at that period of time. The report is undoubtedly a valuable
educational document. Hence, it deserves a careful study.

It must be mentioned here that this plan is not entirely a new plan. It is rather the summery of different resolutions, minutes and
proceedings of the CABE since 1936.
 MAJOR PROPOSAL OF THE COMMITTEE AS A NATIONAL
SCHEME OF EDUCATION

Let us discuss the major proposal of the committee

The report had maintained that in a period of not less than 40 years, the standard of Indian education will be made equivalent to that
of England. It had made certain policy decisions, the implications of which may have far reaching consequences. They may be
outlined below

Pre-primary education for children between 3 to 6 years of age.

Universal, compulsory and free primary or basic education for all children between the ages 611 (junior basic) and 1114
(senior basic).
High school education for six years for selected children between the years 1117.
Degree course for three years beginning after the higher secondary examination for selected students
Technical, commercial, agricultural and art education for full time and part time students, girls schools are to teach domestic
science.
The liquidation of adult illiteracy and the development of public library system in about 20 years.
Full provision for the proper training of teachers.
Educational provision be made for the physically and mentally handicapped children.
The organisation of compulsory physical education.
Provision be made for social and recreational activities.
The creation of employment bureaus.
The creation of department of Education in the centre and in the states.
The use of mother tongue is to be used as the medium of instruction in all high schools.

CHECK YOUR PROGRESS

1. Fill in the blanks

a) The Sargent Committee constituted of ___________ members.
b) The report of the committee contains ___________ chapters.
c) The Sargent report is also known as ___________.
d) Pre-primary education for children ___________ years.
e) Degree course for 3 years after completion of _________ education.
f) Educational provision be made for physically and mentally ___________children.
g) ___________ is to be used as a medium of instruction in all high schools.

SUGGESTIONS OF THE SARGENT COMMITTEE

We have already discussed the structure of the committee and a broad outline of its policy decisions regarding the different aspects
of education. Now we will discuss the suggestions of the committee one by one.
 Pre Primary Education

For the first time in India, official attention was given towards the pre-primary stage of education. The major suggestions of the
report in this regard may be summarised below

Provision should be made for pre-primary education in the form of nursery schools for the success of National Scheme of
Education.

Children from 36 years of age should be admitted in these schools.

The basic aim of these schools should be to impart social experience and education of general behaviour rather than giving formal
education.

The nursery schools may be attached to junior basic schools in the rural areas.

In the urban areas where there are sufficient numbers of children, nursery schools should have separate existence.

Pre-primary education should be free.

It was estimated that the pre-primary education will require annually Rs. 3, 18, 40,000/- for ten lakh people.

Basic or Primary Education

 The report has adopted the scheme of basic education with some modifications, which gave theofficial recognition to Gandhijis
Basic Education. The principle of education through craft was advocated but it did not agree with the idea that the things
manufactured by the students should meet the expenses of the education. Regarding primary education the scheme contains the
following suggestions

Basic schools should be divided into two categories Junior Basic Schools and Senior Basic Schools.

Junior basic stage should be from 611 years of age and education in these schools should be compulsory for all.

Senior basic schools should be for children of 1114 years of age. Only such student should be sent to senior basic school who
cannot continue their studies for high schools.

In the junior basic schools, there should be one teacher for every 30 students. In senior basic schools there should be one teacher for
every 25 students.

Instead of external examination, there should be internal examinations. Certificates should be issued after the completion of the
studies.

Provision should be made for physical education and organised game for children.

The medium of instruction should be the mother tongue of the pupils.

Basic schools should be started only when suitable trained teachers are available

CHECK YOUR PROGRESS

2. What is pre-primary education?

.............................................................................................................
.............................................................................................................
3. Mention the age level of pre-primary schools.
.............................................................................................................
4. What are the categories of primary schools?
.............................................................................................................
.............................................................................................................
5. What should be the student teacher ratio in primary school?
.............................................................................................................
6. What are the subjects recommended for girls?
.............................................................................................................
.............................................................................................................

High School Education

 Let us discuss the view of the Committee in respect of High school education.

In the opinion of the Sargent Committee, high school education should not be considered simply as a preliminary to university
education but as a stage complete in itself. The suggestions of the committee regarding high school education may be summarised
below

Only those students, who are well above the average ability and have exceptional aptitude for higher studies, should be sent for
secondary schools.

The duration of high school education should be six years and the age group is 1116 years.

Students below the age of 11 should not be allowed to enter these schools. Their abilities, aptitudes and interests should be borne in
mind while giving them admission.

Students have to study at least upto the age of 14 years. In these schools they should not be allowed to leave schools before this age.

Fee shall be charged from the students for receiving education of this age but 50% of the pupils will be provided with free
studentship.

It has also been recommended to give scholarships to the poor students so that they may not be deprived of this stage of education.

The high school should be of two types Academic and Technical and curriculum should be prepared accordingly.

The Academic high schools will impart instruction in the Arts and pure sciences, while the Technical high school will provide the
training the applied sciences and Industrial and Commercial subjects.
Art and Music should form an integral part of the curriculum in both and all girls should take a course in Domestic Science.

lThe curriculum should be diversified as far as practicable in order to provide a wide range of choices.

The medium of instruction in all high schools should be the mother tongue of the pupils. English should be a compulsory second
language.

The aim of education should be to make the boys self dependent and able to stand on their legs.

University Education
We are already familiar with the suggestions given by the committee regarding pre-primary, primary and high school education; let
us discuss what suggestion it has offered for university education.
The Sargent Committee pointed out the defects of university education in the following way

University education has failed to relate their activities to the practical needs of the community as a whole. There is no
systematic attempt to adjust the output to the capacity of the employment market to absorb it.

A great deal of importance is attached to examinations.

In the absence of suitable selection machinery, a large number of incapable students get entry into the universities.

Probably nowhere among the universities of the world is there so large a proportion of failures in examinations as in Indian
universities.
Indian universities do not fully satisfy the requirements of a national system of education.

The Committee has offered the following suggestions for the improvement of university education

The duration of degree course should be of 3 years.

The present intermediate course should be abolished. The first year of the course should be transferred to high school and the
second year to the universities.
The standard of university education must be raised. The condition of admission must be revised so that capable students can
take the advantage of the university course.
Competent teachers should be appointed in the university and steps should be taken to improve the conditions of service
including remuneration.
The tutorial system should be widely extended for closer personal contacts between teachers and students.

Adequate financial assistance must be provided for poor students.

Emphasis should be given on establishing a high standard in post-graduate studies and in pure applied research.

For coordination in the activities of the different universities an All India Organisation like University Grants Committee of
England should be set up.

CHECK YOUR PROGRESS

7. What type of students should be admitted in high schools?

.............................................................................................................
.............................................................................................................
8. Mention the type of high schools and their functions.
.............................................................................................................
.............................................................................................................
9. What are the defects of university education?
.............................................................................................................
.............................................................................................................
10. What are suggestions of the committee regarding improving the standard of university education?
.............................................................................................................
.............................................................................................................
 Technical and Vocational Education

Sargent Committee laid a good deal of stress on technical and vocational education. It suggested for the full time and part time
instructions in order to fulfil the requirement of all the different categories of the skilled hands. The report divides the workers into
four categories

Higher Category of Workers :

According to the Sargent Report there was a need for higher category of workers for the industrial and vocational fields. They will
have their preliminary training in a Technical high school and then will pass from Technological Department of some university or
from full time Technological Institute and will serve as Chief Executive, Research Workers etc.

Lower Category of Workers :

This category includes foreman, charge-hand and other ordinary executive and administrative officers. They should be given
training in the Technical high school for Diploma or Certificate Course.

Skilled Craftsman:
Skilled craftsman are very much needed for successful execution of industrial and occupational schemes. Students should have
passed Technical high school course or Senior basic or Junior Technical or Industrial school course.

Semi skilled or unskilled workers :

Students who have studied in Senior basic middle schools with some basic craft, shall be admitted to this category of workers.
These persons should get facilities both for continuing their general education and for improving their skill.

Other Suggestions

The report has touched some other branches of education also. These are as follows:

A. Adult Education :
The role of adult education, according to report is to make every possible member of a state an effective and efficient citizen. It is
very much essential for the success of the ideal democratic way of life. The problem of adult education in India connotes adult
literacy. The normal age range of adult education should be 10 plus to 40.
This scheme envisaged two types of education for adults general education and technical or vocational education. Separate
classes should be organised for boys and girls between ten to sixteen years of age. In order to make adult education interesting, it is
necessary to use visual aids, mechanical aids such as pictures, charts, cinema, gramophone, radio, folk dancing, music etc.

B. Training of the teachers :

There should be an army of trained teachers for the rapid progress of education and the successful execution of the plans of
education. For graduate teachers Sargent Committee recommended to impart training to them by training colleges. For the training
of undergraduate teachers, there should be three types of training institutions pre-primary, basic and high school.
Teachers for technical and industrial education may be taken to the institutions for the purpose and other industrial courses.
Refresher courses should be started for all the categories of teachers. Free training should be provided in training colleges and
schools. In order to attract proper type of persons to the teaching profession, the report proposes to revise the scales of pay to be
given to all grades of teachers, particularly to the teachers at the primary stage who are paid very low salaries at present.

C. Health Education :
The Sargent report suggested that in order to look after the health of school Children health committee should be set up in schools.
Every student should be medically checked up and if any defect is found appropriate follow-up measures should be taken. Minor
treatment can be provided in school clinics. Physical training should be compulsory.

D. Education of the Physically Handicapped :

Provision for special education should be made for physically handicapped and mentally retarded children. Here the educands may
engage themselves in such productive activities that may be of use to them in the future life.

E. Employment Bureaus :
The scheme made the following recommendations in this regard in order to provide the students with requisite employment
(i)Under the control of the education department a number of employment bureaus should be established.
(ii)Universities should have their own employment bureaus.
(iii) These bureaus should discharge the following functions

(a) contact with educational institutions,

(b) advise the outgoing students about openings for employment,
(c) contact with employers and arrangement for trade apprentices.

F. Administration of Education:
For proper implementation of the new schemes of education at all India level a strong department of education should be set at the
centre. The state should also have their department of education. More cooperation and coordination needed between the centre and
the states for successful implementation of a National System of Education.
The report indicated that the implementation of the whole scheme would involve a total expenditure of Rs. three hundred crores
every year.

CHECK YOUR PROGRESS

11. Name the categories of workers mentioned in the Sargent Report.

............................................................................................................
............................................................................................................
12. Write short notes on
(a) Adult Education.
..................................................................................................... .....................................................................................................

(b) Education for physically and mentally handicapped.

..................................................................................................... .....................................................................................................
(c) Employment Bureau.
..................................................................................................... .....................................................................................................
 EVALUATION OF THE SARGENT REPORT

We have already discussed the suggestions given by the Sargent report in all aspects of education in India. Now we will make an
attempt to evaluate the report.

The Sargent report had been the outcome of the experience of the British Government that in education, India was behind the other
advanced countries of the world.

The chief merits of this report are discussed below

This was the first comprehensive scheme embracing all aspects of education pre-primary, primary, high school and university
education. Technical, vocational and professional, all types of education had been given attention by way of providing useful
suggestions for their improvement.

Secondly, it recommended the provision of equal opportunities to all the students at various stages of education.

Thirdly, due importance was given to the teaching profession. Recommendations were made for the improvement of the salary
scales and the service conditions of the teachers.

Fourthly, for the first time the attention of the Government was drawn towards the education of the handicapped.

Fifthly, the report gave importance on providing education in such a manner as to make one self depended. It foresaw the
importance of the employment problem in the country and thought that education could be instrumental in solving it.

Let us examine the shortcoming and defects of the report

The report is criticised on the ground that it was not an original report. It was only a patch-work of the recommendations of different
committees.

The report outlined an educational development in India which would require 40 years to be implemented. This time limit did not
satisfy any ardent educationist. An acceptable plan of educational development in India had been spread over a much shorter range
of time, not exceeding 15 years.

It had been pointed out that it would be wrong to call it a national scheme of education because it was only a copy of the pattern
practised in England. This pattern could not serve as a model to India because the social, political and economic conditions in the
two countries are vastly different.

The proposal for selective admission in schools, colleges and universities was undemocratic.

IMPLEMENTATION OF THE RECOMMENDATION

It is necessary for us to see how the recommendations of the Sargent Committee was implemented.
 The Government of India accepted the recommendations of the report in principle and tried to implement some of them in
the following manner

In 1945 an education department was established at the centre to increase administrative efficiency.

According to the recommendations of the committee 40 crores of rupees were given to the provincial Governments for
implementing certain aspects of the scheme in their areas.

The Provincial Governments were advised to make five year plans for education. In 1946 these plans were made in some
provinces.

l It was decided that the scheme should be implemented within 16 years instead of 40 year.

According to the recommendations of the committee University Grants Committee was constituted in 1945 which later on
became University Grants Commission in 1956.

The aim of providing compulsory and free education to children between 611 years of age was accepted.

Efforts were made for adult education and also for improving the economic condition of teachers.

The committee of polytechnic school and the All India Technical Education Committee were established in Delhi.

CHECK YOUR PROGRESS

13. Mention the merits and demerits of the Sargent report.

...........................................................................................................
...........................................................................................................
14. How far were the suggestions of the report implemented? Name a few suggestions which were implemented.
...........................................................................................................
...........................................................................................................

LET US SUM UP
In the beginning of this unit we focused our attention on the formation of the Sargent Committee. The committee constituted of 22
members headed by John Sargent, Educational Advisor to the Government of India. For the first time the committee tried to develop
a National System of Education for India. The report prepared by this committee is not entirely a new plan but the summary of
resolutions, minutes and proceedings of the Central Advisory Board of Education.

For the first time in the educational history of India the report paid attention towards pre-primary education and suggested that
children from 3 to 6 years should be admitted in schools. The report had adopted the scheme to basic education with some
modifications and divided the basic schools into two categories junior and senior basic. As for high schools, the Committee
suggested that these schools should be of two types academic and technical. Academic high schools will impart instruction in the
Arts and pure science, while the technical high school will provide training in industrial and commercial subjects. The curriculum
should be diversified as far as possible and the aim of high school education should be to make the boys self-dependent and able to
stand on their own legs.

Regarding university education the Report said that higher education had failed to relate their activities to the practical needs of the
community and a large number of incapable students get entry into the universities due to lack of proper selection procedure. A
great deal of importance had been attached to examinations and proportion of failure was very high. For improving the condition,
the report suggested that the standard of university education should be raised, the condition of admission should be revised,
competent teachers should be appointed and tutorial system should be extended for closer personal contact between the students and
the teachers. A University Grants Committee should be established.

In technical and vocational education the committee suggested for full time and part time instruction in order to fulfil the
requirements of all different categories of the skilled workers, such as, chief executive, research workers, foreman, craftsman for
industrial occupations etc. Beside, the report suggested different measures to improve adult education, the training of teachers,
health education, education for physically and mentally handicapped and for establishing employment bureau etc.
We have evaluated the recommendation of the committee and discussed the merits and demerits towards the end of the unit and also
how far the recommendations were implemented.
 FURTHER READINGS

Naike, J. P. & Nourellah, S.: A Students History of Education in India, MaCMillan India Ltd., 1996.
Rawat, P. L.: History of Indian Education, Ram Prasad & Sons, Agra, 1991.

ANSWERS TO CHECK YOUR PROGRESS

1. (a) 22,
(b) 12,
(c) Report by the central advisory board of education/plan for post
war educational reconstruction,
(d) 3-6,
(e) Higher secondary,
(f) Handicapped,
(g) Mother tongue.

2. Pre-primary education means nursery education meant for small children. The Sargent Committee provided attention
towards the pre-primary education for the first time in India.

3. The age level for pre-primary education is 3-6 years.

4. Categories are junior basic and senior basic.

5. According to the Sargent committee there should be one teacher for every 30 students in junior basic and one teacher for
every 25 senior basic schools.

6. The subject recommended for girls are cookery, laundry work, needle work, handicrafts, child care and first aid.

7. Only those students should be given admission in high schools who are well of the age group and have exceptional aptitude
for higher studies.
8. The high school should be of two types Academic and Technical. The function of the Academic high school is to impart
instruction in the Arts and Pure-Science, while technical high school will provide training in applied sciences, industrial and
commercial subjects.

9. The defects of the university education as pointed out by the Sargent committee were the failure of the university education
to relate their activities to the practical needs of the community, the absence of suitable selection machinery, over
importance on examination and large scale failures.

10. The suggestions of the committee regarding improving the standard of university education are condition of admission
must be revised, competent teachers should be appointed, closer personal contact between teachers and students to be
established and steps should be taken to importance the service condition of the teacher and their recommendation.

11. The categories are higher category of workers for serving as executives and research workers; lower category of workers
includes foreman, charge-hand and other ordinary and administrative officers, skilled craftsman and semi skilled or
unskilled workers.
 12. (a) Adult education meant for those in the age group of 10-40 years and both general and vocational education were
prescribed. In order to make adult education interesting the use of audio-visual aids was also advocated .
(b) The Sargent Report suggested that provision should be made for the education of the physically and mentally retarded
children. Training should be provided in productive activities so that it may help them in their future life.
(c) The Sargent committee recommended the setting up of employment bureaus for students who would complete their
education. The state governments and universities should have employment bureaus of their own.

13. The Sargent report was the first comprehensive report on Indian education covering all aspects of education. It
recommended the provision of equal opportunities to all students and due importance was given on the teaching profession,
adult education, health education, salary and service conditions of teachers and including the education of the physically
handicapped. But the scheme was criticised on several grounds such as it was not an original report, 40 years time limit was
too long for implementing any educational scheme and it was a copy of the pattern practised in England. Therefore this
pattern cannot be a model for India because the social political and economic conditions in the two countries are vastly
different.
15. An Education department was established at the centre; 40 crores of rupees were given to the provincial governments for
implementing the scheme; the University Grants Committee was constituted and a committee for polytechnic school as well
as the All India Technical Education committee was established in Delhi.

POSSIBLE QUESTIONS

Outline the main recommendations of the Sargent Committee, 1944.

What were the recommendations of the Sargent Scheme of Education with regard to primary and secondary education? On
what has ground the scheme been criticised?

Discuss the views of the Sargent Committee in regard to technical and vocational education, adult education and education for
physically handicapped.

Describe the proposals made by the Sargent Report on higher education. On what ground has the report been criticised? How
far were these recommendations implemented?

REFERENCES
 Aggarwal, I. C: Landmarks in the History of Modern Indian Education, Vikash Publishing House, New Delhi, 2004
Mukerjee, S. N.: Education in India : Today and Tomorrow, Acharya Book Depot, Vadodara, 1976 , ll
Purkait, B.R.: Milestones in Modern Indian Education, New Central Book Agency, 2005, Kolkata.
Naike, J. P. & Nourellah, S.: A Students History of Education in India, MaCMillan India Ltd., 1996.
Rawat, P. L.: History of Indian Education, Ram Prasad & Sons, Agra, 1991.

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Introduction

Cultural and education can not be divorced from each other. They are interdependent. The
cultural patterns of a society guide its educational patterns. As for example, if a society has a
spiritual pattern of culture, then its educational procedures will emphasize the achievement of
moral and eternal values of life. On the other hand if the culture of a society is materialistic,
then its educational pattern will be shaped for the attainment of material values which promotes
pleasures of senses and material comforts. A society devoid of any culture will have no definite
educational organization. Hence, the culture of a country has a very powerful impact on its
educational patterns. Education as a part of culture has the twin functions of conservation and
modification or renewal of culture. It is the culture in which education germinates and flourishes
and exerts a nourishing influence. Human being receives from society the gifts of family life,
community life, education, vocation, legal rights, safety and protection in the same way he/she
inherits from the culture the gift of cultural heritage.
Meaning of Culture:
In anthropological literature the term culture is used in many senses, but in general writing it
is used to indicate social charm and intellectual superiority. Culture is a collective term for
socially transmitted behaviour patterns. In ordinary language culture means good manners and
good taste.
Taylor defines culture as "that complex whole which includes knowledge, belief, art, morals,
law, custom and any other capabilities and habits, acquired by man as a member of society."
Ellwood says that "culture includes mans entire material civilization, tools, weapons, clothing,
shelter, machines and even system of industry.
Kinds of culture:
1. According to the subjects there are different kinds of culture:
Individual culture
Each individual has some personal traits and qualities which guide the habits, thinking and
behaviour of the person. These personal likes, dislikes, interests, modes of thinking and patterns
of social behaviour constitute his personal culture.
Communal culture
Different communities have their different customs, traditions, beliefs and styles of living
which is known as community culture.
National culture
Each nation has some distinct patterns of ideals, values, modes of thoughts and behaviour. Such
national traits are known as national culture.
World culture
With the rise in the means of transport and communication the whole world has shrunk into a
small unit. The whole world are now supposed to be having common values of life such as
cooperation, empathy, sympathy, social services, social awakening and social sensitiveness
which is termed as world culture.
According to contents there are two types of culture in every society:
Material culture: It includes all those man made things and objects which human society has
created for its physical welfare. As for example clothes, utensils, TV, radio, various machines
Non material culture: It includes those ideals, attitudes and values which modify the
behaviour of an individual. Language, literature, art, music, religion, customs, traditions etc are
some of the example of non-material culture.
Characteristics of culture:
Acquired traits: Culture is sum total of acquired traits. A new born baby acquires traits in the
process of growing up. As the baby grows older he/she acquires different ideals, attitudes and
values by imitation and social contacts. These experiences contribute to the formation of his
personal culture.
Distinct entity: Different societies of the world have different cultural patterns establishing
the different identities of different nations.
Transmission: Cultural traits and patterns are transmitted from generation to generation. Each
generation is free to modify the cultural heritage and transmit it to the next generation. Cultural
patterns are powerfully conditioned and influenced by the trends which appear from time to
time according to different circumstances and conditions. The transmission is a continuous
process.
Utility: A culture is good if it has utility to the individual and to the society. If it does not fulfill
this purpose then it decays and dies out in the long run. Cultural fanaticism promotes conflicts
and chaos. Therefore, one should see and adopt cultural beauties and excellencies of all the
culture that exist in the world. It will promote the world culture on the one hand where as on
the other cultural integration will take place.
Dynamism: Culture is not static but is dynamic. It changes and grows with the change of time.
Due to rapid rise in transport and means of communication one culture adopts another culture
and become composite culture. One can notice that our culture has traveled a long way and
changed from its previous times in numerous ways. Our thinking patterns, values, beliefs,
behavior ideals etc all has changed. The different cultures of the world are interacting among
themselves and syntheses of culture are taking place.
Education and culture:
Education as a part of culture has the twin functions of conservation and modification or
renewal of the culture. Education is conceived as a systematic effort to maintain a culture. "In
its technical sense education is the process by which society, through schools, colleges,
universities and other institutions, deliberately transmit its cultural heritage, its accumulated
knowledge, values and skills from one generation to another." Education is an instrument of
cultural change. Education can impart knowledge, training and skills as well as inculcate new
ideas and attitudes among the young. It is culture in which education germinates and flowers.
It is the culture also upon which education exerts, in turn, a nourishing influence. The intimate
relationship between culture and education is evident from the fact the one of the major aim of
education is to impart to the child cultural heritage and social heritage. Every individual is born
into a particular culture which provides him with definite patterns of behaviour and values
which guide his/her conduct in different walks of life. Thus, culture plays an important role in
the life of a person. To understand the nature of its importance, it will be easy to understand
how education of various elements of culture can help a person. It can be seen in the following
manner:
Adaptation to the natural environment:
Adaptation to the social environment:
Development of personality:
Society and Need for Schooling:
Transmission of culture heritage:

Education is obviously reflection of the social, cultural and political conditions prevailing
outside. It reflects the society but it has within it the seeds of dynamics of change and thus can
keep pace with the fast changing world. The schools thus are not blind followers of the dictates
of the society but when it degenerates they can improve it and enthuse it with new idea of
thought and new horizons of desirable ideals.
Impact of culture on educational institutions:
The aims and ideals of the educational institutions are influenced by the values and patterns of
the society.
Curriculum: The curriculum is prepared according to the culture of society. The system of
education tries to realize the cultural needs of society through curriculum which conditions all
educational activities and programmes.
Methods of teaching: Culture and methods of teaching are intimately connected. The changing
cultural patterns of a society exert its influence upon the methods of teaching. Previously
teaching was teacher centered where teacher used to give knowledge to the child. Now it has
become student centered. The teacher considers the needs, interests, aptitude, attitude,
inclinations, behaviour etc before teaching. In this way education is a method pf preparing child
for the future for effective living. In short we can say that cultural and social conditions
generate the methods and techniques of teaching in a powerful manner.
Discipline: Cultural values influence the concept of discipline. The present cultural patterns of
thinking and living are directly linked to our concept of discipline where the democratic values
are accepted all over the world.
Text Books: Curriculum is contained in the textbooks. Textbooks are written according to the
formulated or determined curriculum. Only those textbooks are welcomed which foster and
promote cultural values and ideals.
Teacher: Each individual teacher is imbibed with the cultural values and ideals of the society
of which he/she happens to be an integral member. Only such teacher achieves his/her missions
successfully. They infuse higher ideals and moral values in children.
School: A schools is a miniature of a society. The total activities and programmes of a school
are organized according to the cultural ideals and values of the society which establishes and
organize the school. Hence, school is the centre of promoting, moulding, reforming, and
developing the cultural pattern of the society.
Impact of education on culture:
Just as the culture influences education, in the same way education also influences culture of
a country. It can be seen in the following manner:
Preservation of culture: Every country has a distinct culture of its own. Hence, it tries to
preserve its culture and its distinctiveness in its original form. Education is the only means
through which this task can be accomplished. Thus, education preserves the culture of a society.
Transmission of culture: The process of preservation includes the process of transmission from
one generation to another. The famous sociologist Ottaway has rightly remarked The function
of education is to transmit social values and ideals to the young and capable members of the
society.
Development of culture: The function of education is to bring the needed and desirable change
in the cultural ideals and values for the progress and continued development of the society
without which social progress can not take place. Education accultures an individual modifies
cultural processes by research and deeper investigations into all areas of human requirements.
Continuity of culture: Culture is a life breadth of a society. Without which a society is bound
to decay. Education upholds the continuity of culture through its diverse activities and
programmes.
A society establishes schools to preserve and transmit its culture to the coming generations.
Children should be motivated to learn more and more from cultural interaction among various
cultures. Thus cultural integration and assimilation will enrich the composite culture of a
society. Development of personality: Education aims at developing the personality of a child.
It employs diverse cultural patterns of thinking, behaviour and cultural values so that children
are physically, mentally, morally, socially and intellectually develop with the development of
society
to the maximum extent.
Removal of cultural lag: While material cultural develop at a faster speed due to scientific and
technological inventions non material culture consisting of ideas, values and norms lags behind
and create a gulf between the two. Education is the only means by which these gaps can be
bridged.
Thus, education and culture are interdependent and complementary to each other. However the
existing system of education in India has not evolved from its own culture. There is a need that
education should be related to our own culture. Education system not related to Cultural
Heritage. It has been rightly said. "The existing system of education is largely based on the
ideals of spreading western science and literature and way of life among a small minority of
the population and of training persons for services under the government. It is still academic
and book-centered and fails to promote social, cultural, economic or political development on
proper lines." A foreign system of education was introduced in India without taking into
account the cultural heritage of India. It is cut off from Indian cultural traditions and is alien to
masses.

Modernization of education and cultural renaissance is needed to evolve education fro its own
culture. India is on the move again with the promise of a new renaissance in the making. The
most powerful tool in the process of this renaissance and modernization is education based on
moral and spiritual values on the one and on the other on science and technology. In this context
we cannot do better than to quote Pandit Jawaharlal Nehru, "Can we combine the progress of
science and technology with the progress of the mind and spirit also?" We cannot be untrue to
science because that represents the basic fact of life today. Still less can we be untrue to those
essential principles for which India has stood in the past throughout the ages. Let us then pursue
our path to industrial progress with all our strength and vigour and at the same time, remember
that material riches without toleration and compassion and wisdom may well turn to dust and
ashes.
Education should transmit the culture to the new generation and transform the outlook of the
young towards life in the light of the past; in the context of cross-cultural influences and in the
light of the future requirements of the individual and the society.