EDU - 06: EDUCATION IN INDIAN SOCIETY

UNIT 1: MILESTONES IN INDIAN EDUCATION (35 hrs)

Education in post independent India: Radhakrishnan Commission (1948) , Secondary Education Commission (1952-54), Kothari Commission report (1964-66), New Education Policy 1986

RADHAKRISHNAN COMMISSION (1948)

Introduction

Sarvepalli Radhakrishnan (1888-1975) was the chairman of the University Education Commission. After Independence, the first action was taken by Government of India in the field of education was the appointment of the University Education Commission under the Chairmanship of Dr. S. Radhakrishnan. This ten-member commission, which included one British and two American members, visited 25 major universities in India and submitted its report of recommendations. The Commission is remembered today for its contribution towards outlining university autonomy and determining centre-state relations in education.

Major Observations and Recommendations

Aims of Education

The aims of education are

a. To teach that life has a meaning.

b. To awaken the innate ability to live the life of soul by developing wisdom.

c. To acquaint with the social philosophy which should govern all over institutions, educational as well as economic and political.

d. To train for democracy.

e. To train for self development

f. To develop certain values like fearlessness of mind, strength of conscience and integrity of purpose.

g. To acquaint with cultural heritage of its generation

h. To enable to know that education is a life-long process.

i. To develop understanding of the present and the past.

j. To impart vocational and professional training.

II. Functions of Universities

The commission laid the emphasis on the following functions of education in the view of the economic and political changes of the country.

1. Creating individuals with a change of spirit.

It is the universities which create knowledge and training of men. It brings together the material resources and human energies. So our living standards can be raised only by the radical change of spirit.

2. The universities must train intellectual pioneers, seeking guidance from the past but providing dynamics to realise new dreams.

3. Developing individual who understand the significance of an integrated way of life.

The universities must develop the qualities of synthesizing the knowledge – a ‘Samanavaya’ of the different items of the knowledge

4. Developing men of the wisdom.

5. Developing individuals who understand the aims of the social order.

They must also develop value of democracy, justice and liberty, equality and eternity – ideals of the Indian society

6. Producing students who can adjust to society and bring about new changes.

7. Preparing leaders.

Training leadership in the profession and in the public life is one of the central aim of the university education, which is difficult to realise.

8. Developing men of the character.

We are building a civilisation, not a factory or worship. The quality of the worship not depends on the material, equipment or the political machinery but on the character of the men. The major task of the education is the improvement of the character.

9. Developing appreciation of culture unity of India.

10. Developing individuals capable of understandings the spiritual heritage of the past.

11. Developing skill for the needed personnel.

The universities must prepare personnel to meet increase demand for every type of the activity, i.e., administration, commerce, industry, politics.

12. Developing scientists and technological personnel.

13. Developing individual with skill of cultural cooperation.

Major Recommendations

1. Structure of Education

· Admission to the universities should be after the intermediate school course.

· “The standard of admission to the university courses should correspond to that of the present intermediate examination, i.e. after the completion of 12 years of study at a school and an intermediate college

Teaching Standards

· The teacher should adapt new teaching methods

· Academic and financial position of university teachers must be improved. Definite rules regarding the Provident Fund, leave and hours of work should be followed by a university

· Leave should be given for seeking higher education in India and Abroad

· Promotion should be based on merit

· Proper care should be taken in the selection procedure of a teacher for the appointment as a professor, reader, lecturer and an instructor as well as for his or her salaries.

· refresher courses be organized by the universities for high school and intermediate college teachers;

· number of working days be substantially increased to ensure a minimum of 180 days in the year, exclusive of examination days, with three terms, each of about 11 weeks’ duration

· That lectures be carefully planned and supplemented by tutorials, library works and written exercises;

· That there be no prescribed text-books for any courses of study

· That attendance at lectures be compulsory for under graduate students as at present, and that private candidates of only certain categories be allowed to appear for public examination. An experiment should, however, be made with the evening college for the working people;

Methods of Teaching

• Teaching method provides maximum student interaction

• Introduction of tutorial system in colleges to develop the citizenship qualities

(one to one interaction)

Examination Reforms

• Teacher must evaluate student continuously in classroom

• Objective type questions should be included in examination system for colleges and universities.

• The essay type of questions should continue with the objective type questions but the type of question, method of examination should be thoroughly changed with a view to making it more valid and reliable.

• Internal Assessment should be introduced

• Oral examination

• Credit should be given for the class work

• The standard of success at the various examinations should be uniform in all universities.

• The system of grace marks should be abolished.

• Viva-voce examination should be employed only for professional and post graduate degrees.

Religious and Moral Education

• Students should develop a spirit of tolerance and secularism.

• The curriculum must have it’s base on Indian history and Indian Philosophy

• “all educational institution start work with a few minutes for silent meditation.

Medium of Instruction

• Learning, teaching and writing exams should be in one’s mother tongue itself.

• The text books should be prepared in the respective mother-tongue itself.

• Higher education should be imparted through the regional lanquage with the option to use the federal lanquage as the medium of instruction either for some subjects or for all subjects.

• All provincial governments should take step to introduce the teaching of the federal lanquage in all classes of Higher Secondary Schools, in Degree Colleges and in the Universities.

• English should be studied in the Higher Schools and in the Universities for keeping the students in touch with the living stream of ever-growing knowledge.

Introduction to UGC

• University Grants Commission should be appointed to supervise the universities all over India and to allocate funds for its functioning

Admission

• Scientific procedure for selection of students in all courses.

• Appointment of teachers should be based on quality and merit

Teacher Education and Training

• Importance should be given to practice of teaching in schools

• While evaluating the work of students special attention should be given to their success in teaching works.

• Only suitable schools should be selected for practice of teaching

Moral instruction

• At every stage of educational system, moral instructions should be imparted.

• Moral values of all religions should be given

Educational standards

• The educational standards among students, the age of admission of the students to the colleges should be increased.

Eligiblity criterion for admission

• Only eligible students must be admitted to arts and science course in the colleges.

Standard of teachers

• Well disciplined talented teachers should be employed in the educational institutions.

• Four categories of university teachers : Professors, Readers, Lectures, Instructors.

• Promotion should be based on merit

Rural Universities

• Recommended for establishing rural universities surrounded by rural colleges to facilitate rural reconstruction with special reference to agriculture and industry.

Students’ Activities and Welfare

• All universities must have hospital and health service.

• Medical check up every year

• Sanitary inspection of the campus buildings, hostels, dining rooms, kitchens and off-campus residences must be undertaken in a university.

• Compulsory physical training

• NCC training

Women Education

• Commission suggested for providing the same facilities to the women colleges and universities as provided to men’s colleges and universities.

Research and Training:

· The regulations for Master of Arts and Master of Science should be uniform in all universities of India.

· The admission procedure as well as the process for enrolling in Ph.D. degree should be arranged on an all India basis.

· D.Litt. and D.Sc. Degrees should be awarded on published work of outstanding quality.

· A large number of Scholarship should be provided for the research work to the university by the Ministry of Education.

· Fundamental research should be the primary step for a u university.

Administration and Finance of a University

· The university education should be placed on the concurrent list.

· the Central Government must have the responsibility towards the universities.

Professional Education:

· Regarding professional education, it has divided into the five aspects of education as Agriculture education, Commercial Education, Engineering and Technology, Legal Education and Medical Education.

THE SECONDARY EDUCATION COMMISSION 1952

Introduction

The Union Government, appointed the Secondary Education Commission in 1952, under the chairmanship of Mudaliar and this Commission is also known as Mudaliar Commission. Dr. A. Lakshmanswami Mudaliar was the Vice-Chancellor of Madras University. This report of Secondary Education Commission is truly called as “Bible for teachers” an is a landmark in the development of education in India.

AIMS:

v Development of democratic citizenship

v Development of personality

v Education for leadership.

v Improvement of vocational capability and efficiency

v Concept of world citizenship

RECOMMENDATIONS MADE BY MUDALIAR COMMISSION.

1. To Produce Ideal Citizens

The Commission has realized that no nation can progress without a national feeling along with social feeling. Therefore, it has laid down that the aim of secondary education should be to produce such ideal citizens who have strong national and social feeling.

2. To Develop Capacity for Earning Money

After having received secondary education one should be able to earn enough for maintaining himself. For developing this capacity vocational subjects should be introduced in the curriculum.

3. Quality of Leadership

Secondary education should develop the quality of leadership in students. This quality is very necessary for the sake of democracy and for the development of the country as a whole.

4. To Develop Human Virtues

Man is a social animal. So he should have the spirit of co-operation, discipline, humility, love, kindness and the feeling of brotherhood. The curriculum must have such subjects which may inculcate these virtues in students. Science, literature, fine arts, humanities, music and dance are some of such subjects.

5. Introduction of three years’ degree course.

6. Duration of Secondary Education

The Commission has recommended that the secondary education should be for children between 11 to 17 years of age. It has divided this seven years’ education into two parts-

(1) Junior High School stage for three years and

(2) High School for four years.

The Commission has suggested the following changes in the secondary school curriculum:

1. To open multi-purpose schools according to the varying interests of students.

2. The students of these two types of institutions should learn from each other.

3. Agriculture should be made a compulsory subject for schools in villages.

4. In big cities ‘technical area’ should be established on the demands of the local public.

5. Home science should be made compulsory for girls and other subjects should be common for both boys and girls.

7. Medium of Instruction

The mother tongue or the State language should be made the medium of instruction in this connection; the Commission expressed the following ideas also:

1. The students should be taught at least two languages at the junior high school stage.

2. The Commission has suggested that at the secondary stage a student should learn at least three languages, the national language, the mother tongue or the regional language and a foreign language.

8. Curriculum

· The curriculum should be recognized according to the interests of the students.

· It should be determined for meeting the social aspirations.

· It should be reorganized keeping in view the demands of the times and those of the country.

· It should be so organized that the student’s time and leisure may not be wasted.

Subjects of Lower Secondary Education

The Commission has suggested mathematics, general science, languages, social studies, physical education, art, handicraft and music etc., for this stage.

Subjects for Secondary Education

For this stage the Commissionhas suggested seven groups of subjects as below:

1. Humanities.

2. Sciences.

3. Agriculture.

4. Fine Arts.

5. Industrial subjects.

6. Commercial subjects.

7. Home Science.

Selection of Text Books

· text-books should be selected on the basis of their merits and utility. For this purpose the Commission has recommended the appointment of a High Power Committee which will select books for all the classes.

· The standard of production, printing and paper used and pictures and illustrations incorporated and suitable content will be the basis of selection of the Commission

· the text-book once chosen should not be changed soon.

· each school should have some such books which may impart general knowledge to students.

· The teachers should also be provided with new literature and books in order to keep up their interests alive.

9. Technical Education:

· Technical schools should be set up in large numbers either separately or as part multi-purpose school and these schools should be located near industries and should function in close co-operation with the industry concerned.

· Suitable legislation should be passed making it compulsory for the industry to provide facilities to students for particular apprenticeship training.

· Industrial Education Cess should be levied and the” proceeds of this Cess should utilized for the development of technical education.

10. Character Formation

Character formation is an important aim of secondary education.. Therefore, for raising the character of the nation the character of the students should be well formed.

11. Health Education

All the students should be medically examined at least twice a year. Full medical facilities should be available for ailing students. They should be given knowledge of health principles also.

12. Teaching Method

· For improving the standard of teaching the Commission has suggested that the methods should be dynamic and scientific.

· The methods of teaching aim at inculcating desirable values and proper attitudes habits of work in the students besides imparting knowledge.

· The methods of teaching should help the students for attachment to work.

· The emphasis in teaching should shift from verbalism and memorization to learn through purposeful, concrete and realistic situations. For this purpose, the principle “Activity Method” and “Project Method” should be followed in practice.

· should enable the children to apply practically the knowledge gained in the classroom to various problems confronting them

· provide ample opportunities for students to develop clear thinking and clear expression both in speech and writing

· Emphasis should be given on acquiring knowledge through personal efforts and initiative and training the students in the techniques of study.

· adopt methods of instruction to the nee of individual students as much as possible so that dull, average and bright student’s may all have a chance to progress at their own pace.

· They should be given adequate opportunity to work in groups and to carry out group projects and activities to develop the qualities for group life and co-operative work.

· In order to popularize progressive methods of teaching, ‘Experimental’ and ‘Demonstration’ schools should be opened.

· Co-curricular activities should form an integral part of education.Library, class library and subject library should be utilized for promotion of study habit

13. Management and Administration of Secondary Schools

· The post of Education Director should be equivalent to the Joint Secretary of the secretariat and he should advise the minister in this capacity.

· Central and State Committees should be organised for giving advice on secondary education.

· The District Inspector of Schools should not only find faults with teachers but should also assist them in performance of their duties. They should solve their problems arising from time to time and should acquaint them with latest developments in the field of education.

· The Secondary Education Board should be organised under the chairmanship of Education Director who should arrange for secondary education in his State.

· A Board for teachers’ training should be established.

· New schools should be recognised only when they fulfill all conditions.

· The State Government should organise a Committee for management and administration of schools. This Committee should be responsible for the management and administration of schools, but it must not interfere with the work of the Principal.

14. Finance

· The Government should be responsible for providing vocational education.

· Industrial education should be levied for the development of vocational and technical education.

· The Centre should give financial aid to States for education.

· No octopi and toll tax should be levied on goods purchased for education institutions.

15. Duration of Session and Leave

· The school should be opened at least for 200 days a year.

· The schools in rural areas should be closed at least for 7 days at the time of sowing and harvesting in order that the students may help their family in agricultural pursuits.

· The number of holidays is reduced.

· At least 35 hours should be devoted for teaching per week.

· The principal should be empowered to decide, about local holidays and school hours.

· The student should get at least 10 to 15 days’ leave during a session. The summer vacation should be for two months.

16. Arrangement of Buildings

· School buildings should be away from the hubbub and noise of cities. They should be situated in peaceful atmosphere.

· The school building should be adequately ventilated.

· A class should not consist of more than 40 students.

· There should be proper desks and chairs in the schools.

· Each school should have a big hall where all the students may assemble for some group programme. This hall should be decorated with pictures of great national leaders of different walks of life.

· There should be a well equipped reading room in each school where the students should get newspapers, periodicals, magazines and other literatures of general knowledge.

17. Other Type of Schools:

· Public schools should continue to exist for sometime say for about five years. During this time, organization of these public schools should be in consonance with the general pattern of education.

· A number of residential schools should be established in certain rural areas to provide greater opportunities for teacher–pupil contact and for development recreational and extra-curricular activities.

· A large number of schools should be established to meet the needs of handicapped children.

18. Education of Girls:

· The commission did not like having a different type of education for girls. But it recommended for the study of Home Science in all girls’ schools.

· State Govt. should make effort to open girl schools wherever there is demand for them.

19. Study of Languages:

§ Three languages should be taught in the schools.

§ The medium of instruction at the secondary stage should be either the mother tongue or the regional language.

§ At the middle school stage, every student must be taught at least two languages. Hindi and English should be taught after the junior basic stage of education on the condition that no two languages should be introduced in the same year.

§ At the high school a higher secondary stage, the student must be taught at least two languages, one of which being the mother tongue or the regional language.

§ Hindi should be made a compulsory subject of study in the school course due to the following reasons; Official language of the centre, languages of correspondence, an means of promoting national unity and integrity

§ English shall be the compulsory subject of study at the secondary stage in all the state due to the following reasons: widely known among the educated, means of national unity, useful in international sphere and harmful effect due to exclusion of English.

§ The centre should assume certain amount of direct responsibility for the contemplate reorganization of secondary education and give financial aid for the purpose.

20. Discipline:

§ The education of character should be envisaged as the responsibility of all teachers.

§ In order to promote discipline, personal contract between the teacher and the pupil should be strengthened, and the pattern of self-government with observance of code o conduct should be introduced in all schools.

21. Moral and Religious Education

· The commission realized that religious and moral instruction plays an important part in the promotion of character.

· Religious instruction in schools may be given only on a voluntary basic and after the regular school hours. Such instruction should be confined to the children of the particular faith concerned and be given with the consent of parents and the management.

22. Guidance and Counselling:

§ Guidance service should be the work of various personnel’s like parents, teachers, headmasters/headmistress, and principals.

§ In order to broaden the pupil’s understanding of the nature, scope and significance of the occupation or industries, film should be prepared to show the conditions of industrial, technical, agricultural or vocational aspects and this should be supplemented by actual visits.

§ The services of trained guidance officers and career masters should be made available gradually and in an increasing measure to all educational institutions.

§ There should be opening up training centres in different regions for training of guidance officers and career masters to which each state may send a number of teachers and other suitable persons for training.

§ A Central Research organisation may be established for carrying out research in educational guidance and for the preparation of tests with particular reference to Indian conditions and the needs of pupils.

§ In every state there should be a Bureau of educational and vocational guidance to plan and co-ordinate various activities which have been recommended as above.

23. Supervision and Inspection:

· to study the problems of school and view them comprehensively in the context of educational objectives, to formulate suggestion for improvement and help the teachers to carry out his advice and recommendations,

· Special Inspectors should be appointed to inspect the teaching of special subjects like

Domestic Science, Art, Music etc.,

· The duties of inspectors should be administrative and academic.

· For annual inspection of records, accounts, office routine etc.

inspectors should also be drawn from:

· Teacher’s of ten years experience.

· Headmasters of High Schools, and

· Duly qualified staff of training colleges who may be allowed to work as such for a period of three to five years.

24. Health and Physical Education:

§ A properly organised medical service should be available in all states.

§ A thorough medical examination of all pupils and necessary follow up and treatment

§ Some of the teachers should be trained in the first aid and general principles of health.

§ Proper nutritional standards should be maintained in the hostels and residential schools.

§ The school should assist, in the maintenance of sanitation of the area,

§ Physical activities should be made to suit the individual.

§ All teachers below the age of 40 should actively participate in many of the physical activities of students.

§ The training in physical education should be comprehensive enough to include all aspects of health education.

§ The existing facilities for training of teachers of physical education should be expanded by increasing the seats in the existing colleges,

§ Full records of physical activities of students must be maintained.

25. Improving the Systems of Examination and Evaluation:

· The number of external examinations should be reduced.

· There should be minimization of subjectivity by introducing objective tests of attainment and by changing the type of questions.

· Cramming should be discouraged and rational understanding should be encouraged.

· It is undesirable to set two papers of 03 hours duration each on one day and the same day.

· In order to find out the pupil’s all round “progress, a proper system of school records should be maintained for each and every pupil.

· In the final assessment of the pupils due credit should be given to the internal tests and the school records of the pupils.

· The system of symbolic rather than numerical marking should be adopted for evaluating and grading the work of the pupils in external and internal examinations and in maintaining the school records. A five point scale may be used: A (excellent), B (good), C (fair and average), D (Poor), E (very Poor).

· There should be only one public examination at the completion of secondary school course.

· The system of compartmental examination should be introduced at the final public examination.

· A candidate who has passed the examination and wishes to qualify in any additional subject(s) may appear at a subsequent examination.

· The certificate awarded should contain the results of the school tests in subjects as well as the gist’s of the school records besides the results of the public examination in different subjects.

26. Teacher Education:

· There should be only two types of institutions for teacher training.

§ For those who have taken the school Leaving Certificate or Higher Secondary School Leaving Certificate, for whom the period of training should be of two years; and

For graduates the training for one academic year, but extended as a long-term programme to two academic years.

§ Graduate teacher training institutions should be recognized by and affiliated to the universities which should grant degrees, while the secondary grade training institutions should be under the control of a separate Board appointed for the purpose.

§ The teacher trainee should receive training in one or more co-curricular activities.

§ Importance should be attached to teaching practice in schools.

§ During the period of training all the pupil-teachers should be given suitable stipend by the state.

27. Improvement of Teachers status

· Trained teachers should be appointed to teach higher classes.

· The policy of same pay for the same work and ability should be adopted.

· Teachers should be given handsome salary in order that the society may respect them.

· Teachers should be given pension, provident fund and life insurance benefits in order to give then some economic security. The Government should provide these facilities.

· The children of teachers should be given free education.

· Teachers and their dependents should be given free medical service.

· Separate committees should be appointed for removing the difficulties of teachers.

· The retirement age for teachers should be 60 years.

· The teachers should not be permitted to take up tuition of students.

28. The training colleges should, as a normal part of their work, assist to the in-service teacher training by providing the following:

· Refresher courses, Short intensive courses in special subjects, Work-shop, Seminars and professional conferences.

· Training institutions should be in close with the Department of Education and the schools.

· every training college should have under its control an experimental or demonstration school

· Recruitment to training colleges should be carefully made so as to admit only those who hold the highest promise of becoming successful teachers.

· The selection of students for teacher training may be made some months in advance of the opening of the course.

· The period of training may be increased to a minimum of 180 days by eliminating the number of unnecessary holidays.

· The commission strongly advocates residential type of training colleges for all students to cultivate community life and foster self-reliance.

· In order to meet the shortage of women teachers, special part-time training courses should be provided.

· The normal period of probation for a trained teacher should be one year.

· Teachers possessing same qualifications and performing same work should be treated alike as far as salary is concerned.

· The system of triple benefit scheme, i.e. Pension- Cum-Provident Fund-Cum-insurance scheme should be introduced in all States.

· Arbitration Boards of committees should be set up to look into the appeals of teachers.

· The superannuation age should he 60 for physically fit and competent teachers with the approval of the Director of Education.

· The children of teacher should be given free education throughout the school stage.

· Through a system of co-operative house building societies, teachers should b>e provided with quarters so as to enable them to live near the school.

· The practice of private tuition by teachers should be abolished.

29. Management of Schools:

§ The managing Boards of all schools should be registered and should consist of a limited number of persons with headmaster as an ex-officio member.

§ No member of the Board should directly or indirectly interfere with the internal administration of the school.

30. School Building and Equipment:

§ The open spaces available in cities must be conserved and be utilized as playground by groups of schools.

§ care should be taken to see that an area of not less than 10 sq. ft. is provided per student in the class room.

§ The optimum number of boys to be admitted to any class should be 30 and the maximum should not in any case exceed 40; the optimum number in the whole school should be 500 while the maximum should not exceed 750.

Defects in Secondary Education

The Secondary education is too academic and far removed from the problems of life and therefore it is incapable of fulfilling its second objective of equipping boys and girls to enter life confidently and earn their living.

The defects in the school education as highlighted by the Mudaliar Commission are given below.

1. An Emphasis on Book Learning

The instruction is bookish. Answers are crammed. Examinations are passed. But no ability is produced for creative thinking and expression.

2. Neglect of Co curricular Activities

3. Education One-sided

· The school education is one-sided.

· It trains the intellect and leaves other aspects of personality undeveloped.

· It aims only at mental growth and development.

· Little attention is given to the social or emotional development of the child and the youth.

· It does not cultivate a sense of moral and social responsibility.

· It does not emphasize character-building.

· No efforts are made to cultivate interests, attitudes and values for a socialistic society.

· No arrangements exist for imparting moral instruction.

4. Education Unilateral

· There is little scope for diversification of studies.

· Individual differences in needs, interests, aptitudes and mental abilities are ignored and all have to pass through the same strait jackets.

5. Teaching Methods Defective

· no dynamic methods of teaching being followed.

· Though great efforts have been expended during the last two decades on familiarizing school teachers with right techniques and activity methods through workshops, seminars and refresher courses, yet classroom teaching shows little improvement.

· Audio-visual aids, the radio and the T.V. have been provided to some schools generously, but their effect is insignificant. The average teacher suffers from a lack of professional preparation.

· Educational research on teaching methods suited to Indian needs is nowhere conducted.

· The existing educational system is rigid and does not encourage initiative, creativity and experimentation the administrative machinery is not at all concerned with diffusing and dynamic methods of teaching.

6. Class Sizes Big

· The number of pupils in each class in most of the secondary schools is too great.

· There is no teacher-pupil relationship, and hence no personal contact is possible.

· No improvement in methods of teaching is possible when a teacher is required to teach very large class every day and in every period allotted to him.

· Class sizes in schools where extension of buildings is not possible have grown formidably great.

7. Quality of Text-books Defective

· The quality of text-books, teachers’ guides and teaching materials is not satisfactory

· There are malpractices in the selection and prescription. The publishers who are interested in profits do to produce teachers’ guides to accompany text-books.

8. Examination System Improper

· The movement of examination reform that started after the publication of the report does not seem to have the desired impact on objectives, learning experiences and evaluation procedures in school education.

9. Guidance and Counseling Facilities Inadequate

· Little has been done in the matter of guidance services to secondary school pupils.

· To supply a trained guidance worker to every school is difficult. It would be unrealistic to think of providing qualified counselors to all schools.

KOTHARI COMMISSION

The report of the Education Commission (1964-66)

It contains recommendations on all aspects of education. It covers education at all levels from the pre-primary through the secondary to the higher. It highlights not only the existing defects in the system at each level, but also offers practical suggestion for eradicating them.

The Report is divided into three parts.

· The first part deals with general problems of Indian education.

· The second part of the Report covers different stages and sectors of education.

Stages are related to school and universe education and sectors are concerned with agricultural, technical and vocational education. The aspects of school education covered are the problems of expansion, curriculum, teaching methods, text-books, guidance, evaluation, administration and supervision. Some of the problems relating to higher education are those that are connected with the establishment of major universities, programmes of qualitative improvement, enrolment and university governance. The second part deals with problems of agricultural, vocational, technical and engineering education, and those of science education and research and of adult education.

· The last part of the Report deals with the problems of implementation, namely, educational planning and administration and educational finance.

KOTHARI EDUCATION COMMISSION, 1964-66

The sixth Commission, Kothari Commission was appointed under Government of India, dated 14th July, 1964. It included eminent educationists in diverse fields from India and abroad. It consisted of total 17 members, where 14 members, 1 member - secretary, 1 Associate - Secretary and Dr. Doulat Singh Kothari, chairman of the U.G.C. was appointed as the chairman of the commission. Therefore, it is also known as the Kothari Commission.

Unique Feature of the Commission

It reviewed a comprehensive approach of the Entire Educational System.
Commission considered education as the most powerful instrument for the national development. It appears in all its vividness on every page of the report.
The international composition of the commission found profitable to draw upon the experience and thinking of educationists and scientists from other countries and to take advantage of the latest developments in the educationally advanced countries. So it included 7 Indian members and 5 others; 1 each from Japan, France, U.K., U.S.A. and USSR. besides, 20 consultants from different countries of the world were available.

The commission started its work by constituting 12 task forces and 7 working groups for studying the various problems of education in the country. It interviewed about 9000 men and women distinguished in public life, educators, scientists, industrialists and scholars in different fields and others interested in education. The Commission spent about hundred days in visiting universities, colleges and schools and held discussions with teachers, educationists, administrators and students. It received and scrutinized 2,400 Memorandum and notes. The commission worked for 21 months and submitted it report on June, 1966.

REPORT OF THE COMMISSION

The report of the commission has been appropriately entitled as ‘education and national development’.
The report is divided into four sections –
Section I : deal with general Problems.
Section II : deal with Education at different stages and in different sectors.
Section III : deals with implementation of the various recommendations and programmes suggested by the commission.
Section IV : consists of supplementary papers.

The programmes of educational reconstructions proposed fall into three broad categories
1) Internal transformation of the educational system so as to relate it to the life, needs and aspirations of the nation.
2) Qualitative improvement of education to keep continually rising and become internationally comparable
3) Expansion of educational facilities broadly on the basis of man - power needs and with an accent on equalization of educational opportunities.

RECOMMENDATIONS OF THE KOTHARI EDUCATION COMMISSION

The objectives of the commission
1. Increase in Productivity.
2. Promoting social and National Integration
3. Education and Modernization
4. Developing social, moral and spiritual values.

1. Increase in Productivity -
Education should increase national income. In order to link education and productivity the Commission made the following recommendations.

i) Science should be made an integral part of school education.

ii) To inculcate the value of manual work, work experience to be introduced in school.

iii) To meet the increasing needs of technical personnel in Industry, introduce vocational subjects in school curriculum such as agriculture and trade. Vocationalisation will bring productivity.

2. Promoting social and National Integration
National and social integration is the precondition for the progress and development of a country. So the commission made the following recommendations

i) To make education a powerful instrument of national development, common school system of public education should be adopted.
ii) Bridge the gulf between the educated and the uneducated, intellectuals and masses, social and national service should be made an integral part of school education.
iii) A language is a firm adhesive for social and national integration, suitable provisions should be made for teaching mother tongue, Hindi and other Modern Indian languages in schools.

3. Education and Modernisation

i. one of the main functions of education is to keep pace with scientific and technical knowledge of society.

ii. In order to cope with the rapid social change, the school must always be alert to keep abreast of significant changes. An education system which does not renovate itself continuously, becomes out-dated and puts hindrance to progress.

iii. To keep pace with modernisation the IEC is of the opinion that “greater emphasis must be placed on vocational subjects, science education and research.”

4. Social, moral and spiritual values -
For this, the commission made the following recommendations
i) The Central and State governments should adopt measures to introduce education in moral, social and spiritual values in all institutions under their direct control.
ii) Allot periods and moral education should be given by general teachers.
iii) The University departments should be specially concerned with the ways in which these values can be taught wisely and effectively .

EDUCATIONAL STRUCTURE

The Commission recommended a new structural pattern of education. The new educational structure should be as follows:
	One to three years of pre-school education.
	A primary stage of 7 to 8 years divided into a lower primary stage of 4 or 5 years and a higher primary stage of 3 or 2 years.
	A lower secondary stage of 3 or 2 years of general education or 1 to 3 years of vocational education.
	A higher secondary stage of 2 years of general education or 1 to 3 years of vocational education, 50% of the total would be under vocational education
	A higher education stage of 3 years or more for the first degree course followed by courses of varying durations for the second or research degrees.

This is commonly known as 10+2+3.
The age of admission to class I should not be less than 6+.
The first public external examination should come at the end of the first 10 years of schooling.
Secondary schools should be of two types : higher schools providing a 10 years’ course and higher secondary schools providing a course of 11 or 12 years.
A new higher secondary course consisting of classes XI and XII should be introduced. The pre-university courses should be transferred from Universities and added to the secondary schools.
The Commission has been suggested the reorganisation of the three year degree

Provision of free and compulsory education

Under article 45 of Indian Constitution, commission recommended free and compulsory education for children between 6 to 14 years.
It aimed to increase the enrollment in schools

Remuneration and conditions of work of teachers

For adequate and satisfactory service conditions for the Teachers along with proper qualifications and responsibilities.
for academic freedom to teachers, allow them to publish independent studies and researches.
Teachers were intended to be given freedom to write about various National and international issues.
Teacher education, particularly in-service education, should receive due emphasis.
The Principle of Parity: The remuneration of teachers working under different managements should also be the same and that all teachers having the same qualifications and the same responsibilities should have the same, or at least similar, remuneration and conditions of work and service.
Give promotional prospects for rewarding good teaching.

· teachers use the vacations for pursuing their studies in a manner which it is not possible to follow during term time.

Kothari Commission and Language Education

It recognized the importance of Indian language and literature for the educational and cultural development of Indians.
It intended to spread knowledge through regional languages and to reduce the gap between the intelligentsia and the common people.
It recommended to take urgent steps to promote regional language as a medium of education at the University stage which were already the part of primary and secondary education.

Three language formula

adoption of three language formula by the state governments at the secondary stage.
promote a modern Indian language, which was preferably to be any Southern language apart from Hindi and English in the Hindi speaking States.
Hindi and English along with the regional language were to be the part of the non Hindi speaking states in India.
Hindi was intended to be developed as a link language and as a medium of expression for the composite culture of India.

Sanskrit and international language

· The commission recognized the importance of Sanskrit in the cultural unity of the country. Therefore the commission recommended exploring the possibility of including Sanskrit for the study of Indian languages, history, ideology and Indian philosophy etc.

· The commission emphasized the need to study the international languages especially English in India. This was also aimed to promote study in science and technology in India.

Reduce Regional Imbalance in Educational Facilities

Educational facilities in the rural and backward areas should be improved.
Adoption of common School system in India.
Sufficient emphasis on education of girls to promote Social justice and social transformation.
Development of education among backward classes and tribal people.
Provisions for the education of physically and mentally handicapped children.

Science Education

Science and research was to be promoted for the growth of national economy and Society.
science and mathematics should be the integral part of education during the first 10 years of scholastic education.
It recommended for provision of specimens, models and charts about scientific education at every primary school.
The higher primary schools were to have laboratory-cum-lecture room.

Agricultural and Industrial Education

development of at least one agricultural university in each state.
provision of practical training in industries for technical education.
continuous review of agricultural, industrial and technical manpower requirements of the country.

Secondary Education

Proper facilities at the secondary stage should be given to promote social transformation.
Increase the facilities for technical and vocational education at the secondary stage.
Cover vocational education in agriculture, trade and Commerce, industry, health, home management, crafts etc.

University Education

Provision of Laboratories, libraries, sufficient strength of teachers and other staff as the parameter to decide the number of students to be admitted in a college or university.
It recognized the need for funds for setting up new universities.
Give special attention for postgraduate courses and training and research.
Centers of advanced study should be strengthened and a small number of 'clusters of centers' aiming at the highest possible standards in research and training should be established

Mass Education

For the proper functioning of democratic institutions and for promotion of production in agriculture, industry etc.
Involvement of teachers and students to organise and promote literacy campaigns under the social and national service program.

· Part-time education and correspondence courses should be developed on a large scale at the university stage, secondary school students, for teachers and for agricultural, industrial and other workers.

· Education through part-time and correspondence courses should be given the same status as full-time education.

Educational Structure in India

a uniform 10 + 2 + 3 was to be the pattern of educational structure in the country.
Increase 6% investment of national income expenditure on education.
coordination between the states and the central government was also necessary for development of education.

Other important recommendations of Kothari Commission

The Commissioner recognized the importance of quality of books in the educational development.
It recommended to avoid frequent changes of textbooks and to keep the prices of the books affordable for the students.
It recommended to improve the quality of examination

· It recognised the importance of games and sports in the physical fitness of the students.

· talent in diverse fields should be identified at as early an age as possible, and every stimulus and opportunity given for its full development.

· The school and the community should be brought closer through suitable programs of mutual service and support.

· Work-experience and national service should be on self-help, character formation and on developing a sense of social commitment.

· the number of instructional days in a year should be increased to about 234 (or 39 weeks)

for schools and 216 (or 36 weeks) for colleges (and pre-primary schools)

· organize vacation time for interesting and challenging programmes for students, such as participation in social service camps, NCC and work- experience; - earning for maintenance; - studies for the ensuing year, including general studies, with the help of school and college libraries and laboratories; - hikes, excursions, tours, cultivation of bobbies; and - participation in nation-building programmes such as literacy drives.

· The libraries, laboratories, workshops, craftsheds, etc., should be open all the year round and should be utilized for at least eight hours a day, if not longer.

· Special vacation programmes should be arranged to utilize institutional facilities for community service, adult education, temporary hostels for day students, enrichment programmes for gifted students and supporting programmes for retarded students.

· The universities and colleges could select talented students from the schools in different subjects at an appropriate stage, say, in the age-group 13-15, and help them to develop their knowledge in special fields through individual guidance, provision of laboratory facilities, etc., over and above regular school work.

· additional earnings for teachers should be permitted, though care should be exercised to see that the concession is not abused and that the work of the department does not suffer. Such payment should not be required where the earnings do not exceed 50 per cent of the salary. If they exceed this amount, a progressive reduction may be made

Women teachers

· women teachers should be encouraged at all stages and in all sectors of education.

· Opportunities for part-time employment of women teachers should be provided on a large scale in order to enable married women to look after their homes in addition to teaching,

· Residential accommodation should be provided for women teachers, particularly in rural areas, on a priority basis.

· Promising girls from rural areas should be given scholarships to educate and train themselves to become teachers.

· Many women cannot remain away from their homes for long periods as is often

Teachers for Tribal Areas.

to give special allowances to tribal teachers because they have to live under very trying conditions.
Assistance may also have to be provided for the education of their grown-up children.
Residential accommodation is given to places where the tribals live.
provide special training to teachers who are going to work in tribal areas which include a study of the tribal language or languages and of tribal culture.
provide orientation courses to teachers posted to tribal localities.
Encouragement should also be given to tribal young men and women to become teachers

in the schools of these areas.

TEACHER EDUCATION

· Removing the Isolation of Teacher Training.

Teacher education must be brought into the mainstream of the academic life of the universities on the one hand and of school life and educational developments on the other

· To remove the existing isolation of teacher education from university life-

education should be recognized as an independent academic discipline and introduced as an elective subject in courses for the first and second degrees;

schools of education should be established in selected universities to develop programmes in teacher education and

studies and research in education, in collaboration with other university disciplines.

· To remove the existing isolation of teacher education from schools-

· extension work should be established in each institution. pre- primary, primary and secondary-as an integral part of teacher education;

· effective alumni associations should be established to bring old students and faculty together to discuss and plan programmes and curricula;

· practice-teaching for teachers under training should be organized in active collaboration with selected schools which should receive recognition from the Education Department as cooperating schools

· remove the existing separation among the institutions preparing teachers for different stages of education or for special fields such as craft or art or physical education.

· Improving Professional Education.

The essence of a programme of teacher education is 'quality' and in its absence, teacher education becomes, not only a financial waste but a source of overall deterioration in educational standards.

This can be done through-

1. organization of well-planned subject-orientation

2. introducing integrated courses of general and professional education in universities;

3. vitalizing professional studies

4. using improved methods of teaching which leave greater scope for self-study and discussion and improved methods of evaluation which include continuous internal assessment of practical and sessional work as well as practice-teaching

5. improving practice-teaching and making it a comprehensive programme of internship;

6. developing special courses and programmes; and

7. revising the curricula and programmes at all levels of teacher education in the light of the fundamental objectives of preparing teachers for their varied responsibilities in an evolving system of' education.

Duration of Training Course.

The duration of the professional courses should be two years for primary teachers who have completed the secondary school course.

It should be one year for the graduate students

The postgraduate courses in education should be flexible and be planned to promote an academic and scientific study of education and to prepare personnel for specific fields requiring special knowledge and initiation. The duration of the courses should be increased to three terms. Quality is crucial at this stage and only institutions having properly qualified staff and facilities should be allowed to conduct them.

Improving the Quality of Training Institutions.

1. The staff of secondary training colleges should have a double Master's degree in an academic subject and in education. A fair proportion of them should hold doctorate degrees.

2. Qualified specialists in subjects like psychology, sociology, science or mathematics may be appointed on the staff even if they have not had professional training.

3. Summer institutes should be organized for the in- service training of staff.

4. No student should be allowed to specialize in the teaching of a subject unless he has studied it for his first degree or obtained an equivalent qualification prior to training.

5. States and Union Territories should adopt a rule that teachers in secondary schools will ordinarily teach only those subjects which they had studied for a university degree. if they are required to teach subjects other than those they have studied, they should take a special course therein either by correspondence or in the summer institutes.

6. Attempts should be made to recruit first and good second class students to teacher-training institutions and adequate scholarships should be provided for them.

7. Adequate hostel facilities for trainees and residential accommodation for staff should be provided.

8. Libraries, laboratories, workshops, etc., are very inadequate at present in most institutions, especially at the primary level. These need to be improved.

In-Service Education of School Teachers.

1. In-service education for teachers should be organized by universities, training institutions and teachers organizations for teachers at all levels.

2. every teacher should receives at least two or three months in-service education in every five years of his service.

3. in-service training of secondary school teachers should be extended, with systematic follow-up and active collaboration among the agencies concerned.

Professional Preparation or Teachers in Higher Education.

1. Newly appointed lecturers should be given some time to acclimatize themselves to the institution and should be encouraged to attend lectures of good teachers.

2. Regular orientation courses for new staff should be organized in every university and college.

3. In the bigger universities, or groups of universities, these courses may be placed on a permanent basis by establishing a staff college.

Standards in Teacher Education.

1. At the national level, the UGC should take the responsibility for the maintenance of standards in teacher education.

2. The State Boards of Teacher Education should be responsible for the raising of standards at the State level.

3. A substantial allocation of funds should be made available to the UGC in the Fourth Five Year Plan for improvement in teacher education in the universities.

4. The UGC should set up a joint standing committee for teacher education in collaboration with the NCERT. It should consist of competent persons from the profession and should be responsible for the maintenance of standards in teacher education.

Conclusion

Kothari Commission is a comprehensive approach of the Entire Educational System and it considered education as the most powerful instrument for the national development. It appears in all its vividness on every page of the report.

NATIONAL POLICY ON EDUCATION, 1986.

The Parliament during the Budget Session in 1986 discussed and adopted the "National Policy on Education 1986". Minister of Human Resource Development undertook an intensive exercise to prepare the promised Programme of Action. In the first place, 23 Task Forces were constituted and each was assigned a specific subject covered by the National Policy on Education (N.P.E.). Eminent educationists, experts and senior representatives of Central and State Governments were associated with these Task Forces. The subjects assigned to the Task Forces were as follows:

I. Making the System Work

II. Content and Processes of School Education

III. Education for Women's Equality

IV. Education of the Scheduled Castes, Scheduled Tribes, and other backward sections

V. Minorities' Education

VI. Education of the Handicapped

VII. Adult & Continuing Education

VIII. Early Childhood Care and Education

IX. Elementary Education (including NFE and Operation Blackboard)

X. Secondary Education and Navodaya Vidyalayas

XI. Vocationalisation

XII. Higher Education

XIII. Open University and Distance Learning

XIV. Technical and Management Education

XV. Research and Development

XVI. Media and Educational Technology (including use of Computers in Education)

XVII. De-linking degrees from jobs and Manpower Planning

XVIII. The Cultural Perspective and Implementation of Language Policy

XIX. Sports, Physical Education & Youth

XX. Evaluation Process and Examination Reform

XXI. Teachers and their Training

XXII. Management of Education

XXIII. Rural Universities/Institutes

The Task Forces were requested to examine the present situation in respect of the subjects assigned to them and to elaborate the implications of the specific statements contained in the N.P.E.

SALIENT FEATURES OF NATIONAL POLICY ON EDUCATION (1986)

The Essence and Role of Education
National System of Education
Education for Equality
Re-organisation of Education of Different Stages
Technical and Management Education
Making the System Work
Reorienting the Content and Process of Education.
The teacher
Management of Education
Resources and review
Future

FEATURE # 1.THE ESSENCE AND ROLE OF EDUCATION:

1. All-round Development

“In our national perception education is essential for all, as it is fundamental to our all round development—material and spiritual”.

2. Acculturating Role:

Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.

3. Man-power Development:

Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.

4. A unique Investment:

Education is a unique investment in the present and the future for all round development of nation in all its manifestations.

FEATURE # 2.NATIONAL SYSTEM OF EDUCATION

1. Concept of National System

“The concept of a ‘National System of Education’ implies that, up to a given level, all students, irrespective of caste, creed, location or sex have access to education of a comparable quality. To achieve this end, the government will initiate funded programmes. Effective measures will be taken in the direction of the common school system recommended in 1968 policy”.

1. Common Educational structure:

It envisages a common educational structure i.e. 10 + 2 + 3 which was recommended by Kothari Commission (1964-66). This structure has now been accepted in all parts of the country.

2. National Curricular Framework with a Common Core:

The common core will include the history of India’s freedom movement, the constitutional obligations and other content essential to nurture national identity. These elements cut across subject areas and will be designed to promote values such as India’s common cultural heritage, egalitarianism, democracy, secularism, equality of sexes, protection of the environment, removal of social barriers, observation of small family norm and inculcation of scientific temper. All educational programmes will be carried on in spirit conformity with secular values.

The following common scheme of studies has been suggested in the national curriculum framework:

One language at primary level and three languages at the upper primary and secondary level,
Mathematics,
Environmental studies—science and social sciences,
Work-experience/S.U.P.W., pre-vocational courses,
Art education, and
Health and physical education.

3. Equality of Opportunity of Education:

provide equal opportunity to all not only in access, but also in the conditions for success.
equality of all will be created through the spectrum of core curriculum.
The purpose is to remove prejudices and complexes transmitted through the social environment and the accident by birth.

4. Responsibility of Nation:
providing resource support for implementing programmes of educational transformation, reducing disparities, universalization of elementary education, adult literacy, scientific and technological research etc.

4. Minimum Levels of Learning:

It will be laid down for each stage of education.
This will ensure a comparable standard of education for each area of learning in the curriculum.
This will serve as a reference in the development of instructional materials, selection of suitable teaching learning strategies and evaluating learner’s progress.
It would also help maintaining a reasonable standard of education throughout the country.

5. Life Long Education:

· Life-Long education is a cherished goal of the educational process.

· This presupposes universal literacy.

· Opportunities will be provided to the youth, housewives, agricultural and industrial workers and professional to continue the education of their choice, at the pace suited to them.

· The future thrust will be in the direction of open and distance learning.

5. Understanding of Cultural and Social Systems:

link language has to be developed and programmes of translating books from one language to another and publishing multi-lingual dictionaries and glossaries should be implemented.
The Policy stated, “The young will be encouraged to undertake the rediscovery of India, each in his own image and perception”.

6. International Understanding:

education has to strengthen peace and understanding between nations, treating the whole world as one family and motivate the younger generations for international co-operation and peaceful co-existence. This aspect cannot be neglected.

7. Inter-regional Mobility

in higher education in general and technical education in particular, steps will be taken to facilitate inter-regional mobility by providing equal access to every Indian of requisite merit regardless of his origins.
The universal character of universities and other institution; of higher education is to be understood for promoting a sense of national identity and mobility.

8. Pooling of Resources:

In the areas of research and development and education in science and technology, special measures will be taken to establish network arrangement between different institutions in the country’ to pool their resources and participate in projects of national importance.

9. Priorities of Educational Reforms:

The nation, as a whole, assumes the responsibility of providing research support for implementing programmes of educational transformation, reducing disparities, universalization of elementary education, adult literacy, scientific and technological research, etc.

10. Life-long Education:

Life-long education is a cherished goal of educational process. It pre-supposes universal literacy. Opportunities will be provided to the youth, housewives, agricultural and industrial workers and professionals to continue the education of their choice at their own pace. The future thrust will be in the direction of open and distance learning.

11. Strengthening of National Institutions:

The NPE ’86 recommends that the institutions of national importance like UGC, NCERT, NIEPA, AICTE, ICAR, IMC etc. will be strengthened to enable them to give shape to national system of education and to cope with the emerging demands of the nation. Integrated planning will be instituted among all these premier bodies so as to establish functional linkages and reinforce programmes of research and post-graduate education.

FEATURE # III. EDUCATION OF EQUALITY:

1. Disparities: equalise educational opportunity by attending to the specific needs

2. Education for women’s Equality:
(i) Status of Women. Education will be used as an agent of basic change in the status of women. In order to neutralise the accumulated distortion of the past, there will be a will-conceived edge in favour of women.

(ii) Empowerment of Women.

· The National Education System will play a positive, interventionist role in the empowerment of women.

· It will foster the development of new values through redesigned curricula, text-books, the training and orientation of teachers, decision-makers and administrators, and the active involvement of educational institutions. This will be an act of faith and social engineering.

(iii) Women’s Studies.

· Women‘s studies will be promoted as a part of various courses and educational institutions encouraged to take up active programmes to further women‘s development.

(iv) Removal of Illiteracy.

· through provision of special support services, setting of time targets and effective
monitoring.

(v) Vocational and Professional Courses.

· Major emphasis will be laid on women‘s participation in vocational, technical and professional education at different levels.

· The policy of non- discrimination will be pursued vigorously to eliminate sex stereo- typing in vocational and professional courses and to promote women‘s participation in non-traditional occupations, as well as in existing emergent technologies.

3. Education of Scheduled Castes:

· equalisation with the non-SC population at all stages and levels of education, in all areas and in all the four dimensions-rural male, rural female, urban male and urban female.

4. Education of Scheduled Tribes

· Priority will be accorded to opening primary schools in tribal areas. The construction of school buildings will be undertaken in these areas on a priority basis under the normal funds for education, as well as under the N.R.E.P., R.L.E.G.P., Tribal welfare Schemes, etc.

5. Other Educationally backward Sections and Areas

· Suitable incentive will be provided to all educationally backward sections of society, particularly in the rural areas. Hill and desert districts, remote and inaccessible areas and islands will be provided adequate institutional infra-structure.

6. Minorities:

· Greater attention will be paid to the education of these groups in the interests of equality and social justice.

· This will naturally include the constitutional guarantees given to them to establish and administer their own educational institutions, and protection to their languages and culture.

· Simultaneously, objectivity will be reflected in the preparation of textbooks and in all school activities and all possible measures will be taken to promote an integration based on appreciation of common national goals and ideals, in conformity with the core curriculum.

7. The Handicapped

· integrate the physically and mentally handicapped with the general community as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence.

8. Adult Education:

(i) Instruments for Liberation.

· Our ancient scriptures define education as that which liberates – i.e. provides the instruments for liberation from ignorance and oppression. In the modern world, it would naturally include the ability to read and write, since that is the main instrument of learning. Hence the crucial importance of adult education, including adult literacy.

(ii) Up gradation of Skills.

· to produce manpower resources of the king and the number required by the society.

(iii) Strengthening the Existing programmes.

· It is of crucial importance, systematic programmes of adult education linked with national goals such as alleviation of poverty, national integration, environmental conservation.

· Energisation of the cultural creativity of the people, observance of small family norm, promotion of women‘s equality, etc. will be organised and the existing programmes reviewed and strengthened.

(iv) Mass literacy Programme.

· The whole Nation must pledge itself to the education of illiteracy, particularly in the 15-35 age group.

· The Central and State Governments, political parties and their mass organisation, the mass media and educational institutions must commit themselves to mass literacy programmes of diverse nature.

· It will also have to involve on a large scale teachers, students youth, voluntary agencies, employers, etc.

· Concerted efforts will be made to harness various research agencies to improve the pedagogical aspects of adult literacy.

· The mass literacy programme would include, in addition to literacy, functional knowledge and skills, and also awareness among learners about the socio-economic reality and the possibility to change it.

(v) Programme of the Adult and Continuing Education.

· establishment of centres in rural areas for continuing education;

· workers‘ education through the employers, trade unions and
concerned agencies of government.

· post-secondary education institutions;

· wider promotion of books, libraries and reading rooms;

· use of radio, TV and films, as mass and group learning media;

· creation of learners‘ groups and organisations;

· programmes of distance learning:

· organising assistance in self-learning; and

· organising need and interest based vocational trainingprogrammes

FEATURE # IV. REORGANISATION OF EDUCATION AT DIFFERENT STAGES

1. Early Childhood Care and Education:

Early Childhood Care and Education (ECCE) will receive high priority and be suitably integrated with the Integrated Child Development Services programme, wherever possible. Day-care centres will be provided as a support service for universalization of primary education.

2. Elementary Education:

· Higher priority will be given to solve the problem of children dropping out of school.

· All children will be provided free and compulsory education up to 14 years of age

paedocentric approach at the primary stage.
Remedial instruction is given to the first generation learners.
The policy of non-detention and abolition of corporal punishment will be adopted.
School timings and vocations will be adjusted to the convenience of children.

3. OperationBlack-board:
Under this scheme, immediate steps will be taken to improve the primary schools all over the country. Provision will be made of essential facilities in primary schools, including at least two reasonable large rooms that are usable in all weather, and the necessary toys, black-boards, maps, charts and other learning material. At least two teachers, one of whom a woman, should work in every school, the number increasing as early as possible to one teacher per class

4. Non-Formal Education:

· school drop-outs,

· for children from habitations without schools, working children and girls who cannot attend whole-day schools.

To make the programme a grand success, the policy recommends the following:

Modern technological aids will be used to improve the learning environment of non-formal education centres.
Talented and dedicated young men and women from the local community will be chosen to serve as instructors.
Special attention will be paid to the training of instructor. Steps will be taken for their entry into formal system in deserving cases.
All necessary measures will be taken to ensure that the quality of non-formal education is comparable with formal education.
Effective steps will be taken to provide a framework for the curriculum on the lines of national core curriculum but based on the needs of the learners and related to the local environment.
Learning materials of high quality will be developed and provided to all pupils free of cost.
The programmes will provide participatory learning environment and activities such as games and sports, cultural programmes, excursions, etc.
Voluntary agencies and Panchayat Raj institutions will be involved

5. Secondary Education:

· (i) Values of Secondary Education

(ii) It begins to expose pupils to the differentiated roles of science, humanities and so sciences.
(iii) Provides children with a sense of history and national perspective and gives the opportunities to decipher their constitutional duties and rights as citizens.
(iv) Conscious internalization of healthy work ethos and of the values of human and composite culture will be brought about through appropriate curricula.
(v) Vocationalisation through specialised institutions or through the refashioning of secondary education can at this stage, provide valuable man power for economic growth.
(vi) Access to secondary education will be widened to cover areas un-served by it at present.

6. Pace Setting Schools (Navodaya Vidayalayas):

· will be established in various parts of country to provide opportunities to children with special talent or aptitude to proceed at’ faster rate by making good quality education available to them irrespective of their capacity to for it.

· It is universally accepted that children with special talent or aptitude should be provided opportunities to proceed at a faster pace, by making good quality education available to them, irrespective of their capacity to pay for it .It gives full scope for innovation and experimentation.

The broad aims will be:

(i) To serve the objective of excellence coupled with a sense of equity and justice.

(ii) To promote national integration by providing opportunities to learn and live together.

(iii) To develop their full potential.

(iv) To become catalyst of a nation-wide programme of school improvement.

(v) The schools will be residential and free of charge.

4. Vocationalisation of Education:

1. Vocational courses will be started from +2 stages. But, these may also be provided after class VIII.

2. Health related vocational courses will be introduced for effective health planning and health service management.

3. Other vocational courses will also be floated basing upon agriculture, marketing, social services, etc.

4. Emphasis is to be laid upon self-employment.

5. Efforts will also be made for establishment of vocational institutions with a provision for giving justice to the deprived section, women, handicapped and rural students.

6. Care shall be made for professional growth, career improvement, lateral entry into courses of general, technical and professional education through appropriate bridge courses.

7. Non-formal, flexible and need-based vocational programmes will also be made available to neo-literates, youths who have completed primary education, school drop-outs and persons engaged in work and unemployed or partially employed persons.

8. Tertiary level courses will be organised for the youths who completes higher secondary stage of the academic stream and may require vocational courses.

7. Higher Education:

The policy spells out the following:

i. Autonomous colleges will be developed in large numbers. The creation of autonomous departments within universities on a selective basis will be given a fillip.

ii. The courses and programmes of college education will be redesigned to meet the demands of specialization better. There would be given emphasis on linguistic competence and course combination.

iii. State level planning and co-ordination will be done through Councils of Higher Education. The UGC and these Councils will develop method jointly to keep a watch on standards.

iv. Admission will be regulated according to capacity.

v. Methods of teaching will be supplemented by audio-visual aids and electronic gadgets. Development of latest curricula and material, research and teacher orientation will receive close attention.

8.HigherEducation:

a) Autonomous colleges will be helped to develop in large numbers

b) Courses and programmes will be redesigned to meet the demands of specialisation better.

c) transformation of teaching methods.

· Audio-visual aids and electronic equipment

· development of science and technology,

· curricula and material,

· research and teacher orientation

· Teachers‘ performance will be systematically assessed.

9. Open University and Distance Learning:

I. The Open University system has been initiated in order to augment opportunities for higher education and as an instrument of democrating education.

II. The Indira Gandhi National open University established in 1985 in fulfilment of these objectives, will be strengthened.

10.De-linking Degrees from Jobs:
De-linking will be applied in services for which a university degree need not be a necessary qualification. Its implementation will lead to a re-fashioning of job, specific courses and afford greater justice to those candidates who despite being equipped for a given job are unable to get it because of an unnecessary preference for graduate candidates.

11. Rural University
The new pattern of the Rural University will be consolidated and developed on the lines of Mahatma Gandhi‘s revolutionary ideas on education so as to take up the challenges of micro planning at grass-root levels for the transformation of rural areas.

FEATURE # V. TECHNICAL AND MANAGEMENT EDUCATION:

Look at them together, in view of their close relationship and complementary concerns.

The re-organisation of Technical and Management
Education should take into account the anticipated scenario of changes in
the economy, social environment, production and management
processes, the rapid expansion of knowledge and the great
audiences in science and technology.

FEATURE # VI. MAKING THE SYSTEM WORK:
The strategy in this behalf will consist of:
a) a better deal to teachers with greater accountability;

b) provision of improved student‘s services and insistence on observance of acceptable norms of behaviour;

c) provision of better facilities of institutions; and

d) creation of a system of performance appraisals of institutions according to standards and norms set at the National or State levels.

FEATURE # VII. REORIENTING THE CONTENT AND PROCESS OF EDUCATION:

1. The Cultural Perspective
I. Cultural Content. The curricula and process of education will be enriched by cultural content. Children will be enabled to develop sensitivity to beauty, harmony and refinement.

II. Cultural Enrichment.

Resource persons in the community, irrespective of their formal educational qualifications, will be invited to contribute to the cultural enrichment of education employing both the literate and oral traditions of communication.

III. Cultural Tradition. To sustain and carry forward the cultural tradition, the role of old masters, who train pupils through traditional modes will be supported and recognised.

2. Value Education:
I. Moral Values. Readjust curriculum in order to make social and moral values.

II. Eternal Values. Education should foster universal and eternal values, oriented towards the
unity and integration of our people. Such value education should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.

III. Positive Content. Value education has a profound positive content, based on our heritage, national goals universal perceptions. It should lay primary emphasis on this aspect.

3. Books and Libraries:
I. Availability of Books.

· low prices

· easy accessibility to books for all segments of the population.

II. Improvement of Quality.

· Improve the quality of books, promote the reading habit and encourage creative writing.

III. Author’s interest.

· Author‘s interest will be protected.

IV. Translation of Foreign Books.

· Good translation of foreign books into Indian languages will be supported..

V. Children Books.

· production of quality books for children, including text books and work books.

VI. Improvement of Libraries.

· improvement of existing libraries

· Establishment of a few ones will be taken up.

· Provision will be made in all educational institutions for library facilities and the status of librarians improved.

4. Work Experience:

· Work experience would comprise activities in accord with the interests, abilities and needs of students,

· the level of skills and knowledge to be upgraded with the stages of education.

· Pre- vocational programmes provided at the lower secondary stage will
also facilities the choice of the vocational courses at the higher
secondary stage.

5. Education and Environment:

· a consciousness of the environment should be given to all ages all sections of society beginning with the child. Environmental consciousness should inform teaching in schools and colleges. This aspect will be integrated in the educational process.

6. Mathematics Teaching:
I. Mathematics should be visualised as the vehicle to train a child to think, reason, analyse and to articulate logically. So it should be treated as concomitant to any subject involving analysis and reasoning.

II. With the recent introduction of computer in schools, educational computing and the emergence of learning through the understanding of cause-effect relationships and the interplay of variables, the teaching of mathematics will be suitably redesigned to bring it in line with modern technological devices.

7. Science Education:
I. Science education will be strengthened so as to develop spirit of inquiry, creativity, objectivity, the courage to question and an aesthetic sensibility.

II. Science education programmes will be designed to enable the learner to acquire problem solving and decision making skills and to discover the relationship of science with health, agriculture, industry and other aspects of daily life. Every effort will be made to extend science education to the vast numbers who have remained outside the pale of formal education.

8. Sports and Physical Education:
Sports and physical education are an integral part of the learning process and will be included in the evaluation of performance. A nation-wide infrastructure for physical education, sports and games will be built into the educational edifice.

9. The Role of Youth:

· involve themselves in national and social development through educational institutions and outside them.

· participate in National service Scheme, National Cadet Corps, etc. outside the institutions, the youth will be encouraged to take up programmes of development reform and extension. The National Service Volunteer Scheme will be strengthened.

Evaluation Process and Examination Reform
ensure a method of assessment that is a valid and reliable measure of student development. Following measures will be taken:
a) The elimination of excessive element of chance and subjectivity.
b) The de-emphasis of memorisation.

C) Continuous and comprehensive evaluation
d) Effective use of the evaluation process by teachers, students and parents.
e) Improvement in the conduct of examinations.
e) Introduction of concomitant changes instructional materialsand methodology.
f) Introduction of the semester system from the secondary stage in a phased manner.
g) The use of grades in place of marks.

h) that incorporates both scholastic and non-scholastic aspects of education

FEATURE # VIII. THE TEACHER:

1. The methods of recruitment of teachers will be reorganized to ensure merit, objectivity and conformity with spatial and functional recruitment.

2. The pay and service conditions of teachers have to be improved to commensurate with their social and professional responsibilities.

3. Teachers‘ associations must play a significant role in up holding professional integrity, enhancing the dignity of the teachers and in curbing professional misconduct.

2. Teacher Education:
a) Teacher education is a continuous process and its pre-service and in-service components are inseparable.

b) District Institutes of Education and Training (DIET) will be established with the capability to orgainse pre-service and in- service courses for elementary school teachers and for the personnel working in non-formal and adult education.
c) Selected Secondary Teacher Training Colleges will be up- graded to complement the work of State Councils of Educational Research and Training.

d) National Council of Teacher Education (NCTE):

It will be provided the necessary resources and capability to accredit institution of teacher education and provide guidance regarding curricula and methods.

6. Networking Arrangements:

These will be created between institutions of teacher education and university departments of education.

FEATURE # IX. THE MANAGEMENT OF EDUCATION:
1. At National Level:
The Central Advisory Board of Education will play of pivotal role in reviewing educational development, determining the changes required to improve the system and monitoring implementation. It will function through appropriate committees and other mechanisms created to ensure contact with, and co-ordination among the various areas of HRD. The Departments of Education at the centre and in the states will be strengthened through the involvement of professionals. To improve management structure of education, Indian Education Service will be constituted.

At State Level:

State Government may establish State Advisory Board of Education on the lines of CABE. Effective measures should be taken to integrate mechanisms in the various state departments concerned with Human Resource Development. Special attention will be paid to the training of educational planners, administrators and heads of institutions. Institutional arrangements should be set up in stages.

2. Indian Education Service:

establishment of the Indian Education Service as an All India Service.

3. At State Level:
State Government may establish State Advisory Boards of Education on the lines of CABE.

4. At District and Local Level:
a) District Board of Education will be created to manage education up to the higher secondary level.

b) Local communities, through appropriate bodies, will be assigned a major role in programmes of school improvement.

5. Voluntary Agencies and Aided Institutions Non-government and Voluntary effort including social activist groups will be encouraged, subject to proper management, and
financial assistance provided.

FEATURE # X. RESOURCES AND REVIEW
1. Resources:
The National Policy on Education, 1968, had laid down that the investment on education be gradually increased to reach a level of expenditure of 6 percent of the national income as early as possible.

2. Review:
The implementation of the various parameters of the New Policy must be reviewed every five years. Appraisals at short intervals will also be made to ascertain the progress of implementation and the trends emerging from time to time.
FEATURE # XI. THE FUTURE:
The future shape of education in India is too complex to envision with precision

Rani

Sunday, 1 March 2020

EDU - 06: EDUCATION IN INDIAN SOCIETY UNIT 1: MILESTONES IN INDIAN EDUCATION (35 hrs) Part 2