--- title: "Vol 3 2" book: "Final Trends in Indian Education" category: "General" publisher: "Ratan Prakashan Mandir Pvt. Ltd." type: "Educational Material" --- According to Latest Syllabus Read For Sure Success In University Examination RATAN TEXT BOOK TRENDS IN INDIAN EDUCATION Vol-3 M.A.Education (Sem-II) Dr. Rajendra Vyas Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 Copyright Authors & Publishers Revised Edition ISBN :978-93-0970-789-6 Price 205.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 Unit-11 University Education Commission (Radhakrishnan Commission) 1948-49 Structure: 11.1    Introduction 11.2    Learning Objectives 11.3    University Education commission/ Radhakrishnan Commission (1948) Self Check Exercise-1 11.4    Major Observations and Recommendations Self Check Exercise-2 11.5    Summary 11.6    Glossary 11.7    Answers to Self-Check Exercises 11.8    Suggestions and Further Readings 11.9    Terminal Questions 11.1    INTRODUCTION As an academic, philosopher, and statesman, Sarvepalli Radhakrishnan (1888-1975) was one of the most recognized and influential Indian thinkers in academic circles in the 20th century. The Radhakrishnan was named chairman of the University Education Commission. After Independence the first action of a great significance to be taken by the Government of India in the field of education was the appointment of the University Education Commission under the Chairmanship of Dr. S. Radhakrishnan, a distinguished scholar and former Vice- Chancellor of Banaras University, who rose to become the second President of India. After independence on August 15, 1947, Radhakrishnan was requested to Chair the University Education Commission. The Radhakrishnan Committee's suggestions helped mould the education system for India's needs to report on Indian University Education and suggest improvements and extensions that may be desirable to suit present and future requirements of the country" The Commission's 1949 Report assessed the state of university education and made recommendations for its improvement in the newly independent India. The Commission held its first meeting in New Delhi on 6th December, 1948, when the Hon'ble Maulana Abul Kalam Azad, Minister for Education, Government of India, addressed the meeting and explained Governments’ intentions in regard to the purpose and scope of the inquiry. 11.2    LEARNING OBJECTIVES After going through this unit the students will be able to: Explain the background of the University Education Commission of 1948 Know about its Terms of Reference. Know its Recommendations on the Aims And Objectives of Higher Education Explain the Specific Recommendations regarding the University System of Education. 11.3    UNIVERSITY EDUCATION COMMISSION/ RADHAKRISHNAN COMMISSION (1948): Inter-University Board of Education of Central Advisory Board of Education recommended to Govt. of India that an All India Commission on education should be appointed to inquire in to the requirements of the higher education in India and put forward recommendations for re-organizations of the University Education in the light of requirements of the country and its traditions. On November 4, 1948 the Govt. of India appointed University Education Commission with Dr. Sarvapalli Radhakrishnan as chairman. Hence, it is also known as ‘Radhakrishnan Commission’. There were ten members of the commission. BACKGROUND AND APPOINTMENT OF THE UNIVERSITY EDUCATION COMMISSION: After independence, the first significant step taken by the Government of India in the field of education was the appointment of the University Education Commission in 1948 under the Chairmanship of Dr. Sarvapalli Radhakrishnan, a distinguished scholar and former vice-chancellor of Banaras Hindu University and who became the second President of India. The Commission was appointed by the Government of India to go into the problems and prospects of Indian University Education and to suggest improvements and extensions that might be considered desirable to suit the present and future requirements of the country. The Commission was appointed in November, 1948     and     it     submitted     its     report     in     August,      1949. The Report of the Commission is a document of great importance as it has guided the development of university education in India since independence. The Inter-University Board of Education and Central Advisory Board of Education recommended to the Government of India that an All India Commission on Education should be appointed to inquire into the requirements of the higher education in India and to put forward the recommendations for the re-organization of the University Education system in the light of the requirements of the country and its traditions. Because of the fact that Dr. Radhakrishnan was the Chairman of the Commission it is known as ‘Radhakrishnan Commission’. There were 10 members in the commission. Method of Study: The commission made a thorough study of the problems of Higher Education in India. It toured the country extensively. It prepared a questionnaire which was sent over to 600 persons who mattered in the field of education. It interviewed administrators, organizations of the students and other educationists. Thus, it tried to gather information in regard to almost all aspects of the university education. Its report runs in to two volumes. The first part of the report contains 18 chapters and about 747 pages. The second volume contains the statistics in regard to institutions and other educational problems and the evidences tendered by the         witness         examined         by         the         commission. Appointment of the Commission: The members of the Commission were appointed by the Government of India to report on Indian University Education and suggest improvements and extensions that may be desirable to suit present and future requirements of the country. Members of the Commission: The following were appointed as members of the Commission:- 1.    Dr. S. Radhakrishnan, M.A., D. Litt., LL.D., Spalding Professor of Eastern Religions and Ethics at the University of Oxford. (Chairman). 2.    Dr. Tara Chand, M.A., D. Phil. (Oxon.), Secretary and Educational Adviser to the Government of India. 3.    Dr. (now Sir) James F. Duff, M.A. (Cantab.), M. Ed. (Manchester), LL.D. (Aberdeen), Vice-Chancellor, University of Durham. 4.    Dr. Zakir Hussain, M.A., Ph.D., D. Litt. (Jamia Millia Islamia, Delhi)-(now ViceChancellor, Muslim University, Aligarh). 5.    Dr. Arthur E. Morgan, D.Sc., D. Eng., LL.D., Former President, Antioch College, First Chairman, Tennessee Valley Authority, President, Community Service Inc. 6.    Dr. A. Lakshmanaswami Mudaliar, D.Sc., LL.D., D.C.L., F.R.C.O.G., F.A.S.C., ViceChancellor, University' of Madras. 7.    Dr. Meghnad Saha, D.Sc. F.R.S., Palit professor of Physics Dean, Faculty of Science; and President, Post-Graduate Council of Science, University of Calcutta. 8.    Dr. Karm. Narayan Bahl D. Sc (Panj.), D. Phil, and D. Sc.(Oxon), Professor of Zoology, University of Lucknow. 9.    Dr. John J. Tigert, M.A. (Oxon.) LL.D., Ed. D., D.C.L., D. Litt., L.H.D., formerly Commissioner of Education of the United States, and President Emeritus of the University of Florida. 10.    Shri Nirmal Kumar Sidhanta, M.A. (Cantab.),Professor of English and Dean, Faculty of Arts, University of Lucknow. (Secretary). Terms of Reference: Terms of Reference-The terms of reference of the Commission were to consider and make recommendations in regard to- (i)    The aims and objects of university education and research in India. (ii)    The changes considered necessary and desirable in the constitution, control, functions and jurisdiction of universities in India and their relations with Governments, Central and Provincial. (iii)    The Finance of universities. (iv)    The maintenance of the highest standards of teaching and examination in the universities and colleges under their control. (v)    The courses of study in the universities with special reference to the maintenance of a sound balance between the Humanities and the Sciences and between pure science and technological training and the duration of such courses. (vi)    The standards of admission to university courses of study with reference to the desirability of an independent university entrance examination and the avoidance of unfair discriminations which militate against Fundamental Right 23 (2). (vii)    The medium of instruction in the universities. (vii) The provision for advanced study in Indian culture, history, literatures, languages, philosophy and fine arts. (ix)    The need for more universities on a regional or other basis. (x)    The Organization of advanced research in all branches of knowledge in the universities and Institutes of higher research in a well-co-ordinate fashion avoiding waste of effort and resources. (xi)    Religious instruction in the universities. (xii)    The special problems of the Banaras Hindu University, the Aligarh Muslim University, the Delhi University and other institutions of an all-India character. (xiii)    The qualifications, conditions of service, salaries, privileges and functions of teachers and the encouragement of original research by teachers. (xiv)    The discipline of students, hostels and the Organization of tutorial work and any other matter which is germane and essential to a complete and comprehensive enquiry into all aspects of university education and advanced research in India. SELF- CHECK EXERCISE-1 Q.1 Who was appointed as the Chairman of the University Education Commission in 1948? A)    Dr. Zakir Hussain B)    Dr. S. Radhakrishnan C)    Dr. Meghnad Saha D)    Dr. A. Lakshmanaswami Mudaliar Q.2 Which member of the University Education Commission later became the ViceChancellor of Aligarh Muslim University? A)    Dr. Tara Chand B)    Dr. Zakir Hussain C)    Dr. Karm. Narayan Bahl D)    Dr. Arthur E. Morgan Q.3 The Commission was asked to look into the standards of admission to university courses of study with reference to: A)    The medium of instruction B)    The duration of courses C)    An independent university entrance examination D)    The organization of tutorial work 11.4 MAJOR OBSERVATIONS AND RECOMMENDATIONS I.    Aims and Objectives of Education: The Commission has laid down certain aims of university education in the country keeping in view the past tradition, the present conditions and future prospects of the country. In this context the Commission took into consideration the personal interests of students and also of the nation. While defining the aims the Commission has been also conscious of the international obligations. We are giving below are aims of university education as laid down by the Commission: The aims and objectives of education are: 1.    To teach that life has a meaning. 2.    To awaken the innate ability to live the life of soul by developing wisdom. 3.    To acquaint with the social philosophy which should govern all over institutions, educational as well as economic and political? 4.    To train for democracy. 5.    To train for self development. 6.    To develop certain values like fearlessness of mind, strength of conscience and integrity. 7.    To acquaint with cultural heritage of its generation. 8.    To enable to know that education is a life-long process. 9.    To develop understanding of the present and the past. 10.    To impart vocational and professional training. 11.    The universities have to provide leadership in politics, administration, education, industry and commerce. 12.    The university should be organized as centre of civilization to train intellectual pioneers of civilization. 13.    University should produce such wise persons who may disseminate learning to make democracy successful and who may make an incessant search for new knowledge and unceasing effort to plug the mission of life. 14.    University should preserve the culture and civilization of the country. To be civilized, we should sympathize with the poor, respect women, love peace and independence, and hate tyranny and injustice. The university education should infuse these ideals in to the youths. 15.    Attention should be paid not only to the mental but also to the physical development of students in universities. .16 . The University should generate new ideas and discard those which are likely to prevent the growth of the nation. For progress it is necessary to rise above superstitions. The university has to help the, students to imbibe good aspects of their culture and to accept new values for all- round development. 17.    It is the responsibility of the university to create a consciousness in students for protecting the directive principles as to be laid down in the Constitution. The university has to make the foundation of democracy strong and it has to develop the spirit in students for ensuring equality, fraternity and social justice to all while maintaining the integrity of the nation. 18.    The University has to make new discoveries and inventions and it has to develop new original ideas in order to make the society strong. 19.    The university has to develop the universal brotherhood and internationalism in students. In regard to the importance of the teachers in the scheme of education, the Commission has laid down the following points: (1)    “The teacher occupies a very important role in the field of education. The success of educational process depends on the character and the policy of a teacher.” (2)    The primary responsibility of the teacher is to arouse the interest of the pupils in the fields of study for which he is responsible. He should stimulate the spirit of inquiry and criticism so that his pupils may acquire the habit of exercising independent and unbiased judgement. (3)    A good teacher desiring to achieve the results in the intellectual field must instill in to his pupils responsibility for right values and truth. He must inculcate habits and modes of behaviour through which their life may be moulded to their realization.” 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 for the universities to create knowledge and train mind of men who would brings together the two material resources and human energies. If our living standards are to be raised radical change of spirit is essential 2.    Preparing individual who seek guidance from the past but give up fatal obsession of the perfection of the past. The universities are the intellectual sanctuaries of the inner life of the nation. They must train intellectual pioneers, seeking guidance from the past but providing dynamics to realize 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. Our ancient teachers tried to teach subjects and impart wisdom. Their ideal was wisdom along with knowledge. We cannot be wise without some basis of knowledge though we may easily acquire knowledge and devoid of wisdom. To use the word of Upanishad, we may knower of the text (mantravati) and not knower of self (atmavti). No amount of factual information would make a ordinary men into educated or virtuous men unless something is awakened in them, an innate ability to live the life of the soul 5.    Developing individuals who understand the aims of the social order. The universities must develop a concept of the social order in the students. 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. Education is the mean by which society perceptual itself. In 1852 Newman defined the function of the university thus, “if a practical end must be assigned to a university course, then I say it is training member of the good society.” No system of the education could be directed to weakening of the state that maintains it. But the education is also an instrument for social changes. 7.    Preparing leaders. Training leadership in the profession and in the public life is one of the central aims of the university education, which is difficult to realize. President Truman remarks, “Our nation policies must be administered by men of the board experiences, mature outlook and sound judgment.” If it is the function of universities to train men and woman for wise leadership, they must enable young men and women to read with insight. 8.    Developing men of the character. We are building a civilization, 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. India is like palimpsest in which new character do not entirely efface the old. In a single social pattern fragments of the different age are brought together. It would be impossible to think of an Indians where no Mugals are ruled, where no Taj was built, no Macaulay wrote his minute on education. Indian culture is like a living organism growing riches and content primitive culture are marked by extreme conservatism where social group follow the same path of the custom and convention with irrational persistence. Living cultures are dynamics and maintain their culture pattern by continuous effort of the individual and social discipline. 10.    Developing individuals capable of understandings the spiritual heritage of the past. The chief source of the spiritual nourishment for nay people must be its own past perpetually rediscovered and renewed. A society without knowledge of the past which made it would be lacking g in depth band dignity. We must be critical and selective and use the past to illuminate the present. We should not blindly give up the great value of our past nor should we cling to belief simply because they are ancient. 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. The universities must enable the country to attain in as short a time as possible, freedom from want, disease and ignorance, by the application and development of the scientific and technical knowledge. India is rich in natural resources and her people have intelligence band energy are throbbing with renewed life and vigor. It is the universities to prepare such personnel. 13.    Developing individual with such values and skill of cultural cooperation. The setting for development of the world culture though the cross fertilization of the culture is ready. The world has become, through the speedy of the transpiration and communication and economic independence, a single body. We must secure for recognition and acceptance of the oneness of the world i9n the thinking of the people. Growth in mutual understanding arises from the recognition that the different cultures are dialects of the one language of the spirit. III.    Standards of Teaching The university of education commission 1948-49 made following recommendations which still hold good:-- 1.    The standard of admission to the university courses should correspond to that of the present intermediate examination that is after the completion of twelve years of the study at a school and an intermediate college; (this has been done by the introduction of 10+2+32 pattern) 2.    In each province a large number of well equipped and well staff intermediate colleges (with class IX to XII or IV to XII) be establish; 3.    In order to divert students to different vocation after 10 to 12 years of schooling, a large number of occupational institutes are open; 4.    Refreshers to be organized by the universities for high school and intermediate college teacher. 5.    To avoid overcrowding at universities and colleges, the maximum number in the arts and science faculty of teaching universities be fixed at 3,000 and in affiliated college at 1500 6.    The number of working days be substantially increased to ensure minimum of 180 in the year, exclusive of the examination days; with three terms, each of about 11 week duration 7.    Lectures be carefully planned and supplemented by tutorials, library work and written exercise; 8.    There is no prescribed text book for any courses of study. 9.    Attended at lectures be compulsory for undergraduate student as a present, and that private candidate of only certain categories be allowed to appear for public examinations. An experiment should, however, be made with evening college for working people; 10.    Tutorial instruction be developed in all institution imparting university education in the following manner:- a.    Students should be report to tutors in group not exceeding 6 in numbers; b.    Tutorial should be made available to undergraduate both pass and honors’; c.    Tutorial should stimulate the mental development of the students and should not become mere coaching for examinations; d.    If tutorial are to succeed, the teaching staff should be improve in quality; 11.    Universities libraries should be greatly improved by; 1.    Larger annual grants; 2.    The introduction of the open access system; 3.    Longer hours of the works; 4.    Better organization; and 5.    A well trained staff which should include reference assistants; and 12.    The laboratories should be improved in building, fittings, equipment, workshops and technicians. . IV.    Teacher Emoluments: Recognizing the importance of the teaching profession the commission recommended the following grades: University Teachers 1.    Professor Rs. 900-500-1350 2.    Reader Rs. 600-300-900 3.    Lecturer Rs. 300-25-500 4.    Fellows or Instructions Rs. 250-25-500 5.    Research fellows Rs. 250-25-500 University teacher should give the community punctuality, efficiency and devotion to duty in relation to their teaching work and new ideas and newer methods in relation to their research work. Scales of pay for affiliated colleges with post graduate classes Principal Rs. 800-400-1000 Senior lecturers (two in each college) Rs. 500-25-800 Lecturer Rs. 200-15-310-20-400-25-500 Scales of pay for affiliated colleges with no post graduate classes Principal Rs. 600-45-800 Senior lecturer (two in each college) Rs. 400-25-600 V.    Courses of Study: Knowledge should be considered as a whole. While drawing up the courses. Link between various aspects should not keep in view. There should be a connecting bond between the general academic and vocational education. The principles and practices of general education must become an integral part of course at the intermediate and degree stage. Courses at the degree level Apart from a course in general education following courses is to be taken up by students: Federal language or if that happens to be mother tongue, a classical or a modern Indian language. English And for arts students not less than two special subjects preferably from each group. Humanities: a.    Classical or a modern Indian language b.    English, German or French c.    Philosophy d.    History e.    Mathematics f.    Fine Arts g.    Political Science Social Sciences: h.    Economics I.    Sociology j.    Psychology k.    Anthropology l.    Geography m.    Home Economic For science student’s not less than two special subjects from the following list: a.    Mathematic; b.    Physics c.    Chemistry d.    Botany e.    Zoology f.    Geology VI.    Professional Education: Agriculture: The study of agriculture at the primary secondary and higher education be given high priority in national economic planning. So far as is feasible, agricultural education should be given a rural setting. Commerce: A commerce student should be given opportunities for practical work in three or four different kinds of firms. Engineering and Technology: The number engineering schools of different grades should be increases particularly for training of grades 4 and 5 (foremen, craftsmen, draftsmen, overseers. etc.) In establishing new engineering colleges or institutes there should be fresh critical inquiry as to the types of engineering services needed in Indian. Uncritical reception and imitation of existing institutions here and aboard should be avoided. Law: A three year degree course should be offered in special legal subjects. Students pursuing degree souses in law shall not be permitted to carry outer degree courses simultaneously except in a few instances where advanced students have proved their interest and are studying related subjects in law and some other fields. Medicines: the maximum number of admission to a medical college be 100 provide the staff and equipment for that number are available. Religious education: all educational institutions should start work with a few minutes for silent meditation. In the first year lives of the great religious leaders like Gautama Buddha, Confucius, Zoroaster, Socrates, Jesus, Sankara, Ramanuja, Madhva, Mohammad, Kabir, Nanak, Gandhi be taught. In the second year some selections of a universalism character from the scriptures of the world should be studied. In the third year the central problems of the philosophy of religion should be considered. VII.    Examinations: A university degree should not be required for government administrative services. Special state examination for recruitment to the various services should be organized. No credit is given at present for class work in courses except sometimes in the case of practical work. Such credit should be given. Three years will be involved for the first degree. The standards for success at the examination should as far as possible, be uniform in the4 various universities and should be raised. We suggest that a candidate should get 70 per cent or more marks to secure a first class, 55 per cent to 69 per cent for a second and at least 40 per cent for a third. VIII.    Medium of Instruction: 1.    The federal languages should be developed through the assimilation of words from various sources and the retention of words which have already entered into Indian languages from different sources, thereby avoiding the dances of exclusiveness. 2.    International technical and scientific terminology be adopted, the borrowed words be properly assimilated, their pronunciation be adopted to the phonetic system of the Indian language the their spelling fixed in accordance with the sound symbols of Indian scripts. 3.    For the medium of instruction for higher education, English should be replaced as early as practicable by an Indian language which cannot be Sanskrit on account of vital difficulties. 4.    Pupils at the higher secondary and University stages should be made conversant with three languages the regional language, the federal language. And English (the last one in order to acquire the ability to read books in English) ; and (ii) Higher education be imparted through the instrumentality of the regional language with the option to use the federal language as the medium of instruction either for some subjects or for all subjects. 5.    For the federal language one script, Devnagri be federal and regional language. IX.    Students: Their Activities and Welfare- Two years of physical education be required for all students, men and women, except those who are physically unify or who are in the national cadet corps. Hostels should be constructed in blocks of not more than fifty students per block with common rooms and dining halls for four or five blocks. University unions should be as free as possible from political activities. An advisory board of student welfare be organized in university which do not have such a body. X.    Women Education: On the importance of women education the commission observed, there cannot be an educated people without education of women. If general education had to be limited to man or women then opportunity should be given to women, from them it would more surely be passed to the next generation, the commission further observed, it is time to realize that the finest family relations result from the association of a man and woman who have had much relations result from the association of a man and woman who have had much of their education in common but each of the whom has developed according to his or her own nature and not in imitation. A woman should be a made familiar with the problems of home management and the skills developed in meeting these. They should be provided laboratory experience in a baby home and nursery school etc. Special courses of study for women: These are home economics, nursing teaching fine arts. Women students in general should be helped to see their normal place in a normal society both as citizens and as women and to prepare for it. College programmes should be so designed that it will be possible for them to do so. Standards for courtesy and social responsibility should be emphasized on the part of men in college. XI.    Constitution and Control: University education is placed on the concurrent list. The concern of the central government with the universities be with regard to finance coordination of facilities in special subjects adoption of national policies, ensuring minimum standards of efficient administration and liaison between universities and nation research laboratories and scientific survey, etc. The commission observed that on account of resource crunch, the universities are not able to implement appropriate reforms. In this regard it made the following recommendations; 1.    A university grants commission should be set up to allocate finances to the university. 2.    The state govt. should shoulder the major burden of the university education. 3.    Recurring and nonrecurring grants should be given to non government colleges. Specific rules should be framed for giving grants. 4.    Income tax concession may be given to individual and firms who gave financial aids to university. SELF- CHECK EXERCISE-2 Q.1 What was one of the major observations of the Radhakrishnan Commission regarding the aim of university education? A.    To produce clerks for government offices B.    To prepare individuals for self-employment C.    To cultivate social, moral, and spiritual values D.    To focus solely on scientific and technical education Q.2 Which language did the Radhakrishnan Commission recommend as the medium of instruction in higher education institutions? A.    English B.    Hindi C.    Regional languages D.    Sanskrit Q.3 What did the Radhakrishnan Commission suggest regarding the examination system in universities? A.    Maintaining the existing examination system B.    Abolishing examinations altogether C.    Introducing continuous internal assessment D.    Conducting exams every six months Q.4 The Radhakrishnan Commission recommended the establishment of which type of institutions for advanced research in various fields? A.    Community colleges B.    Technical schools C.    Institutes of higher learning and research D.    Vocational training centers Q.5 According to the Radhakrishnan Commission, which area of study needed a better balance with the sciences in university curricula? A. Commerce B.    Humanities C.    Engineering D.    Law Q.6 The Commission emphasized the importance of which kind of education to be integrated into university curricula? A.    Physical education B.    Moral and religious education C. Vocational education D. Environmental education Q.7 Which body did the Radhakrishnan Commission recommend for coordinating and maintaining standards of university education in India? A.    Ministry of Education B.    University Grants Commission (UGC) C. National Board of Accreditation D. All India Council for Technical Education (AICTE) Q.8 What was the Radhakrishnan Commission's stance on the autonomy of universities? A.    Reducing autonomy and increasing government control B.    Maintaining the status quo C.    Increasing autonomy and reducing government control D.    Complete privatization of universities Q.9 The Commission suggested improvements in the selection and training of: A. Administrative staff B.    Teachers C. Students D. Non-teaching staff Q.10 What did the Radhakrishnan Commission recommend for promoting higher education among underprivileged sections of society? A.    Free education for all B.    Scholarships and financial aid C.    Reducing the duration of courses D.    Establishing more private universities 11.5    SUMMARY While evaluating the report of the university education commission (1947-48) it may be borne in mind that the report was drafted and published before the finalization of the constitution of India and its inauguration on 26th of January 1950. It is therefore, natural that some of the important points and terms like socialism, secularism, national and emotional integration, and fundamental eights, etc. do not find mention and accordingly their implication in the report. The report of the commission is document of great importance as it has guided the development of university education in Indian since independences. In the first instance we take up the philosophical and sociological aspects of the recommendations. It accorded due attention to synthesize the knowledge the recommendation. It accorded due attention synthesize the knowledge and wisdom of the east and the west and of the ancient and modern. The University Education Commission was appointed on November, 1948 under the chairmanship of Dr. S. Radhakrishnan. The Commission studied the problems of the University education in India and submitted its report in August, 1949. The Commission gave important recommendations with regard to the aims and objectives of higher education. The main aim was to discover new knowledge for the welfare of the countrymen and to utilize that knowledge for vocational, scientific and industrial development. Faculty in universities, Teaching Standards, Course of studies, Research and Training, Medium of Instruction, Examination, Student’s Duties and Activities, Women Education, Administration and Finance, Rural Universities are some of the components of a university system, where the University Education Commission had made some specific recommendations. 11.6    GLOSSARY Radhakrishnan Commission: The University Education Commission appointed in 1948 under the chairmanship of Dr. Sarvapalli Radhakrishnan to evaluate and improve higher education in India. Humanities: Academic disciplines that study aspects of human society and culture, such as literature, history, and philosophy. The Commission emphasized a balanced inclusion of humanities along with sciences in the university curriculum. University Grants Commission (UGC): A body recommended by the Radhakrishnan Commission to coordinate and maintain standards of university education in India. 11.7    ANSWERS TO SELF CHECK EXERCISES SELF CHECK EXERCISE-1 Answer1: B. Dr. S. Radhakrishnan Answer2: B. Dr. Zakir Hussain Answer3: C. An independent university entrance examination SELF CHECK EXERCISE-2 Answer 1: C. To cultivate social, moral, and spiritual values Answer2: A. English Answer 3: C. Introducing continuous internal assessment Answer 4: C. Institutes of higher learning and research Ans Answer 5: B. Humanities Answer 6: B. Moral and religious education Answer 7: B. University Grants Commission (UGC) Answer 8: C. Increasing autonomy and reducing government control Answer 9: B. Teachers Answer 10: B. Scholarships and financial aid 11.8    REFERENCES/ SUGGESTED READINGS •    Chaube. S.: History and Problems of Indian education, Vinod Pustak Mandir, Agra. •    Saikia, Dr. Siddheswar(1998): History of Education in India, Mani Manik Prakash •  Sharma, R.N.: History and Problems of Education in India, Surjeet Publications, Delhi •  Aggarwal, J.C.: Landmarks in the History of Modern Indian Education. Vikas Publishing House Pvt. Ltd. New Delhi. Revised Edition, 1993. •    Aggarwal, J.C.: Development and Planning of Modern Education. Vani Educational Books, New Delhi. Edition 1985. •    Chaube, S.P.: History and Problems of Indian Education, Vinod Pustak Mandir, Agra 2. Second Edition, 1988. •    Rawat, P.L.: History of Indian Education, Ram Prasad and Sons, Agra-3. •    Safaya, R.N.: Current Problems in Indian Education. Dhanpat Rai & Sons. Delhi, 9th Edition, 1983. •    Saikia, Dr. Siddheswar(1998): History of Education in India, Mani Manik Prakash 11.9    TERMINAL QUESTIONS 1.    Discuss briefly the Terms of Reference of the University Education Commission. 2.    Discuss briefly the recommendations of the University Education Commission in regard to the aims and objectives of Higher Education. 3.    Discuss some of the Specific recommendations of the University Education Commission regarding the University System of Education. 4.    Mention any four recommendations on Aims and Objectives of Higher Education. 5.    Explain some of the specific recommendations regarding the University System of Education. 6.    State the views of Radhakrishnan Commission on reforms of examination and medium of instruction. 7.    What reforms have been suggested in the university education in this country by the Radhakrishnan Commission? Unit-12 Secondary Education Commission (Mudaliar Commission) (1952-53) Structure: 12.1    Introduction 12.2    Learning Objectives 12.3    Secondary Education Commission Self Check Exercise-1 12.4    Aims and objectives of Secondary Education Self Check Exercise-2 12.5    Reorganisation of Secondary Education Self Check Exercise-3 12.6    Summary 12.7    Glossary 12.8    Answers to self-check exercises 12.9    References and suggested readings 12.10    Terminal questions 12.1    INTRODUCTION Secondary Education Commission (1952-53) was appointed with Dr. Lakshman Swami Mudaliar as the chairman of the commission. Therefore, the commission is known as Mudaliar Commission. After achieving the independence in 1947, both the public and the Government began to take keen interest in the development of secondary education. Although the number of secondary schools and its enrolment began to significantly increase even before India’s attaining independence, the quality of education imparted was unable to meet the changing socio-economic needs of the country. As such, the need for reform was strongly felt. The university Education Commission also remarked that our secondary education remained the weakest link in our educational machinery and it needed urgent reforms. Meanwhile with the attainment of independence, the political situation of the country also underwent a complete transformation. Education also needed a fresh look, calling for a new outlook which was appropriately voiced by Maulana Abul Kalam Azad, the then Education Minister in his presidential address to the Central Advisory Board of Education in 1948. The Central Advisory Board of Education at its 14th meeting held in January 1948 recommended the appointment of a commission to examine the prevailing system of Secondary Education in the country and to suggest measures for its reorganization and improvement. There were other considerations also before the Government of India for setting up a commission                for                Secondary                Education. In view of these considerations, the Government of India set up, the Secondary Education Commission by Resolution dated 23rd September, 1952, under the Chairmanship of Dr. A. Lakshmanaswami Mudaliar, the Vice-Chancellor of the Madras University. Therefore this commission is also known as Mudaliar Commission. The Commission was inaugurated on 6th October, 1952. It submitted its Report on June 1953. 12.2    LEARNING OBJECTIVES After going through this unit, you will be able to: Describe the background that led to the appointment of the Secondary Education Commission 1952-53. Identify the terms of reference of the Commission. Explain the defects of the existing - system of secondary education. Mention the recommendations on the aims of Secondary Education. Discuss the recommendations on the principles of curriculum construction of secondary education. 12.3    SECONDARY EDUCATION COMMISSION The Secondary Education Commission appointed by the Government of India in terms of their Resolution No. F. 9-5/52-B-1, dated 23rd September 1952, (Appendix 1), having completed its labours, presents the following report based on its deliberations. The Government of India, their communiqué quoted above, referred to the recommendation of the Central Advisory Board of Education made at its 14th meeting held in January 1948, that a Commission be appointed to examine the prevailing system of Secondary Education in the country and suggest measures for its reorganization and improvement. The Board reiterated its recommendation in January 1951. The Government of India had also other considerations in mind when appointing this Commission, such as the desirability of changing over from the prevailing system of secondary education which is unilateral and predominantly academic in nature to one which will cater at the secondary stage for different aptitudes and interests. The Commission appointed by the Government of India consisted of the following: 1.    DR. A. LAKSHMANSWAMI MUDALIAR Vice-Chancellor, Madras University, (Chairman) 2.    PRINCIPAL JOHN CHRISTIE Jesus College, Oxford 3.    DR. KENNETH RAST WILLIAMS Associate Director, Southern Regional Education Board, Atlanta (U.S.A.) 4.    MRS. HANSA MEHTA Vice-Chancellor, Baroda University 5.    SHRI J. A. TARAPOREWALA Director of Technical Education Government of Bombay 6.    DR. K. L. SHRIMALI Principal, Vidya Bhavan Teachers' Training College, Udaipur 7.    SHRI M. T. Vyas Bombay 8.    SHRI K. G. SAIYDAIN Joint Secretary to the Government of India Ministry of Education (Ex-officio Member) 9.    PRINCIPAL A. N. BASU Central Institute of Education Delhi (Member-Secretary) Inauguration of the Commission The Commission was inaugurated by the Hon'ble Minister of Education, Maulana Abul Kalam Azad, on the 6th October, 1952 in New Delhi. It immediately proceeded to consider its programme of work. Prior to the first meeting of the Commission, the Chairman and the Member-Secretary discussed the issue of a suitable questionnaire. They had the advice of some headmasters and others interested in education and, keeping in view the main functions which the Commission had to discharge sent out a detailed questionnaire, a copy of which is given in Appendix II. The questionnaire was sent to a large number of educationists, administrators and leaders of public opinion interested in the sphere of education. Replies were received from many of them. The Commission acknowledges it’s thanks to all those who -have sent their replies to the questionnaire. Method of Enquiry: The commission prepared a questionnaire dealing with various aspects of secondary education. This was sent out to various educational experts, teachers and educational institutions of India. On the basis of the replies received a good deal of information was collected. The members of the commission took an extensive tour of the various parts of India and acquired a first –hand knowledge of the various problems facing the secondary education in the country. The commission presented a report running in 250 pages on August, 1953. SELF-CHECK EXERCISE-1 Q.1 In what year was the Secondary Education Commission appointed by the Government of India? A. 1950 B. 1951 C. 1952 D. 1953 Q.2 Who was appointed as the Chairman of the Secondary Education Commission? A. Dr. S. Radhakrishnan B. Dr. Zakir Hussain C. Dr. A. Lakshmanswami Mudaliar D. Dr. K. L. Shrimali Q.3 Which Minister inaugurated the Secondary Education Commission in 1952? A. Jawaharlal Nehru B. Maulana Abul Kalam Azad C. Sardar Vallabhbhai Patel D. Lal Bahadur Shastri Q.4 Which member of the Secondary Education Commission was the Vice-Chancellor of Baroda University? A. Mrs. Hansa Mehta B. Dr. K. L. Shrimali C. Principal A. N. Basu D. Shri M. T. Vyas Q.5 What method did the Secondary Education Commission use to gather information about the state of secondary education in India? A.    Conducting online surveys B.    Preparing a detailed questionnaire and touring the country C.    Holding national conferences D.    Reviewing international education systems Q.6 To whom was the questionnaire prepared by the Secondary Education Commission sent? A.    Only government officials B.    Teachers and educational institutions C. Parents and students D.    Foreign education experts Q.7 How many pages did the report of the Secondary Education Commission run into? A.    100 pages B.    150 pages C.    200 pages D.    250 pages Q.8 When did the Secondary Education Commission present its final report? A. June 1953 B.    July 1953 C.    August 1953 D.    September 1953 Q.9 What was one of the key considerations for the Secondary Education Commission when reforming secondary education? A.    Increasing the duration of secondary education B.    Changing from an academic system to one catering to different aptitudes and interests C.    Introducing more standardized tests D.    Focusing solely on technological training Q.10 Which recommendation was reiterated by the Central Advisory Board of Education in January 1951 that influenced the formation of the Secondary Education Commission? A.    Introducing vocational education in schools B.    Appointing a commission to examine and improve secondary education C.    Establishing more universities D.    Increasing the budget for education 12.4 AIMS AND OBJECTIVES OF SECONDARY EDUCATION: Development of democratic citizenship: India can be a democratic republic if the citizens uphold and practice the values of discipline, tolerance, patriotism, cooperation, equality in thought, speech and writing. The essence of the world citizenship inculcated and developed through education. According to Mudaliar commission, schools should maintain and developed all these qualities in the students. Citizens with these qualities can grow into ideal citizens capable of making and democracy a success. Development of personality: secondary education must aim at the development of the students. The creative energy in the students should find proper expression. They should acquire constructive and valuable interest. They should be trained to preserve and conserve their cultural heritage. Education for leadership: the secondary education must impart education for leadership. Students should also be trained to be able to own the responsibilities of leadership in various fields of life, namely, social, cultural, political, industrial etc. Improvement of vocational capability and efficiency in all the secondary schools, proper emphasis should be laid on crafts and productive work. This can be achieved through diversification of the courses of study at the secondary level. The students may take up agricultural or some other technical or commercial course to add to the productive capability of the country. The concept of world citizenship: The students should not only be encouraged and taught the qualities of patriotism and citizenship, as the citizen of their motherland but they should be taught to acquire the aims of as a citizen of the entire world. Defects of the Secondary Education: Mudaliar Commission pointed out the following defects existent in the secondary education of the day. 1.    Bookish: The commission felt that the secondary education was bookish, mechanical, stereotyped and uniform. It does not cater to the different aptitudes of the pupils or to pupils of different aptitude. 2.    No Qualitative Development: Secondary education does not develop the essential qualities of discipline, co-operation and leadership in the pupils to enable them to become useful citizen of the country. 3.    Examination -Oriented: It was pointed that there was too much stress on examination. Curriculum was overcrowded. Methods of teaching are not scientific and up- to date. There is lack of proper material aims. 4.    Unilateral Scheme: The scheme of education is unilateral. It concentrates its attention on preparing students to enter the university. It fails to bring out the best in the teachers and the students. 5.    No Diversification: It does not have provision for diversified courses. Students, after completion of their education, due to this defect, fail to secure suitable jobs. 6.    No scope for self expression: A rigid time-table, unsuitable text-books and unduly detailed syllabus do not give the teacher’s sufficient opportunity for self- expression. 7.    No scope for close contact: The number of students in each class is so large that it becomes impossible for the teacher’s to establish close personal contact with their students. 8.    No proper atmosphere at home: Many children, now seeking education, come homes where there is little of an education atmosphere. Hence, they get little or no opportunity for supplementing the education given at school. 9.    Lack of good teacher’s: The teaching profession does not have the right type of men. They don’t enter the profession with a mission. They don’t possess the requisite personal qualities, aptitude and devotion for teaching, due to effective method of recruitment of teachers. 10.    Lack of facilities for play and recreation: There is no proper provision for playgrounds, group games and other recreational activities. Therefore, the school work does not have the atmosphere, validity and joyousness. Hence, the total personality of the children does not grow. 11.    Lack of co-curricula: Like the dearth of the facilities, there is inadequacy of co-curricular activities in the schools. Mind, emotion, aptitude of the students and their physical welfare are not very much looked after in the institutions. 12.    Impractical: Education imparted in secondary schools is located from life, while it should be in perfect consonance with the requirements of life. Hence, the students do not develop a proper insight in to the life. 13.    Unbalanced: The education imparted is unbalanced, narrow and one-sided. Hence, the all-round development of the personality of the child is not possible. Aims and Terms of Reference : 1    “To enquire into and report on the present position of secondary education in India, in all its aspects. 2 . To suggest measures for its re-organization and improvement with particular reference to: I.    The aims, organization and content of secondary education. II.    Its relationship to primary task and higher education. III.    The inter –relation of secondary schools of different types, and 3.    Other allied problems so that a sound and reasonable uniform system of secondary education suited to our needs and resources may be provided for the whole country. The Basic Principles of Curriculum Construction: The Secondary Education Commission has recommended some principles to be followed in the construction of curriculum. •    Principles          of          totality          of          experience          - According to the Secondary Education Commission, “The curriculum does not include only the academic subjects traditionally taught in the school but it includes the totality of experiences that a pupil receives through manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in numerous informal contacts between teachers and pupils.” All types of experiences in the school or planned by the school should be included in the curriculum. •    Principles          of          variety          and          elasticity          - The Curriculum should be elastic and include varieties of subjects and activities to meet the needs of the various types of pupils. The curriculum should be adaptable to meet the needs and interests of the students. •    Principles relating to community -The curriculum should be related to the community. There should be community - oriented programmes in the curriculum so that a child can feel that he is an integral part of the local community. The curriculum should bring the child and the community closer. •    Principle of training for leisure -The Curriculum should be designed to train the students not only for work but also for leisure. For this purpose there should be a number of activities - social, aesthetic, sporting etc. which should be included in the curriculum. These activities will train the students to use their leisure time properly. Principle of integration and correlation -The curriculum should not be merely a bundle of subjects and activities. The activities and subjects should be integrated and well - correlated. The curriculum should provide a ‘broad field’ units having direct bearing on life. SELF-CHECK EXERCISE-2 Q.1 What was one of the primary aims of secondary education according to the Mudaliar Commission? A.    To prepare students solely for university education B.    To develop democratic citizenship C.    To focus exclusively on vocational training D.    To eliminate all extracurricular activities Q.2 Which of the following qualities did the Mudaliar Commission emphasize for democratic citizenship? A.    Discipline and tolerance B.    Patriotism and cooperation C.    Equality in thought, speech, and writing D.    All of the above Q.3 According to the Mudaliar Commission, what should secondary education aim to develop in students? A.    Only academic knowledge B.    Personality and creative energy C.    Technical skills exclusively D.    None of the above Q.4 The Mudaliar Commission recommended that secondary education should impart training for leadership in which fields? A.    Only industrial fields B.    Only social and cultural fields C.    Social, cultural, political, and industrial fields D.    Only political fields Q.5 What was suggested by the Mudaliar Commission to improve vocational capability and efficiency in secondary schools? A.    Eliminating non-vocational subjects B.    Diversification of the courses of study C.    Focusing only on agricultural courses D.    Increasing the duration of the school day Q.6 What concept did the Mudaliar Commission introduce to encourage students to become responsible global citizens? A.    National citizenship B.    World citizenship C.    Local citizenship D.    Regional citizenship Q.7 Which of the following was NOT identified as a defect of secondary education by the Mudaliar Commission? A. It was too bookish and mechanical B. It fostered creativity and innovation C. It was examination-oriented D. It lacked diversification Q.8 What issue did the Mudaliar Commission find with the curriculum in secondary education? A.    It was highly diversified B.    It was overcrowded and not up-to-date C.    It focused too much on sports D.    It was too flexible and varied Q.9 According to the Mudaliar Commission, why was there a lack of personal contact between teachers and students? A.    The curriculum was too easy B.    The number of students in each class was too large C. Teachers were too focused on extracurricular activities D.    Students were not interested in learning Q.10 What did the Mudaliar Commission suggest to include in the curriculum to train students for leisure? A.    Only academic subjects B.    Social, aesthetic, and sporting activities C.    Strict academic regimens D.    Extended homework assignments 12.5 REORGANISATION OF SECONDARY EDUCATION 1.    AGE Limit: the period of the secondary education should be 7 years. It may start at the age of 11 and finish at 17 or 18 years 2.    Division of the period: (I) The middle or junior secondary or senior basic stage. It should cover a period of 4 years. (ii)    The higher secondary stage this should cover a period of 4 years. 3.    Abolition of intermediate classes: the commission has suggested the abolition of the present intermediate classes. The senior intermediate or 12th class should be attached to the university and the junior intermediate class or 11th class should be added to the high school. Thus it has pleaded for a 3 years degree course with one year of pre-university course for the students who pursue higher education. 4.    Diversification of the courses: Multipurpose schools should be established. Agricultural schools, technical schools, commercial schools should be established to enable the students to acquire education, according to their diverse aims , interests and abilities. 5.    Emphasis on Agricultural Education: Much greater opportunities of agricultural education should be provided. Horticultural and Animal Husbandry should also be taught. 6.    Technical Schools: The commission has put forward that technical schools should be established in industrial centre in large number. These schools may either be independent or connected with multipurpose schools. Technological institutes should also be started in big cities. The technical schools located at the industrial centers should function in close cooperation with industry with which they are concerned. 7.    Public Schools and Residential schools: public schools should be allowed to function for about five years. During the period, they may also organize education in accordance with the education in other schools imparting secondary education. Residential schools may be established at the places where there are suitable opportunities for them. There should greater opportunities for teacher-taught contact, recreation and extra –curricular activities to enable the students to have an all-round development of their personality. 8.    Home Science for Girls: The commission has recommended for special facilities for the study of Home science by the girls. 9.Study of three Languages: The Commission has recommended that the following groups of languages should be taken into considerable while taking up the question of teaching of the languages: Mother tongue. Regional language when it is not the mother tongue. Official or Federal language. Classical languages- Sanskrit, Arabic, Persian and Latin, etc. English as an international language. 10.    Medium of Instruction: The medium of instruction at the secondary stage of education should be either the mother Tongue or the regional language .Linguistic minorities may be given special facilities in this regard. At middle schools every student must be taught at least two languages- Hindi and English. While teaching these languages, it should be kept in view that the teaching of both these languages should not start in the same year at the higher secondary stages of education, the student must be taught at least two languages, one of them should be the mother tongue and the other one regional language. 11.    Place of Hindi: The study of Hindi should be compulsory in schools. The Commission has made the following suggestions in this regard: I.    Hindi has been adopted in the Constitution as the official language of the Centre. I1.    After some time, the Hindi will become the language of official correspondence between the Central Government and the States, and will also become a means of communication of large number of people. I11.    As a common language, Hindi will promote national unity and solidarity. IV.    Those who do not study Hindi may be handicapped if they shall enter service or communicate with people where Hindi is spoken. 12.    Place of English: The Commission suggested revision of English, as a subject of study at the Secondary stage of education as follows: A English is widely known among the educated classes of the country. B Much of the national unity in political and the spheres of activity in India have been brought about through the study of English. C The present position of India in the internal sphere is particularly due to the command that educated Indians have acquired over English. D If, guided by national sentiment, English is removed from the curriculum of Secondary schools, its effects will be harmful for India. GUIDANCE AND COUNSELLING 1    “Educational authorities should give greater attention towards educational guides”. 2 . “In order to improve the pupil’s understanding of the scope, nature and significance of various occupation and industries, films should be prepared to supplement by actual visits. 3 .“Trained Guidance officers and carrier Masters should be appointed in secondary School. 4 .“The Government should undertake the responsibility of opening training centers of Guidance officer and Carrier Masters. Each State should send a number of teachers and Suitable persons for training at these centers. After that when they acquire the requisite training they may be deputed for work in the Sesecondary institutions. PHYSICAL EDUCATION AND WELFARE OF STUDENTS: All students should be thoroughly medically examined every year. Properly organized school medical services should be there in all the States. In order to keep the students healthy, they must be encouraged to undertake physical and manual labour. Teachers should be given facilities for physical training; some of the teachers should also be trained in the principles of First-Aid. Proper nutritional and balanced diet should be arranged for the students. Complete record of physical activities of the students should be maintained. Training in physical training should include all the aspects of Health Education. Facilities for physical training should be extended and new colleges of physical education be started. Teachers of physical education should be associated with the teaching of subjects like physiology and Hygiene. TEACHER’S SELECTION, WELFARE AND TRAINING: The method of selection and appointment of the teachers should be uniform throughout the country. In the schools run by the private bodies, the selection of the teachers should be made by a Committee, which must include the principal of that institution. As far as possible only trained teachers should be appointed. The period of probation for a trained teacher should be one year The teacher of same qualifications should get the same salary and emoluments. They should also get provident fund and pension, etc. The Commission also recommended the appointment of a special committee to suggest improvements in the salaries of the teachers concerned. The teacher, who teaches in High school, should be graduate and possess a degree in education as wee. The teachers who teach technical subjects should be graduates in the subject concerned. The teacher in the Higher Secondary schools should posses the qualifications that are required for the teachers of intermediate colleges. The system of triple benefit fund scheme, pension, provident fund and insurance should be introduced for teachers in all the States. Teachers who are physically fit and competent should be allowed to work up to the age of 60. Arbitration Boards should be established. These Boards should look into appeals and grievances of the teachers and consider the matters in regard to dismissal, suspension, etc. Teachers and the children of the teachers should be given free education. | | Nomenclature Proposed | | Existing Nomenclature | |---|---|---|---| | 1 | Pre-primary | 1. | Pre-primary | | | | 2. | Pre-basic | | | | 3. | Kindergarten | |---|---|---|---| | | | 4. | Montessori etc. | | | School education | | | | 2. | Primary(Classes I-VII or I-VIII) | | | | | (a)lower primary classes I-IV or-V | 1. | Primary in some state (e.g. Punjab) | | | | 2. | Lower primary in some states (e.g. Gujarat) | | | | 3. | Junior basic | | | | 4. | Lower  Elementary  in  some states (e.g. Madras) | | | (b)Higher       primary classes V-VII or VI-VIII | 1. | Middle in some states (e.g. Punjab) | | | | 2. | Junior High school (e.g. U.P.) | | | | 3. | Upper primary in some states (e.g. Gujarat) | | | | 4. | Senior Basic | | | | 5. | Higher elementary  in  some states (e.g. Madras) | | 3. | Secondary classes VIII-XII or IX-XII | | High school ; high secondary school. | | | (a)Lower    secondary education (ClassesVIII-IX or IX-X) | | High School | | | (b)High      Secondary Education (Classes XIXII) | | This will include class XI orP.U.C. in some states (e.g. Rajasthan). It will include Junior colleges in KERALA It will include intermediate classes in U.P. It will also include terms like pre-professional, pre-medical and pre-engineering. | | | Higher education | | | | 4. | Professional degrees | | All degrees which lead to a professional qualification (e.g. M.A., M.Sc., M.Com. B.E., M.B.B.S.. B.T., L.L.B., B.Ag. etc) | |---|---|---|---| | 5. | General degrees | | All   degrees   other   than professional ones. | | 6. | Under-graduate | | All courses leading to the first degree. | | 7 | Post graduate | | All courses beyond the first degree (excluding certain first degree given after the first degree, e.g., B.Ed.) | | 8 | First Level of Education | | This will include pre-school and primary education | | 9 | Secondary   Level   of Education | | This will include high school and higher secondary education. | | 10 | Third Level of Education | | This will include under – graduate and post- graduate education and research.. | 1.    Education and National Objects: Education should be related to the life and needs of the person so that national objectives may be achieved. Following are the five objectives which should be achieved through a five points program me: (I)     Increase of production. . (II)    Social and national integration. (III)   Consolidation of democracy. (IV)   Speeding of process of modernization. (V)    To build the character through the development of social and spiritual values. 2.    Educational Structure and Standard: General education should last for a period of 10 years (four years of lower primary, three years of higher primary and three years of lower secondary education). Prior to the general education, primary education from one to three years should also be given. The theme of higher secondary education should be fixed for two years. After It the degree course should be of three years. The Graduate course should be extended from two to three years. 3.    Teachers ‘Status: It is necessary to improve the economic, social and professional status of the teachers. The scale of pay of teachers of government and nongovernment schools should be the same. A suitable increase should be allowed in the scales of the pay of teachers. There should be no discrimination and distinction between the teachers of Government and non- Government schools in regard to pay scales and conditions of service. Proper facilities of residence, etc., should be provided to the teachers working in rural areas. The teachers should have complete freedom to take part in election. They should be provided proper facilities of receiving education through correspondence courses. 4.    Teachers’ education Isolation of teachers ‘education should be removed and extension service department should be established in each training institution .Comprehensive colleges should be established wherein provision should be made for giving training at different stages of education. A State board of Teachers ‘Education should be established in each state. It should be the responsibility of this Board to make proper provision of teacher education at all stages. Curriculum of teaching institution should be so changed and reorganized that the teachers may become more practical. The period of training of the teachers with secondary course should be two years .The period of the training of the graduates should continue to be one year but later on it should be increased to two years. The course of M.Ed. should be 1 ½ years. The teachers of the training colleges should have two degrees namely the Master’s Degree and the Degree in Education. Summer institution should be organized for the training of the teachers. There should be provision for their education through correspondence course .There should be the provision for granting leave and scholarship to them. Keeping in view the rise in the number of teacher’s training facilities should be expended. PAY SCALE OF TEACHERS | | Teachers | Remuneration | Rs. | |---|---|---|---| | 1. | Teachers who have completed the secondary school course and have received two years professional training. | Minimum    for   trained teachers. Maximum  salary(to  be reached in a period of 20 years) Selection Grade (for about 15 p.c. of the cadre). | 150 250 250-300 | | 2. | Graduates who have received one year’s professional training. | Minimum          trained graduates. Maximum salary ( to be reached in a period of 20 years). Selection Grade (for about | 250 400 400-500 | | | | 15 p.c. of the cadre). | | |---|---|---|---| | 3. | Teaches working in secondary schools and having post-graduate qualifications | | 300-600 | | 4 | Head    of    secondary schools | Depending upon the size and quality of the school and also on their qualifications the headmasters should have one or other of the scales of pay for affiliated colleges recommended below: | | | 5 | Teachers in Affiliated Colleges (already approved by government). | Lecturer Junior scale Senior scale | 300-25600 400-30640 40-800 | | | | Senior Lecturer/Reader Principal I II III | 700-401100 800-50 1250 1000-50 1500 | | 6. | Teacher in university Departments (already approved by government). | Lecturer | 400-40800 50-950 | | | | Reader | 700-501250 | | | | Professor | 110-50 1300 60-1600 | Note: (a) The above scales of pay for school teachers are at the current price level and include the existing dearness allowance. Suitable increases will, however, have to be made for rise in price from time to time. For this purpose, there should be parity in dearness allowance, i.e., the dearness allowance in any given should be the same as it is paid to government servants drawing the same salary. (b) All scales of pay should be periodically and revised at least once in five years. 5 .Equalization of Educational Opportunities: In India two types of inequalities are found in the field of education: In the education of boys and girls, and in the education of developed and backward classes. In order to remove these inequalities, lower secondary education should be made free up to the end of the Fifth Five Year plan and thereafter in the period of 10 years. Higher secondary and University education should be given free to the poor and meritorious students. There is need of reducing the cost of education. Sufficient number of textbooks should be kept in the libraries of educational institutions meritorious students should be granted financial help to enable them to purchase the text-books. Fifteen percent students should be granted scholarship at the secondary education stage. By the year 1976, 15 percent of the students of pre-graduate courses should be granted scholarship. By the year 1986 this percentage should be increased to 25. A system of University scholarships should be started, 500 scholarships should be granted to the students, who are selected to receive education in foreign countries. 6 .Expansion of School Education: School education needs to be greatly expanded centers should be opened in each district and state. With a view to expand primary education, managers of the private schools shall be encouraged to expand primary education. By the year 19075-76 and by the year 1985-86 proper provision should be made for primary education of all the boys and girls up to the age of five and seven years respectively. 20 percent and 50 percent of the students at lower secondary stage and higher secondary stage respectively should be given professional education. The number of students should be regulated at this stage. 7 .School Curriculum: The Commission recommended the school curriculum for the different classes: Amendment in the Three Language Formula The Commission amended the three- language formula in the following manner: (a)Mother – tongue or regional language (b)National language or the Union or associate national language so long as it exists. (c)One modern Indian or European language, which should not be selected from the curriculum of the students and which should not be the medium of education. Place of Hindi: English will continue to be used as a language of intellectual exchanges in higher education .However; English cannot be a medium of exchange of view for the majority of the Indian people. In the course of time, this language will certainly be Hindi. Hence, efforts should be made to spread education Hindi in all parts of the country. Place of Different Indian Languages: The study of Indian languages is defective on account of difference in their script. Some lecturers on modern languages should be published in Devanagri or Roman script. The formulation of new policy of the study of language s in schools has become necessary. English will be used in the form of associate language for an indefinite period. Beside this, proper language policy is necessary for national integration. Therefore, the mother –tongue should be made the medium of education at the stages of schools, colleges and higher education. In addition to Hindi, all modern Indian languages should also be developed so that they may become the medium of exchange between the States. Place of English: English should be used as the medium of instruction in all India educational institutions or Universities. The study of English should be started from the school stage. Six universities should be developed wherein English should be the medium of education. These six universities should be selected from amongst the existing universities, one of which should be a University of industrial science and one should be University of agriculture. Place of Classical Languages: Sanskrit language occupies a special importance and position in the national education system. However, the Commission does not agree with the view that Sanskrit or any other classical language should be included in the three –language formula. Only modern Indian language should be included in the three – language formula. A mixed curriculum of mother – tongue and Sanskrit should be formed. However, as public opinion is not in its favour, the Indian classical languages can find their place only as optional subject in the curriculum. Such optional subjects should be started in classes higher than VIII class. School Administration and supervision: Provision should be made for common school system of public education; Administration should be kept separate to the supervision and teaching. Up to the district stage, it should be in the hands of District School Board. The work of supervision should be conducted by the Education Department in the secondary schools. A State Board of schools should be established in each state in order to perform the work of the prevalent secondary Education Board. A National Board of Education should be established in the Ministry of Education in order to advise the Government in regard to school education. Higher Education: The University Grants Commission should develop six universities from among the existing universities into major universities wherein best type of graduation, teaching and research work should be performed. Cluster of advance courses should be started in each major university. The teacher imparting education in universities and schools should be sent to major universities to acquire knowledge relating to their subjects. The teacher as well as students should not be allowed to leave one institution and to join the other institution during the session of the education. In order to admit the students in the University, the system of selective admission should be adopted. Regional language should be the medium of pre-graduate courses. English should not be given any remuneration for examining the answer-books. Wherever there are degree colleges, they should be organized into universities. Education of Agriculture: Each state should have at least one Agriculture University. At least 25 students should be granted scholarships to study in such universities. New universities should be established. The knowledge of agriculture should be made a part of general education in primary schools. Agriculture should also be included in the curriculum of secondary schools and universities. Agricultural polytechnics should be established. Vocational, Technical and Engineering Education: Having completed school education, the students should be provided facilities of short courses, correspondence courses and short extensive courses. A special provision should be made for the engineering education to the girls. The students receiving education in engineering colleges should be given practical training in the third year. Provision should also be made for imparting education in chemical technology, aeronautics. Education of Science: Study centers should be established for the higher education of science and math-emetics. The number of students taking such subjects in the university should be increased. Famous Indian scientists working in foreign countries should be increased. Famous Indian scientists working in foreign countries should be invited to return to India. Science and technology should be made in indivisible part of educational system. Efforts should be made to develop the study of chemistry and physics. A new degree should be started higher to M.Sc. Its courses should be started on optional basis. This course should be of one year or even lesser period. The curriculum of such courses should be organized in such a way that it may fulfill the needs and requirements of the present time. Summer institution of science should be established. Efficient teachers of secondary schools and universities should be invited to impart education of science in such institutes. Adult Education: Illiteracy should be ended in all the corners of India within a period of 20 years. To achieve these schools should be converted into the centers of community life. Comparatively more efforts should be made in the rural areas to end the illiteracy. The curriculum of the educational institution should be organized in such a way that adults may acquire general knowledge and experience. Correspondence courses should be started for the expansion of adult education. The newly literate persons should be supplied with books and other materials according to their interests. The programmes for teaching the adults should be organized and administration of adult education, such board should also be established in the national level and district level. The government of India has welcomed the suggestion of different commission. It has already implemented some of the suggestion and the efforts are still being made to make important the rest of the suggestions. SELF-CHECK EXERCISE-3 Q.1 At what age range does the commission recommend secondary education should begin and end? a)    10 to 16 years b)    11 to 17 or 18 years c)    12 to 18 years d)    13 to 19 years Q.2 How should the 7-year period of secondary education be divided according to the commission? a)    3 years of middle stage and 4 years of higher secondary stage b)    4 years of middle stage and 3 years of higher secondary stage c)    5 years of middle stage and 2 years of higher secondary stage d)    4 years of middle stage and 4 years of higher secondary stage Q.3 What significant change does the commission suggest regarding intermediate classes? a)    Abolition of 11th and 12th classes b)    Attaching 12th class to university and 11th class to high school c)    Combining 11th and 12th classes into one year d)    Introducing a new intermediate level examination Q.4 Which types of schools does the commission propose to establish to accommodate diverse aims and interests of students? a)    Single-purpose schools b)    Multipurpose schools, including agricultural, technical, and commercial schools c)    Language-focused schools d)    Arts and crafts schools only Q. 5 What does the commission emphasize regarding agricultural education? a)    Limited opportunities b)    No opportunities c)    Greater opportunities and inclusion of horticulture and animal husbandry d)    Optional courses only Q.6 Where does the commission suggest establishing technical schools? a)    Rural areas b)    Remote areas c)    Industrial centers d)    Tourist areas Q.7 What special facility does the commission recommend for girls in secondary education? a)    Advanced science courses b)    Home science education c)    Sports education d)    Technical education Q.8 How many languages does the commission recommend students should study, and which languages should be included? a)    Two languages: Mother tongue and English b)    Three languages: Mother tongue, regional language, and English c)    Four languages: Mother tongue, regional language, Hindi, and English d)    Five languages: Mother tongue, regional language, Hindi, Sanskrit, and English Q.9 What should be the medium of instruction at the secondary stage of education according to the commission? a)    English only b)    Hindi only c)    Mother tongue or regional language d)    Sanskrit Q.10 What role does the commission see for Hindi in schools? a)    Optional subject b)    Compulsory subject c)    Elective subject d)    Foreign language 12.6 SUMMARY The Secondary Education Commission was appointed under the chairmanship of Dr. L.S. Mudaliar on September 23, 1952. So, it is popularly known as Mudaliar Commission. The commission has pointed out some defects of the existing system of secondary education. The commission gave important recommendations with regard to the aims of secondary education and the principles of curriculum construction. The main aim of secondary education was to produce perfect citizens who may provide leadership and who are self-reliant, obedient and disciplined. The commission has pointed out some defects in the existing curriculum. So, it has recommended the principles of curriculum construction. The principles are - totality of experience, variety and elasticity, relation to community life, training for leisure and correlation of the subjects. The commission has suggested a scheme of curriculum for middle schools and high and higher secondary schools. 12.7    GLOSSARY Mudaliar Commission: Also known as the Secondary Education Commission, it was established in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar to assess and improve the state of secondary education in India. Secondary Education: Education provided typically for children aged 11 to 17 or 18 years, covering middle/junior secondary and higher secondary stages. Intermediate Classes: Traditionally, the 11th and 12th grades. The Commission recommended their abolition and integration with high school and university education. 12.8    ANSWERS TO SELF-CHECK EXERCISES SELF-CHECK EXERCISE-1 Answer 1: C. 1952 Answer 2: C. Dr. A. Lakshmanswami Mudaliar Answer 3: B. Maulana Abul Kalam Azad Answer 4: A. Mrs. Hansa Mehta Answer 5: B. Preparing a detailed questionnaire and touring the country Answer 6: B. Teachers and educational institutions Answer 7: D. 250 pages Answer 8: C. August 1953 Answer 9: B. Changing from an academic system to one catering to different aptitudes and interests Answer 10: B. Appointing a commission to examine and improve secondary education SELF-CHECK EXERCISES-2 Answer 1: B. To develop democratic citizenship Answer 2: D. All of the above Answer 3: B. Personality and creative energy Answer 4: C. Social, cultural, political, and industrial fields Answer 5: B. Diversification of the courses of study Answer 6: B. World citizenship Answer 7: B. It fostered creativity and innovation Answer 8: B. It was overcrowded and not up-to-date Answer 9: B. The number of students in each class was too large Answer 10: B. Social, aesthetic, and sporting activities SELF-CHECK EXERCISES-3 ANSWER 1:(b) 11 to 17 or 18 years ANSWER 2:(d) 4 years of middle stage and 4 years of higher secondary stage ANSWER 3:(b) Attaching 12th class to university and 11th class to high school ANSWER 4:(b) Multipurpose schools, including agricultural, technical, and commercial schools ANSWER 5 :(c) Greater opportunities and inclusion of horticulture and animal husbandry ANSWER 6:(c) Industrial centers ANSWER 7:(b) Home science education ANSWER 8:(b) Three languages: Mother tongue, regional language, and English ANSWER 9:(c) Mother tongue or regional language ANSWER 10:(b) Compulsory subject 12.9    REFERENCES/ SUGGESTED READINGS •    Aggarwal, J.C.: Landmarks in the History of Modern Indian Education. Vikas Publishing House Pvt. Ltd. New Delhi. Revised Edition. 1993. •    Aggarwal, J.C.: Development and Planning of Modern Education. Vani Educational Books, New Delhi. Edition 1985. •    Chaube, S.P.: History and Problems of Indian Education, Vinod Pustak Mandir, Agra 2. Second Edition, 1988. •    Das, L: A Textbook of Education, Amrita Prakashan, Guwahati Revised (2004). •    Mahanta, N.N.: Secondary Education Issue and Problems, Kashyap Publishing House, Guwahati, 2nd Edition, 1999. •    Sharma, R: History of Education in India, Lakshmi Narain, Agra 3. •    Safaya, R.N.: Current Problems in Indian Education. Dhanpat Rai & Sons. Delhi, 9th Edition, 1983. Rawat, P.L.: History of Indian Education, Ram Prasad and Sons, Agra-3. 12.10    TERMINAL QUESTIONS 1.    Describe the major recommendations of the secondary Education Commission (1952-53) for reforming Secondary Education in the country. 2.    Discuss the problems of secondary education in India. Suggest measures. 3.    Examine the recommendations on Aims of Secondary Education. How far these have been implemented? 4.    Indicate the defects of our present Secondary Education curriculum. What are your suggestions for its improvement 5.    What are the recommendations of the secondary Education Commission on the principle of curriculum construction? Unit-13 NATIONAL EDUCATION COMMISSION (KOTHARI COMMISSION) 1964-1966 Structure: 13.1    Introduction 13.2    Learning Objectives 13.3    National education commission (Kothari Commission) Self Check Exercise-1 13.4    Recommendations of the Kothari Education Commission Self Check Exercise-2 13.5    Summary 13.6    Glossary 13.7    Answers to Self Check Exercises 13.8    References and suggested readings 13.9    Terminal Questions 13.1    INTRODUCTION In this unit, we will discuss about Kothari Education Commission, 1964-66, which was the sixth commission in the history of commission in India. The Five Years Plan, started after independence helped the growth of the country in many areas. However, the execution of these plans expresses the inherent weakness due to which the expected success was not being achieved. Education appeared to be one of areas which indicated many problems that needed our efforts for immediate solutions. The government was fully aware of the situation. To improve the educational set up the government constituted two commissions after independence. We have already discussed about the two commissions, i.e. Radhakrishnan Commission in unit 2 , which deals with university education and Secondary Education Commission in unit 3, confined to secondary education only. The recommendations of these two commissions could not be succeeded in its full implementations. Consequently, the defects in the area of education persisted. In order to remove theses defects, the government had to appoint a new education commission to advise the government on national pattern of education along with general principles and policies for the development of education at all stages. This unit deals with the recommendations of the Kothari Education Commission in different aspects of education. 13.2    LEARNING OBJECTIVES After going through this unit, you will be able to: 1.    Explain the appointment of the Education Commission of 1964-66 and its unique features. 2.    Know the making of the report of 1964-66. 3.    Identify the objectives of the Commission. 4.    Describe the educational structure recommended by the commission. 13.3    NATIONAL EDUCATION COMMISSION (KOTHARI COMMISSION) In inaugural address of the commission, Mr. M.C. Chhagla, the education minister of India, said about the appointment of Kothari Commission. If we look at the resolution that steps up this commission you will find that the commission has been requested to formulate national system of education. There are two broad approaches to education prevalent in world today. The first emphasis the worth whileness of the individual- that it holds that every individual is unique and he must be permitted and assisted to develop to the best that is possible for him. If this is done, it is claimed the national good and the national system of education will take care of themselves. In the proper approach, a greater emphasis is laid on the society in to which the individual will have to live and work and it is claimed that, if education helps to create a new social order, the good of each individual member will be automatically looked after. We, in India, will have, to choose a path which lies between these two extreme approaches to education. Object of the Appointment and Members: Amongst the several objectives of the appointment of this Commission was evaluation of the different stages of education and to evolve a national system of education. In this address to the inauguration of the commission on Oct 2, 1964: Dr. S. Radhakrishnan, the President of India and an eminent educationist said, “I am glad to know that new education commission which was set up recently will hold its inaugural session on 2nd October. It is an auspicious day for the country. It is my earnest desire that the commission which includes representatives of progressive areas in the world will survey all aspects of education- Primary, Secondary, University and technical and make recommendations which will help to improve our education system at all its levels. Appointment of the commission: The Commission was appointed under provision of a resolution of the Government of India, dated 14th July, 1964. The Commission 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. D.S. Kothari, chairman of the U.G.C. were appointed as the chairman of the commission. Therefore, it is also known as the Kothari Commission. Among the members of the commission 5 educationists were from England, America, France, Japan and Russia. J.P. Naik was appointed as number secretary of the commission and J.F McDougall as associated secretary. Unique feature of the Commission: It is important for us to know the features that have made this commission a unique commission          from          other          earlier          commissions. The unique features of the Education Commission (1964-66) were: i)    All the five earlier commissions did not deal with education as a whole but focused attention on different levels of education. But this commission was not to limit its enquiry to specific sectors or aspects of education, but to have a comprehensive review of the entire                               educational                               system. ii)    Another unique feature of the Commission was its conviction that education is the most powerful instrument of the national development. The crucial role of education in national development appears in all its vividness on every page of the report. Never before education was given such a niche of national honor, and never before was it conceived as a pivot of national honor, and never before was it conceived as a pivot of nation’s progress and the prosperity as revealed in the pages of the Commission’s Report. iii)    The international composition of the commission is also significant. Education in India must necessarily emerge from Indian experience, through, culture and local conditions. But as education remains the common quest of mankind, it was 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. As such the commission 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. Terms of Reference: The Commission wills advice the Govt. on national pattern of education and on the general principles and policies for the development of education at all stages and in all its aspects. It need not, however, examine the problems of medical or legal education, but such aspects of these problems as are necessary for its comprehensive enquiry may be looked into. There are five important facts included in the terms of reference. 1.    National system of education: To evolve a national system of education keeping in view the values and traditions of India as suited to the needs and aspirations of modern society. This fact is very well evident from the following extract of the resolution of the govt. of India: “In view of the important role of the education in the economic and social development of the country, in the building of any truly democratic society in the promotion of national integration and unity and above all, for the transformation of the individual in the endless pursuit of excellence and perfection, it is now considered imperative to survey and examine the entire field of education in order to realize within the shortest possible period a well balanced, integrated and adequate system of national education capable of making a powerful contribution to all spheres of national life.” After the attainment of freedom a new era was ushered in. Following are the requisites of this new era: 1.    Adaptation of secular democracy. 2.    Eradication of illiteracy. 3.    Ensuring a reasonable standard of living for all. 4.    Rapid development of industries. 5.    Adoption of modern science and technology and their harmonizing with traditional spiritual values. 6.    Establishment of a socialistic society based on equitable distribution of wealth and equality of opportunity for all in education, employment, and cultural advancements. All these requisites can be fulfilled only through education, and unless education is reorganized, nothing can happen. The commission was appointed to suggest the means for the fulfillment of requisites mentioned above. The following lines from the resolution of the Government of India justify the statements: “The attainment of independent ushered in a new era of national development founded upon; the adoption of a secular democracy, not only as a form of government but also as a way of life, the determination to eliminate the poverty of the people and to ensure a reasonable standard of living for all, through modernization of agriculture and rapid development of industry, the adoption of science and technology, their harmonizing with traditional spiritual values ,the acceptance of a socialist pattern of society which will secure equal distribution of wealth and equality of opportunity for all in education, employment, and cultural advancement. Great emphasis came to be placed on educational development because of realization, that education, especially in science and technology, is the most powerful instrument of social transformation and economic progress and that the attempt to create a new social order based on freedom ,equality and justice can only succeed if the traditional education system was revolutionized both content and extent. 2.    Qualitative improvement in education at all levels: Since the commission was appointed with all these tasks in view of the resolution of Government of India, dated July 14, 1964 it stated: “Quantitatively, education at these levels has shown a phenomenal development in the post-independence period. In spite of this expansion, however, there is widespread dissatisfaction about several aspects of educational development. For instance, it has not yet been possible to provide free and universal education for all children up to 14 years of age: the problem of mass raise in standards adequately at the secondary and university stages. The diversification of curricula in secondary and higher education has not keep pace with the time so that the problem of educated unemployment has been intensified on the one hand while, on the other, there is an equally acute shortage of trained manpower in sectors. The remuneration and services conditions of teachers leave a great deal to been desired and several important academic problems are still matters of intense controversies. In short, qualitative improvements in education have not kept pace with quantitative expression and natural policies and programs concerning the quality of education even when these well-convinced and generally agreed to, could not be implemented satisfactorily.’’ 3.    Giving Place to Education as the key of the National Prosperity and Well fare and as Productive Investment- “The Government of India are convinced that the education is the key to National prosperity and welfare that no investment is likely to yield greater returns that investment in human resources of which the most important component is education. Government has also decided to mobilize all the resources of science and technology which can only be done on the foundation of good and progressive education and to that end to increase considerably the total investment in the development of education and scientific research. The Nation must be prepared to pay for quality in education and from the value attracted to education by all sectors of the people it is clear that they will do so willingly.” 4.    Survey the Entire Field of Education and Recommend the Ways and Means of Looking Education as a whole and not fragmented into Parts and Stages- “It is desirable to survey the entire field of educational development as the various parts of the educational system strongly interact with and influence one another. It is not possible to have progressive and strong universities without efficient secondary schools and the quality of these schools is determined by the functioning of Elementary schools. What is needed, therefore, is a synoptic survey and an imaginative look at education considered as a whole and not fragmented into parts and stages. In the part several Commission and Committees have examined limited sectors specific aspects of education. It is now proposed to have comprehensive review of the entire educational system.” 5.    Benefiting from the Experiences of other Countries of the World- “Blaming for education in India can be done only by keeping in view the experiences and the conditions of this country but it was felt desirable to draw from the experiences of other countries. It was, therefore, decided to invite educationists from other countries of the world to help the education commission and serve on it. Educationists from England, Russia, Japan, America, etc. helped the Commission to draw up its recommendations and suggestions.” Making of the Report The commission started its work on the birthday of Mahatma Gandhi, the father of the nation. It constituted 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 is an excellent document on education. In its report the commission expressed its form belief that education is the most powerful instrument of national development. 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 in this Report 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 so that the standards achieved are adequate, keeping continually rising and, at least in a few sectors become internationally comparable; and, 3)    Expansion of educational facilities broadly on the basis of man - power needs and with an accent on equalization of educational opportunities. SELF-CHECK EXERCISE-1 Q.1 Who was the chairman of the National Education Commission, also known as the Kothari Commission? A)    Dr. S. Radhakrishnan B)    Dr. D.S. Kothari C)    M.C. Chhagla D)    J.P. Naik Q.2 On what date was the Kothari Commission inaugurated? A) 14th July 1964 B) 2nd October 1964 C) 15th August 1965 D) 26th January 1966 Q.3 How many members did the Kothari Commission consist of? A)    12 B)    14 C)    17 D)    20 Q.4 Which of the following was NOT a unique feature of the Kothari Commission? A)    Comprehensive review of the entire educational system B)    Inclusion of international educationists C)    Focus solely on secondary education D)    Emphasis on education as a tool for national development Q.5 What was one of the major objectives of the Kothari Commission? A)    To improve medical education B)    To evolve a national system of education C)    To increase military training in schools D)    To focus only on higher education Q.6 Who was the Education Minister of India who inaugurated the Kothari Commission? A)    Dr. S. Radhakrishnan B)    Dr. D.S. Kothari C)    J.P. Naik D)    M.C. Chhagla Q.7 What was the primary purpose of including international members in the Kothari Commission? A)    To follow the educational system of other countries B)    To draw upon the experiences and thinking of educationists from other countries C)    To promote foreign education in India D)    To ensure political support from other nations Q.8 What is the significance of October 2nd for the Kothari Commission? A)    It is the date the report was submitted B)    It is Mahatma Gandhi's birthday C)    It marks the end of the Commission's work D)    It is the date the Commission was appointed Q.9 Which section of the Kothari Commission's report deals with the implementation of various recommendations and programs? A)    Section-I B)    Section-II C)    Section-III D)    Section-IV Q.10 Which of the following was NOT one of the broad categories of educational reconstruction proposed in the Kothari Commission's report? A)    Internal transformation of the educational system B)    Qualitative improvement of education C)    Expansion of educational facilities D)    Privatization of educational institutions 13.4 RECOMMENDATIONS OF THE KOTHARI COMMISSION Let us discuss the recommendations of the commission. Our discussion will confined to two major aspects of the recommendations, i.e., education and national objectives and educational structure only. Education and National Objectives Education has a very extensive role to play in changing the men and society. It has to be entirely reformed and related to the life, needs and aspirations of the people so that it may serve as a powerful tool of social, economic and cultural transformation. In order to relate education, the commission recommended the following objectives- 1.    Increase in Productivity. 2.    Promoting social and National Integration. 3.    Education and Modernization. 4.    Developing social, moral and spiritual values. 5.    Teacher Status. 1.    Increase in Productivity - The Commission suggested that education must be related to productivity to increase national income. In order to link education and productivity the Indian Education Commission made the following recommendations. i)    Science is the basic component of education and culture; so it should be made an integral part of school education. ii)    To inculcate the value of manual work the commission recommended the introduction of work experience in school education. iii)    To meet the increasing needs of technical personnel in Industry, agriculture and trade the IEC recommended introducing vocational subjects in school curriculum. It also opined that the vocationalisation will bring education into closer relationship with productivity. 2.    Promoting social and National Integration – National and social integration is the precondition for the progress and development of a country. According to the commission, Social and National Integration is an important objective of a national system of education. The commission made the following recommendations for strengthening social and national integration through education. 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 Modernization - The present society is the science - based society. The present century has made tremendous advancement in scientific and technical knowledge as a result of explosion of knowledge. In such a situation one of the main functions of education is to keep pace with this advancement of knowledge. Another feature of modern society is the rapid social change. In the situation of change, the school must always be alert if it is to keep abreast of significant changes. An education system which does not renovate itself continuously becomes out-dated and puts hindrance to progress. To keep pace with modernization 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 - The national system of education should emphasis on the cultivation of social, moral and spiritual values among students. For this purpose 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 on the lines recommended by the University Education Commission on religious and moral instruction. ii) In order to develop social, moral and religious values, some periods should be provided in the time table. Instruction of this type should be given by general teachers. iii)    The University departments should be especially concerned with the ways in which these values can be taught wisely and effectively and should undertake preparation of the special literature for use by students and teacher. (2).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. The structural pattern thus recommended by the commission is commonly known as 10+2+3. Let us know the structural pattern of education. Pre-school education from 1 to 3 years should also be given. General education should last for a period of 10 years - 4    years of lower primary, 3    years of higher primary 3    years of lower secondary education. Higher secondary education should be fixed for 2 years. Degree course should be of 3 years. 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 reorganization of the university stage. At this stage, the three year degree has been favoured by the Commission. (3) .Teacher Status: It is necessary to improve the economic, social and professional status of the teachers. The scale of pay of teachers of Government and non- Government schools should be the same. A suitable increase should be allowed in the scales of the pay of teachers. There should be no discrimination and distinction between the teachers of Government and non-Government schools in regard to pay scales and conditions of service. Proper facilities of residence, etc., should be provided to the teachers working in the rural areas. The teachers should have complete freedom to take part in election. They should be proper facilities of receiving education through correspondence courses. (4) .Teachers Education: Isolation of teacher’s education should be removed and extension service department should be established in each training institution. Comprehensive colleges should be established wherein provision should be made for giving training at different stages of education. A State Board of Teacher’s Education should be established in each state. It should be the responsibility of this Board to make proper provision of teacher education in all stages. Curriculum of teaching institutions should be so changed and reorganized that the teachers may become more practical. The period of training of teachers with secondary course should be two years. The period of training of the graduates should continue to be one year but later on it should be increased to two years. The course of M.Ed. should be one and half years. The teachers of the training colleges should have two degrees namely the master degree and the degree in education. Summer institutions should be organized for the training of teachers. There should be provision for their education through correspondence course. The students of the training institutions should be given free education. There should be the provision for granting leave and scholarship to them. Keeping in view the rose in the number of teacher’s training facilities should be expanded. (5) .Equalization of Educational Opportunities: In India two types of inequalities are found in the found of education. (a)    In the education of boys and girls. (b)    In the education of developed and backward types. In order to remove these inequalities, lower secondary education should be made free up to the end of Fifth Five Year Plan and thereafter in the period of ten years. Higher secondary and university education should be given free to the poor and meritorious students. There is need of reducing the cost of education. Sufficient number of text- books should be kept in the libraries of educational institutions. Meritorious students should be granted financial help to enable them to purchase the text-books. Fifteen percent students should be granted scholarships at the secondary education stage. By the year 1976, 15 percent of the students of pre-pre-graduate courses should be granted scholarship. By the year 1986 this percentage should be increased to 25. A system of university scholarship should be started, 500 scholarships should be granted to the students, who are selected to receive education in foreign countries. (6) .Expansion of school education: School, education needs to be greatly expanded. Centers should be opened in each district and state. With a view to expand primary education managers of the private schools shall be encouraged to expand primary education. By the year 1975-76 by the year 1985-86 proper provision should be made for primary education of all the boys and girls up to the age of five and seven years respectively. 20 percent and 50 percent of the students at lower secondary stage and higher secondary stage respectively should be given professional education. The number of students should be regulated at this stage. SELF-CHECK EXERCISE-2 Q.1 What was the primary recommendation of the Kothari Commission regarding the structure of the education system in India? A)    10+2+3 system B)    8+4+4 system C)    12+3+2 system D)    11+1+3 system Q.2 Which of the following did the Kothari Commission recommend to improve the quality of primary education? A)    Emphasis on physical education B)    Introduction of a common school system C)    Reduction of school hours D)    Increasing the age of school entry to 7 years Q.3 To address the issue of teacher quality, the Kothari Commission recommended: A)    Hiring only foreign-trained teachers B)    Establishing teacher training institutes C)    Reducing the number of teachers D)    Eliminating teacher evaluations Q.4 The Kothari Commission emphasized the importance of: A)    Technical and vocational education at the secondary level B)    Reducing higher education opportunities C)    Focusing solely on arts and humanities D)    Eliminating technical education Q.5 Which sector did the Kothari Commission recommend to be given special emphasis in order to foster national development? A)    Agricultural sector B)    Industrial sector C)    Scientific and technical education D)    Sports and recreation Q.6 Regarding language policy, the Kothari Commission recommended the adoption of: A)    Only Hindi as the medium of instruction B)    A three-language formula C)    Only English as the medium of instruction D)    Regional languages for higher education Q.7The Kothari Commission proposed a specific percentage of the GDP to be allocated to education. What was this percentage? A)    2% B)    4% C)    6% D)    8% Q.8 What did the Kothari Commission recommend to reduce disparities in educational opportunities? A)    Privatization of education B)    Implementation of a common school system C)    Increase in tuition fees D)    Focus only on urban schools Q.9 To encourage scientific research and development, the Kothari Commission suggested: A)    Decreasing funding for universities B)    Establishing specialized research institutions C)    Discouraging international collaboration D)    Limiting research to specific fields Q.10 The Kothari Commission advocated for the inclusion of which subject to promote moral and social values among students? A)    Environmental science B)    Physical education C)    Social and national service D)    Foreign languages 13.5 SUMMARY In this unit, we have covered the following points: The Education Commission 1964-66 was appointed by the Government of India on July 14th, 1964. Dr. D.S. Kothari was appointed as the Chairman of the commission. The Commission submitted its report on June 29th, 1966. The Commission set 12 task forces and 7 working groups; interviewed 9000 men and women interested in education in the country and toured for 100 days. The report contains 19 chapters. The Commission had some unique features, they were - i)    Not to limit its inquiry to specific sectors or aspects of education, but to have a comprehensive, review of the entire educational system. ii)    Its firm belief that education is the most powerful instrument of the national development. iii)    Its International Composition. The commission included 7 Indian members and 5 others; 1    each from Japan, France, U.K., U.S.A. and USSR. The objectives, as recommended by the commission were increasing productivity; promoting social and national integration; education and modernization and developing social, moral and spiritual values. A new educational structure was also developed. 13.6    GLOSSARY Kothari Commission: Officially known as the Education Commission (1964-66), it was established by the Government of India to recommend a comprehensive system of education. It was chaired by Dr. D.S. Kothari. Three-Language Formula: A policy recommended by the Kothari Commission to ensure linguistic diversity in education. It suggests that students learn three languages: the regional language, Hindi, and English. Common School System: A proposal by the Kothari Commission to establish a uniform system of education that would ensure equitable access to quality education for all children, regardless of their socio-economic background. 13.7    ANSWERS TO SELF-CHECK EXERCISES SELF-CHECK EXERCISE-1 Answer 1: B) Dr. D.S. Kothari Answer 2: B) 2nd October 1964 Answer 3: C) 17 Answer 4: C) Focus solely on secondary education Answer 5: B) To evolve a national system of education Answer 6: D) M.C. Chhagla Answer 7: B) To draw upon the experiences and thinking of educationists from other countries Answer 8: B) It is Mahatma Gandhi's birthday Answer 9: C) Section-III Answer 10: D) Privatization of educational institutions SELF-CHECK EXERCISE-2 Answer 1: A) 10+2+3 system Answer 2: B) Introduction of a common school system Answer 3: B) Establishing teacher training institutes Answer 4: A) Technical and vocational education at the secondary level Answer 5: C) Scientific and technical education Answer 6: B) A three-language formula Answer 7: C) 6% Answer 8: B) Implementation of a common school system Answer 9: B) Establishing specialized research institutions Answer 10: C) Social and national service 13.8    REFERENCES/ SUGGESTED READINGS Aggarwal, J.C.: Landmarks in the History of Modern Indian Education; Vikas Publishing House Pvt. Ltd., New Delhi; Reprint 1994. Chaube, S.P.: History and Problems of Indian Education; Vindo Pustak Mandir, Agra 2; Fourth Edition 1992. Nanda, S.K.: Indian Education and its problems today; Kabyani Publishers, New Delhi; second Edition 1982. Rawat, P.L.: History of Indian Education; Ram Prasad and sons, Agra; Reprint 1991. Sharma,R.N.,: History and Problems of Education in India ; Surjeet Publication, Delhi, fourth Edition 2004. Aggarwal, J.C. : Development and planning of Modern education, Vikas Publishing House Pvt. Ltd., New Delhi, Reprint 2003. 13.9    TERMINAL QUESTIONS 1.    Discuss the place of the Education Commission of 1964-66 in the educational reforms in India. 2.    Evaluate the recommendations of the Education Commission 1964-66 for improvement of higher education in the country. 3.    How has the Education Commission of 1964-66 viewed education as a means of national development? Explain. 4.    Describe the conditions in the country that necessitated the appointment of Education Commission 1964-66. Unit-14 National Policy on Education NPE- 1986 Structure: 14.1Introduction 14.2 Learning Objectives 14.3 National Policy on Education NPE- 1986 Self Check Exrcise-1 14.4 Recommendations of National Policy on Education NPE- 1986 Self Check Exercise-2 14.5    Summary 14.6    Glossary 14.7    Answers to Self Check Exercise 14.8    References and suggested readings 14.9    Terminal Questions 14.1    INTRODUCTION Before1976, education was the exclusive responsibility of states. The Central Government was only concerned with certain areas like co-ordination and determination of standards in technical and higher education, etc. In 1976, through a constitutional amendment, education became a joint responsibility. In a democratic country, there is need of democratization of education. In order to achieve education for all, so many initiatives and attempts have been made by the Government of India. Through policy formulation, the government lays down directives for the future course of action towards realizing some perceived goals. In a democratic society, the goal lies in the various aspects of the welfare of the people. For the wellbeing of the Indian nation and the Indian society at the national and local level, definite thrust has been laid down on education. Even in early Indian history, education figured in the administrative policies of the government. Decisions regarding the organization and structure of education are largely the concern of the states. However, the Union government has a clear responsibility regarding the quality and character of education. In addition to policy formulation, the ministry of Human Resource Development, Department of Education shares with the states the responsibility of educational planning. The central advisory board of Education (CABE), set up during the pre-independence period in 1935, continues, to play a lead role in the evolution and monitoring of educational policies and programmes, the most notable of which are the National Policy on Education (NPE), 1986, Programme of Action (POA), 1986 and a revised NPE and POA(1992). 14.2    LEARNING OBJECTIVES After going through this unit, you will be able to: Understand the National Policy on Education Discuss the various recommendations of National Policy on Education 14.3    NATIONAL POLICY ON EDUCATION- 1986 The present era in Indian education is very significant and crucial both in terms of quantity as well as quality. On the one hand, an unprecedented expansion of education at all levels and on the other, insurmountable obstacles to qualitative improvement of education. The National policy of education.1986 has ushered in a new chapter and raised new hopes and aspirations in the minds of Indians-students, teachers, administrators, planners and national leaders. It has posed new challenges and encountered new problems in reorientation at all stages. Education on the whole, has assumed increasing importance in implementing of the NPE and in developing new strategies for reshaping as well as gearing up the age old educational system in country. This chapter deals with the current problems and the future strategies in the context of the implementation of the NPE, 1986. The NPE, for example, has been discussed as a National document with its new directives and vision in the emerging national system. The crucial current educational problems like universalization of education, adult education, on-formal education, equalization of educational opportunities have been presented with new purpose and perspectives. The modern concept of education e.g., vocationalization of education, lifelong education, democratization of education, distance education have been enunciated as lucidly and comprehensively as possible. Having announced that a new policy was in development in January, 1985, the government of Prime Minister Rajiv Gandhi introduced a new National Policy on Education in May, 1986.The new policy called for "special emphasis on the removal of disparities and to equalize educational opportunity," especially for Indian women, Scheduled Tribes (ST) and the Scheduled Castes (SC) communities. To achieve these, the policy called for expanding scholarships, adult education, recruiting more teachers from the SCs, incentives for poor families to send their children to school regularly, development of new institutions and providing housing and services. The NPE called for a "child-centered approach" in primary education, and launched "Operation Blackboard" to improve primary schools nationwide. The policy expanded the university system with the Indira Gandhi National Open University, which had been created in 1985.The policy also called for the creation of the "rural university" model, based on the philosophy of Indian leader Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India. The salient features of the NPE, 1986 are as follows: 1.    The NPE, 1986 aims at ensuring a national system of education which implies that up to a given level, all students irrespective of cast, creed, location or sex, have access to education of a comparable quality. 2.    The new thrust in elementary education will emphasize two aspects (1)    Universal enrollment and retention of children up to 14 years of age , and (2)    A substantial improvement in the quality of education. 3.    The Open University system has initiated in order to augment opportunities for higher education and as an instrument of democratizing education. 4.    Research as a means of renovation and renewal of educational processes will be undertaken by all higher technical institutions. 5.    State level and district level advisory boards of education may be setup for taking effective measures for better integration and management of education at various stages The Central Advisory Board of Education held at New Delhi on the 1st and 2nd August 1986 carefully considered these reports and with the suggestions the programme of Action (POA) was presented and adopted by Parliament. The nationwide endeavor in human resource development with education playing its multi-dimensional role is now hopefully in full swing towards desired directions. The 1986 National Policy on Education was modified in 1992 by the P.V. Narasimha Rao Government. In 2005, Prime Minister Manmohan Singh adopted a new policy based on the "Common Minimum Programme" of his United Progressive Alliance (UPA) government. Programme of Action (POA), 1992 under the National Policy on Education (NPE), 1986 envisaged conduct of a common entrance examination on all India basis for admission to professional and technical programmes in the country. For admission to Engineering and Architecture/Planning programmes, Government of India vide Resolution dated 18 October 2001 has laid down a Three – Exam Scheme (JEE and AIEEE at the National Level and the State Level Engineering Entrance Examinations (SLEEE) for State Level Institutions – with an option to join AIEEE). This takes care of varying admission standards in these programmes and helps in maintenance of professional standards. This also solves problems of overlaps and reduces physical, mental and financial burden on students and their parents due to multiplicity of entrance examinations. Objectives of National Policy of Education: The main objective of the National Policy of Education of 1986 was to establish a national system of education implies that all students irrespective of caste; creed, sex, and religion have access to education of a comparable quality. Actually, the objectives of this policy had been divided into the several aspects. 1.    In relation to Elementary Education, followings are the major objectives of National Policy of Education 1986 are mainly: •    Universal access and enrolment •    Universal retention of children up to 14 years of age and •    A sustainable improvement in the quality education to enable all children to achieve essential levels of learning. 2.    Regarding Secondary Education, National Policy of Education stressed on the improvement of the quality of secondary education. Effort to be made to provide computer literacy in as many secondary level institutions to make the students equipped with necessary computer skills. 3.    Regarding higher education, National Policy of Education and Programme of Action of 1986 and 1992 emphasized that higher education should provide to the people with an opportunity to reflect on the critical social, economic, cultural, moral and spiritual issues. 4. Thus, the basic objectives of the National Policy of Education of 1986 and Programme of Action of 1992 emphasized that education must play a positive and interventionist role in correcting social and regional imbalance, empowering women, and in securing rightful place for the disadvantaged and the minorities. Government should take a strong determination and commitment to provide education for all, the priority areas being free and compulsory education, covering children with special needs, eradication of illiteracy, education for women’s equality and special focus on the education of S.C. s (Scheduled caste) and S.T. s(Scheduled tribes) and Minorities. 5. The educational policy as highlighted in the N.P.E. also emphasized on enhancing and promoting the vocationalisation of education, adult education, education for the mentally and physically challenged persons, non-formal education, open universities and distance learning, rural university, early childhood care and education. Delinking degrees from job was also one of the basic objectives of National Policy of Education of 1986. SELF-CHECK EXERCISE-1 Q.1 What was the primary aim of the National Policy on Education (NPE) 1986? A)    To promote international collaboration in education B)    To ensure a national system of education with comparable quality for all students C)    To reduce the number of educational institutions D)    To privatize the education sector Q.2 Which of the following was a key objective of the NPE 1986 concerning elementary education? A)    Introduction of higher education institutions in rural areas B)    Universal access and enrollment, and universal retention of children up to 14 years of age C)    Establishment of international schools D)    Increased funding for research in higher education Q.3 What did the NPE 1986 emphasize for secondary education? A)    Expansion of primary schools B)    Improvement of the quality of secondary education and providing computer literacy C)    Establishment of new open universities D)    Mandatory vocational training for all students Q.4 Which initiative was launched by the NPE 1986 to improve primary schools nationwide? A)    Operation Blackboard B)    Operation School Improvement C)    Project Learn D)    National Education Scheme Q.5 What significant change did the Programme of Action (POA) 1992 introduce regarding admissions to professional and technical programs? A)    Implementation of a single entrance exam for all programs B)    Creation of a three-exam scheme for engineering and architecture admissions C)    Elimination of entrance exams D)    Introduction of state-level only entrance exams Q.6 Which of the following was a specific goal of the NPE 1986 in relation to higher education? A)    Increase the number of technical schools B)    Enhance opportunities for reflection on social, economic, cultural, moral, and spiritual issues C)    Focus solely on vocational training D)    Reduce the number of higher education institutions Q.7 According to the NPE 1986, which of the following was NOT a focus area for education? A)    Vocationalization of education B)    Adult education C)    Privatization of primary education D)    Distance learning Q.8 Which new institution was expanded as a result of the NPE 1986? A)    Jawaharlal Nehru University B)    Indira Gandhi National Open University C)    University of Delhi D)    National Institute of Technology Q.9 What was one of the basic objectives related to social and regional imbalances highlighted by the NPE 1986? A)    Delinking degrees from job requirements B)    Promoting only urban education C)    Reducing the number of schools in rural areas D)    Focusing solely on elite education Q.10 The NPE 1986 recommended the establishment of which type of university to promote development at the grassroots level? A)    Urban University B)    National University C)    Rural University D)    Regional University 14.4 RECOMMENDATIONS OF NATIONAL POLICY ON EDUCATION (NPE- 1986) After going through the basic objectives of NPE of 1986, the recommendations of the policy have been divided into the following 24 chapters: Chapter-I: Early Childhood Care and Education: Integrated Child Development service, Balwadis, Pre-Primary schools of the State government and Municipalities, Day-care centers and training institutes of teachers and the existing facilities of preprimary education should be strengthened and should receive increased attention from the Government. Besides these, the system of monitoring and evaluation should be strengthened. Chapter-II:  Elementary Education, Non-Formal Education and Operation Blackboard: National Policy of Education and its modified policy emphasized on elementary education as (i) universal enrolment and universal retention of children up to 14 years of age and (ii) a substantial improvement in the quality of education. Besides these, this policy also calls for drive for a substantial improvement of the primary schools and provision of support service. Even some measures have been proposed for securing participation of girls and of children from the scheduled castes and scheduled tribes families, other educationally backward section and minorities. In the context of operational blackboard, the policy envisaged the following facilities that should be kept for implementing the operational blackboard. -(i) two reasonably large rooms that are usable in all weather; (ii) necessary toys and games material; (iii) blackboards, (iv) maps, (v) charts, and (vi) other learning materials. Modern technological tools-such as solar packs for provision of power in non-formal education centers, audio-visual aids, radio-cassette players should be used to improve the learning environment of non-formal education centers, as well as to enhance the quality of non-formal education. Chapter- III. Secondary Education and Navodaya Vidyalayas: Regarding Secondary education, the National Policy of Education of 1986 implied extension of the school system in the unserved areas consolidating the existing facilities and providing special arrangements for the gifted children and high achievers. The arrangements should require: (i)    Programme to ensure access to secondary education being widened to cover unserved                                                                   areas. (ii)       Programme       of       consolidation       in       other       areas; (iii)      Programme      of      setting      up      Navodaya      Vidyalayas. Besides these, as a short term measure the State Government should be persuaded to open secondary schools in unserved areas taking blocks as a unit having a lower ratio than 1:2:5 duly considering the present distance of habitation from the nearest secondary school and population in the unserved habitation. Chapter-IV. Vocationalisation of Education: From classes 1 to 5, Socially Useful Productive Work/ Work Experience creates an integral part of the curriculum in many states. At the middle stage, the work experience programme should aim at developing confidence and sufficient psycho-motor skills to students through certain occupational training courses. Chapter-V. Higher Education: The National Policy of Education of 1986 and its revised policy which is known as Programme of Action of 1992 had laid importance on higher education, particularly on graduate, post-graduate and research work. It suggested that Autonomous Colleges should be established according to UGC directives. Technical institutes like medical, engineering, agriculture universities etc. should be set up and development of Vocational skill was to be stressed upon. Followings are the necessary strategies that should be kept up for improving the innovations in higher education. (i)    Consolidation and expansion of institutions (ii)    Development of Autonomous colleges and departments (iii)    Redesigning courses (iv)    Training of teachers (v)    Strengthening research (vi)    Improvement in efficiency (vii)    Creation of structures for co-operation at the state and national levels, (viii) Mobility. Besides these, the AICTE (All India Council of Teacher Education) had laid down norms and standards for diploma, degree and Post Graduate courses in the various fields. Guidelines were laid down for admission to technical institutions on merit to be followed by all concerned. The National Technical Manpower Information System had been set up by the Government of India with a view to generating strong data base in order to monitor the supply and utilization of engineering and technical manpower at the national and individual state level so as to ensure a planned development of technical education. Chapter VI. Open University and Distance Education: Open University and distance education have been designed to promote the accessibility of education at higher stage as well as making higher education as flexible as is required by the learners. The Central Open University which is known as Indira Gandhi National Open University has been assigned the responsibility to coordinate the distance learning system in the country and determine its standards in order to develop and strengthen the Open University system. The National Policy of Education and its Revised Policy have to develop some conditions relating to the Open University system and distance mode of learning               which               are               as               follows: (i)    The Indira Gandhi National Open University should initiate action for its academic programme. (ii)    The courses should be structured on a modular pattern with the facility for the accumulation of the credits. Provision will be made for transfer of the credits from the formal     to     the     non-formal     system     and     the     vice-versa. (iii)    Standards should be prescribed to determine the minimum level of learning at every stage of education and criteria will be evolved to objectively assess this level of attainment so that the opportunities should be provided to all including housewives, agricultural and industrial workers and professionals to continue their education. (iv)    State Governments should ensure that Open Universities will be established after very careful planning and requiring available resources and facilities. Chapter VII. Rural Universities and Institutes: The National Policy of Education of 1986 and its Revised Policy of 1992 envisaged that the rural universities and institutions should be developed in rural areas after studying the needs of such pattern of educational institutions in rural communities as well as also strengthening the programme of Gandhian Basic Education. Chapter VIII. Technical and Management Education: Regarding the Technical and Management Education system, the policy stated that technical and management education system should be clustered with reference to the interrelated objectives, priorities and programmes of the key functional areas like development of human resource development spectrum with great potentials for adding values to products and services and for contributing to the national economy and improving quality of life of the people. Chapter IX. Making the system work: The National Policy of Education and its Revised Policy which is known as Programme of Action referred to the necessity of introducing discipline into the present system of education. It had also been referred to by the NPE and POA that the teacher’s accountability towards the profession should be developed on behalf of improving the students’ service and the behavior of the students should be promoted in accordance with acceptable norms; and also better facilities for the educational institutions should be ensured in order to derive the performance of the institutions. Chapter X. De-linking of Degrees from Jobs and Manpower Planning: The National Policy of Education and its revised policy envisaged that some job-oriented degree courses as well as skill oriented courses should be made for promoting human capital in the state as well as in the nation. Chapter XI. Research and Development: In National Policy of Education and POA, the stress was laid on research as an essential component of higher education because of its role in creating new knowledge and insights imparting innovations and dynamism to the educational process. Chapter XII. Women Education: The N.P.E. and POA laid stress on the problems of universalization of elementary education as, in essence, the problem of the girl child and on the increasing participation of girls at all stages of education, particularly in streams like sciences, vocational, technical and commerce education. The POA also stressed the need for reorienting the education system to promote the women’s equality in education. It advocated the need for institutional mechanism to ensure that gender sensitivity be reflected in the implementation of all national programmes. The national education system should play a positive role in the empowerment of women and contribute towards the development of new values through redesigned curricula and text books with women’s studies being promoted as part of the various courses. Followings were the main strategies to promote women education by the NPE and POA as: (i)    to gear the entire education system to plan a positive interventionist role in the empowerment of women, (ii)    to promote women’s studies as a part of various courses and to encourage the educational institutions to take up active programme to further women’s development. (iii)    To create dynamic managerial structure to cope with the targets envisaged. Chapter XIII. Education of Scheduled Castes and Scheduled Tribes, and backward Sections: The priorities should be accorded to opening primary schools in tribal areas, scheduled caste areas and backwards areas, according to the NPE and POA. Besides these, cent percent enrolment of SC/ST children in the age group of 6-11 ensuring their retention in school leading to satisfactory completion of the primary stage of education or its equivalent through the non-formal stream has to be achieved by 1990. At least 75 percent of the children in the age group of 11-14 will have to be enrolled and retained in school leading to satisfactory completion of class VIII according to the NPE and POA. Followings were some of the recommendations of the policy related to the Scheduled tribes, Scheduled caste and backward sections as: (i)    The socio-cultural milieu of the STs had its distinctive characteristics including, in many cases, their own spoken languages. This underlines the need to develop the curricula and devise Instructional materials in tribal languages at the initial stages, with arrangements for switching over to the regional language. (ii)    Educated and promising Scheduled Tribe youths should be encouraged and trained to take up teaching in tribal areas. (iii)    Residential schools, including Ashram Schools, should be established on a large scale. (iv)    Incentive schemes should be formulated for the Scheduled Tribes, keeping in view their special needs and life styles. Scholarships for higher education should be emphasized for technical, professional and Para-professional courses. Special remedial courses and other programmes to remove psycho-social impediments should be emphasized to improve their performance in various courses. (v)    Anganwadis, Non-formal and Adult Education Centers should be opened on a priority basis in areas predominantly inhabited by the Scheduled Tribes. (vi)    The curriculum at all stages of education should be designed to create an awareness of the rich cultural identity of the tribal people and also of their enormous creative talent. (vii)    Pre-matric Scholarship scheme for children of Scheduled caste whose families were engaged in occupations such as scavenging, flaying and tanning to be made applicable from Class I onwards. All children of such families, regardless of incomes, should be covered by this scheme and time-bound programmes targeted on them should be undertaken; (viii) Constant micro-planning and verification should be ensured in the context of enrolment, retention and successful completion of courses by SC students, and provision of remedial courses should be provided in order to improve their prospects for | further | education | and | employment. | |---|---|---|---| | (ix) | Recruitment | of | teachers | from | Scheduled | Castes; | | (x) | Recruitment | of | teachers | from | Scheduled | Castes; | (xi) Provision of facilities for SC students in students’ hostels at district headquarters, (xii)    Location of school buildings, Balwadis and Adult Education Centers in such a way as to facilitate full     participation     of the Scheduled     Castes; (xiii)    The utilization of Jawahar Rozgar Yojana resources so as to make substantial educational      facilities      available      to      the      Scheduled      Castes; (xiv)    Suitable incentives should be provided to all the educationally backward sections of the society, particularly in the rural areas. Hill and desert districts, remote and inaccessible areas and islands should be provided with adequate institutional infrastructure. Chapter XIV. Minorities Education: Article 29 and Article 30 of the Constitution guarantee the right of minorities to conserve the language, script and culture and to establish and administer educational institutions of their choice whether based on religion or language. The NPE and POA had addressed the problems of the minorities. As the minority groups are educationally deprived or backward, therefore greater attention should be paid to their education of these groups in the interest of equality and justice. Simultaneously, objectivity should be reflected in the preparation of textbooks. In all school activities and all possible measures should be taken to promote an integration based on the appreciation of the common national goals and ideals, in conformity with the core curriculum. Chapter XV. Education of the Handicapped: The NPE and POA proposed to stipulate that the education of the children with loco motor handicap and other mild handicaps should be same and common as the normal children. The objective should be to 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. The following measures have to taken in this regard: i.    wherever it is feasible, the education of the children with motor handicaps and other mild handicaps will be common with in the education of the normal children. ii.    Special schools with hostels will be provided, as far as possible at district headquarters,       for       the       severely       handicapped       children. iii.    Adequate arrangements will be made to give vocational training to the disabled. iv.    Teachers’ training programmes will be reoriented, in particular for teachers of primary classes, to deal with the special difficulties of the handicapped children; and v.    Voluntary effort for the education of the disabled will be encouraged in every possible manner. Chapter XVI. Adult Education: The NPE and POA envisaged that adult education would be a means for reducing economic, social and gender disparities. The whole nation had pledged itself, through the National Literacy Mission, to the eradication of illiteracy, particularly in the age group of 15-35 through various means, with special emphasis on total literacy campaigns. The Central and State Governments, political parties and their mass organizations, the mass media and educational institutions, teachers, students, youth, voluntary agencies, social activist groups, and employers, must reinforce their commitment to mass literacy campaigns, which include literacy and functional knowledge and skills, and awareness among learners about the socioeconomic reality and the possibility to change it. The National Literacy Mission should be geared to the national goals such as alleviation of poverty, national integration, environmental conservation, observance of the small family norm, promotion of women’s equality, universalization of primary education, basic health-care, etc. It should also facilitate energisation of the cultural creativity of the people and their active participation in development processes. Chapter XVII. Content and Process of School Education: Regarding the content and process of school education, NPE and POA made the followings points: I.    Access to education of a comparable quality for all irrespective of caste, creed, location                                       or                                       sex. II.    Introduction to the norms of minimum levels of learning for different stages and provision of threshold facilities so that learning becomes a more enjoyable experience even for the slow learners. III.    Articulation of a national system of education with a common structure, national curricular framework which contains common core. IV.    Examination reforms and introduction of evaluation as an ongoing process in schools for the improvement of teaching and learning. V.    Development of culture specific curricular and instructional material for the tribal people and educationally deprived minority groups keeping in view their rich cultural identity. VI.    Overhauling of the system of teacher education and strengthening that of the technical and resource support structures, including the establishment of District Institutes of Education and Training. VII.    Decentralization of educational administration, creation of a spirit of autonomy for educational institutions with greater role assigned to the institutional heads and development of professionalism among teachers. VIII.    Promotion of non-governmental and voluntary efforts and people’s participation for giving impetus to innovative ideas and practices and mobilization of resources. Chapter XVIII. Evaluation Process and Examination Reforms: The Policy visualized integration of the assessment of performance with the process of learning and teaching, and utilizing the process of evaluation to bring about qualitative change in education. In order to ensure the student’s performance, the assessment methods must be valid and reliable. The following short term measures had been proposed by the NPE and POA; I.    Public examinations will continue to be held only at the levels of classes X and XII, II.    Decentralization of the operation involved in the conduct of examinations to make the system work more effectively. III.    School boards in certain States have set up a number of sub centers to decentralize the conduct of examinations. Adoption of similar measures by other States will be pursued. IV.    At the university level continuous institutional evaluation will be introduced at the post graduate level, to begin with, in unitary universities, deemed universities and autonomous colleges. V.    Students’ performance will be indicated through letter grades, and assessment of overall performance will be on the basis of cumulative grade point average. VI.    Modifications in the qualifying recruitments for admission in the universities and colleges will be examined to accelerate the process of change in the level of examinations. Chapter XIX. Youth and Sports: The NPE and POA stressed the following formulation (i) integration of sports and physical education in the learning process and evaluation of performance and (ii) involvement of youth in national and social development and sports and games etc. particularly, through educational institutions at the level of higher learning. Chapter XX. Language Development: The NPE and POA elaborately discussed about the concept of language development and emphasized the adoption of regional languages as the media of instruction at the university stage. Regarding language development, the NPE and POA discussed and proposed many efforts and initiatives such as implementation of •    Three- language formula, improvements in the linguistic competencies of students at the different stages of education, •    Provision of facilities for the study of English and other foreign languages, and •    Development of Hindi language as a link language etc. Chapter XXI. Cultural development: While the formulating the national policy, the basic emphasis was given to interlinking education with culture. By interlinking education and culture, the stress was given in the development of child’s personality, particularly in terms of helping the child to discover his inner talent and to express it creatively. Chapter XXII. Media and Educational Technology: The NPE and POA emphasized that in order to avoid structural dualism, modern educational technology should be reached out to the most distant areas and to the deprived sections of beneficiaries simultaneously with the areas of comparative affluence and ready availability. Chapter XXIII. Teacher and their Training: The new programmes of teachereducation should emphasize need to continuing education and also the need for teachers to meet the thrusts envisaged in this Policy. District Institutes of Education and Training (DIET) should be established with the capability to organize pre-service and inservice courses for elementary school teachers and for the personnel working in nonformal and adult education. As DIETs get established, sub-standard institutions should be phased out. Selected Secondary Teacher Training Colleges should be upgraded to complement the work of the State Councils of Educational Research and Training. The National Council of Teacher Education should be provided the necessary resources and capability to accredit institutions of teacher-education and to provide guidance regarding curricula and methods. Networking arrangements should be created between institutions of teacher education and university departments of education. Chapter XXIV. Management Education: According to the NPE and POA, educational planning should be linked to manpower planning. For this, such mechanism should be set up that can link the need based requirement of the society with what it has at present. SELF-CHECK EXERCISE-2 Q.1What was a primary goal of the NPE 1986 regarding universal elementary education? A)    To establish new universities B)    Universal enrollment and retention of children up to 14 years of age C)    To promote international student exchange programs D)    To privatize primary education Q.2Which initiative was launched by NPE 1986 to improve the infrastructure and quality of primary schools? A)    National Literacy Mission B)    Operation Blackboard C)    Sarva Shiksha Abhiyan D)    Mid-Day Meal Scheme Q.3 What did the NPE 1986 emphasize for secondary education? A)    Expansion of primary schools B)    Improvement of the quality of secondary education and providing computer literacy C)    Establishment of more open universities D)    Reduction of vocational training programs Q.4The NPE 1986 aimed at promoting the concept of "lifelong education." Which of the following is NOT related to this concept? A)    Adult education programs B)    Distance learning initiatives C)    Vocational training for all ages D)    Limiting education opportunities to young adults Q.5Which of the following groups was specifically targeted for educational equality in the NPE 1986? A)    Urban residents B)    Scheduled Castes (SC) and Scheduled Tribes (ST) C)    Foreign students D)    Corporate employees Q.6 According to the NPE 1986, what was the role of Open Universities? A)    To limit higher education to traditional classroom settings B)    To augment opportunities for higher education and democratize education C)    To focus solely on vocational training D)    To replace conventional universities Q.7 The NPE 1986 called for which type of educational approach in primary education? A)    Teacher-centered approach B)    Child-centered approach C)    Technology-centered approach D)    Exam-centered approach Q.8 Which sector did the NPE 1986 emphasize as essential for economic and social development at the grassroots level? A)    Urban development B)    Industrial development C)    Rural university model D)    International trade Q.9 What was a significant recommendation regarding teachers in the NPE 1986? A)    Reducing the number of teachers B)    Recruiting more teachers from Scheduled Castes (SC) and Scheduled Tribes (ST) C)    Eliminating teacher training programs D)    Privatizing teacher recruitment Q.10 What was one of the recommendations of the NPE 1986 to address the problem of adult illiteracy? A)    Establishing more higher education institutions B)    Expanding adult education programs C)    Reducing funding for adult education D)    Limiting adult education to urban areas 14.5    SUMMARY The quality of education system is dependent, to a large extent, on the teachers. The quality of teachers is dependent, to a large extent, on the system of teacher education. It is heartening to note that the concern for raising the quality and status of teacher’s education has caught the attention of the nation and the same is reflected in the National Policy on Education (NPE) – 1986 and Programme of Action (POA) – 1992. After adoption of NPE-1986 in pursuance of its provisions of teacher education, a Centrally Sponsored Scheme (CSS) of Restructuring and Re-organization of Teacher Education was approved in October, 1987, by the Government of India. The National Policy on Education (NPE) was adopted by Parliament in May 1986. A committee was set up under the chairmanship of Acharya Ramamurti in May 1990 to review NPE and to make recommendations for its modifications. That Committee submitted its report in December 1990. At the request of the Central Advisory Board of Education (CABE) a committee was set up in July 1991 under the chairmanship of Shri N. Janardhana Reddy, Chief Minister of Andhra Pradesh, to consider modifications in NPE taking into consideration the report of the Ramamurti Committee and other relevant developments having a bearing on the Policy, and to make recommendations regarding modifications to be made in the NPE. This Committee submitted its report in January 1992. The report of the Committee was considered by the CABE in its meeting held on 5-6 May, 1992. While broadly endorsing the NPE, CABE has recommended a few changes in the Policy. The NPE has stood the test of time. Based on an in-depth review of the whole gamut of educational situation and formulated on the basis of a national consensus, it enunciated a comprehensive framework to guide the development of education in its entirety. That framework continues to be of relevance. However, the developments during the last few years and experience in the implementation of the Policy have necessitated certain modifications. The modifications required have been specified in the paper "National Policy on Education, 1986 - Revised Policy Formulations" laid on the Table of the House. I also lay on the Table of the House the report of the CABE Committee on Policy. 14.6    GLOSSARY Universal Enrollment and Retention: Ensuring that all children, irrespective of their background, are enrolled in school and retained until they complete elementary education up to 14 years of age. Operation Blackboard: A program aimed at improving the quality of primary education by providing essential facilities in schools, such as classrooms, blackboards, and teaching materials. Child-Centered Approach: An educational approach that prioritizes the interests, abilities, and learning styles of children, ensuring that education is tailored to their individual needs. Indira Gandhi National Open University (IGNOU): Established in 1985, this university aims to provide flexible and open higher education opportunities to a wide range of learners through distance education. Rural University Model: An educational model inspired by Mahatma Gandhi's philosophy, focusing on promoting economic and social development in rural areas through education. 14.7    ANSWERS TO SELF-CHECK EXERCISES SELF-CHECK EXERCISE-1 Answer 1: B) To ensure a national system of education with comparable quality for all students Answer 2: B) Universal access and enrollment, and universal retention of children up to 14 years of age Answer 3: B) Improvement of the quality of secondary education and providing computer literacy Answer 4: A) Operation Blackboard Answer 5: B) Creation of a three-exam scheme for engineering and architecture admissions Answer 6: B) Enhance opportunities for reflection on social, economic, cultural, moral, and spiritual issues Answer 7: C) Privatization of primary education Answer 8: B) Indira Gandhi National Open University Answer 9: A) Delinking degrees from job requirements Answer 10: C) Rural University SELF-CHECK EXERCISE-2 Answer 1: B) Universal enrollment and retention of children up to 14 years of age Answer 2: B) Operation Blackboard Answer 3: B) Improvement of the quality of secondary education and providing computer literacy Answer 4: D) Limiting education opportunities to young adults Answer 5: B) Scheduled Castes (SC) and Scheduled Tribes (ST) Answer 6: B) To augment opportunities for higher education and democratize education Answer 7: B) Child-centered approach Answer 8: C) Rural university model Answer 9: B) Recruiting more teachers from Scheduled Castes (SC) and Scheduled Tribes (ST) Answer 10: B) Expanding adult education programs 14.8    REFERENCES/ SUGGESTED READINGS Annual Report 1992-93, Ministry of Human Resource Development. Baruah K.C. and Dr. Sharma M.M.,A New Refresher Course in History of Education in Indian “ Vinod Pustak Mandir, Agra. Chaube, S.P.: History and Problems of Indian Education, Vinod Pustak Mandir, Agra 2. Second Edition, 1988. Damal B.D. and Dash B.N, “Education in Modern Indian”, Kalyani Publisher, New Delhi. Ranganathan, S.(2007), Educational Reform and Planning Challenge, Kanishka Publishers, Distributors, New Delhi Saikia, Dr. S.(1998) History of Education in India, Publishers Mani Manik Prakash6.1- 14.9    TERMINAL QUESTIONS 1.    What were the main recommendations of the NPE, 1986? 2.    What were the main objectives of the NPE of 1986 and Programme of Act, 1992? 3.    Explain the main recommendations of POA. 4.    What are effects of the NPE 1986 and POA, 1992, on the education system of India? according to a phased            programme; Unit-15 PROGRAMME OF ACTION (POA-1992) Structure: 15.1Introduction 15.2 Learning Objectives 15.3    Programme of Action (1992) Self Check Exrcise-1 15.4 Recommendations of Programme of Action (1992) for UEE Self Check Exercise-2 15.5    Summary 15.6    Glossary 15.7    Answers to Self Check Exercise 15.8    References and suggested readings 15.9    Terminal Questions 15.1INTRODUCTION The Programme of Action (PoA) 1992 was introduced as an implementation strategy for the National Policy on Education (NPE) 1986, aiming to translate policy recommendations into concrete actions. Developed under the government of Prime Minister P.V. Narasimha Rao, the PoA 1992 sought to address the educational challenges and goals outlined in the NPE by providing detailed plans and guidelines. Key focus areas included universal access to education, improving the quality of education, promoting equity for marginalized groups, enhancing vocational education, and incorporating modern technologies into the learning process. By targeting both quantitative and qualitative improvements across various educational stages, the PoA 1992 represented a comprehensive effort to reform and modernize the Indian education system, ensuring it met the nation's socio-economic needs and aspirations. 15.2    LEARNING OBJECTIVES After going through this unit, you will be able to: Understand the Programme Of Action, 1992 Discuss the various recommendations of Programme of Action, 1992 15.3    PROGRAMME OF ACTION (1992)/ THE ACHARYA RAMAMURTI COMMITTEE REPORT In the present analysis, efforts will be made to describe the steps under the National Policy on Education, 1986 and the modifications or changes suggested by the review committee (1992) which have a human rights perspective. The review of different recommendations is being done, along with possible suggestions. These suggestions are expected to be more practical and desirable, in relation to the declared policy objectives in the field of education. The Kothari Commission of 1964 and, subsequently, the National Education Policy, 1986, endorsed the concept of universalization of primary (elementary) education. Further, the Plan of Action 1992, and now the Constitution, also accepted the fundamental right of elementary education. The Rammurthy Committee was appointed on May 7, 1990 and it submitted its report to the Minister of State in the Ministry of Human Resource Development on December 26, 1990. The report was tables in the parliament on January 9, 1991. NPE was reviewed during 1990-92 by the Acharya Rammurthy Committee (1990) and N Janardan Reddy Committee (1992) and necessary amendments were made, on the basis of which, the Programme of Action (1992) was chalked out and based on its recommendation’s provisions were made in the eighth plan. •    In spite of this and the constitutional provision for free-primary education for the age group of 6-14, the same is very much beyond the achievement of the educational system, to date. •    Almost half of the children, in the age group of 6-14, either do not go to school or drop out at an early age. •    Many have to stay out-side the educational system, due to strong economic compulsions. Efforts, over the last 40 years, to remedy this situation, have not met with any significant success. •    According to the Ramamurti Committee, remedies for the above maladies suggested by NPE, 1986, have not worked and will not work. Remedies suggested by the Ramamurti Committee have been at variance with the recommendations of NPE, 1986. However, before critically reviewing the recommendations of the Ramamurti Committee in this respect, it will be pertinent to examine the basic characteristics of educational dualism in our country. •    In view of this, it is quite clear that the creation of the Navodaya School was biased against children from the poorest families, unless adequate care was taken in respect of pre-school and early primary education. •    The Ramamurti Committee, therefore, rightly recommends discontinuation of the Navodaya school model. Further, the recommendation of the committee, for an integrated universal school system at the elementary level, is conceptually very sound. But, unfortunately, the committee has not suggested any concrete programmes for implementation, where it could successfully develop a base for apolicy on a human rights perspective. •    Educational investments, in many developing countries, tend to enhance the already advantaged group, rather than the other ones. •    The committee, instead of suggesting total integration points to these types of structural issues, should have, explicitly, mentioned these. But, the Ramamurti Committees suggestion for integrated education (by integrating the formal and non- formal streams) has been strongly opposed by a section of the press, because such an Integrated Universal System of elementary education has the basic ingredients of disturbance, in the present elitist edifice of education. •    The Ramamurti Committee has suggested non-formalization of the formal school system i.e. the schools open up and change themselves in response to the demands of society. •    The committee has suggested certain things such as flexible working hours, reducing school hours and increasing learning hours to non-formalize schools. But, of course, all these improvements will require significant improvement of the teacher student ratio, at all stages. In view of the basic nature and importance of this integration, in the overall improvement of the educational system, generation of resources for upgrading schools and non-formalizing of existing formal schools, through much needed flexibility, must receive utmost attention. •    A close reading of the POA reveals that in its view the rapid expansion, which was not accompanied by sufficient investment of resources is responsible for a deterioration in academic standards(Para 1, Chapter II). This seems to be rather over-simplification of a fairly complex situation. Many other factors are acknowledged as determinants of the quality of learning in the schools. The Review Committee regards the teachers, the community and the social environment as the key factors for moving towards child centred approach and better standards in education. Provision of additional facilities to the schools (e.g. Operation Blackboard) must be made but it should never be construed to imply that this alone would bring about the desired change in the schools. •    The POA recommends that an attempt should be made to switch over to 5+3+2 pattern by 1995 so that it coincides with the target year for UEE'. It is not at all clear what relationship between the 5+3+2 pattern and UEE is envisaged by the POA. This is, however, a significant matter. According to the Review Committee, the present mode of curriculum development and content planning in the primary and middle schools is determined by what is planned at the +2 level. This results in unnecessarily burdening the child in the elementary school and, at the same time, in not allowing the growth of a holistic and self-sufficient view of the first five and eight years of schooling respectively. In the present stage of social development in most parts of India, a large majority of children, even with improved strategies of universalisation, would quit schooling after either Class V or Class VIII. It is, therefore, crucial that the curriculum development at these two levels is aimed to provide for a self- sufficient model of knowledge, skills and attitudes within the elementary system such that the majority of children can go out into the world of work and continue self-learning throughout life. It is not being suggested that the +2 level is unnecessary for the majority of our children. As education is a sub-system of the social system, the +2 level is to become both accessible and important in the life of the majority of the children, as the country moves into a higher stage of social development. To be sure, this would not come about without a drastic overhaul of the present development policy and a clear tilt towards equity and social justice in national life. Until this happens the +2 level shall remain outside the purview of universalisation. SELF- CHECK EXERCISE -1 Q.1 When was the Acharya Ramamurti Committee appointed? a)    May 7, 1989 b)    May 7, 1990 c)    December 26, 1990 d)    January 9, 1991 Q.2 What was the primary objective of the Programme of Action (PoA) 1992? a)    To introduce new subjects in the curriculum b)    To implement the recommendations of the National Policy on Education (NPE) 1986 c)    To construct new schools nationwide d)    To provide free textbooks to all students Q.3 Which committee reviewed the National Policy on Education (NPE) during 199092? a)    Kothari Commission b)    N Janardan Reddy Committee c)    Acharya Ramamurti Committee d)    Both b and c Q.4What significant recommendation did the Ramamurti Committee make regarding the Navodaya schools? a)    Expand the Navodaya schools b)    Discontinue the Navodaya school model c)    Convert Navodaya schools into universities d)    Integrate Navodaya schools with private institutions Q.5 Which educational system did the PoA 1992 propose to implement by 1995? a)    10+2+3 system b)    5+3+2 pattern c)    6+4+3 pattern d)    8+2+2 system Q.6 According to the PoA 1992, what was one of the major reasons for the deterioration in academic standards? a)    Lack of trained teachers b)    Insufficient investment of resources c)    Overburdened curriculum d)    Ineffective teaching methods Q.7 What was a key feature of the child-centered approach recommended by the PoA 1992? a)    Increased focus on examinations b)    Provision of additional facilities like Operation Blackboard c)    Introduction of more subjects d)    Longer school hours Q.8 What approach did the Ramamurti Committee suggest for the formal school system? a)    Privatization b)    Non-formalization c)    Digitalization d)    Nationalization Q.9 Which groups were the NPE 1986 and PoA 1992 particularly concerned with providing equal educational opportunities to? a)    Urban children b)    Wealthy families c)    Scheduled Tribes (ST) and Scheduled Castes (SC) d)    Non-resident Indians Q.10 The Ramamurti Committee’s suggestions aimed to achieve which of the following in terms of school schedules? a)    Increased school hours b)    Flexible working hours c)    Reduced number of school days d)    Introduction of evening classes 15.4 RECOMMENDATIONS OF PROGRAMME OF ACTION 1992 The Programme of Action (PoA) 1992 was formulated to implement the recommendations of the National Policy on Education (NPE) 1986, with a focus on addressing educational challenges and improving the quality and accessibility of education in India. Here are the detailed recommendations of PoA 1992: 1.    Universalization of Elementary Education (UEE) •    Enrollment and Retention: o Stress on improving both enrollment and retention rates, as distinct from mere enrollment figures. o Emphasize the continuous monitoring and improvement of data related to enrollment and retention. •    School-Community Relationship: o Foster a strong relationship between schools and the community to enhance the quality and accessibility of education. o Encourage community participation in school management and decisionmaking processes. •    Role of Teachers: o Recognize the pivotal role of teachers in improving the quality of education. o Enhance teacher training programs and ensure the continuous professional development of teachers. o Improve the teacher-student ratio to facilitate better learning outcomes. 2.    Curriculum and Pedagogy •    Primary and Middle School Curriculum: o The curriculum at the +2 level should not dictate the content and process of education at the primary and middle school levels. o Develop a self-sufficient and holistic curriculum for the first five and eight years of schooling. o Ensure that the curriculum is aimed at providing knowledge, skills, and attitudes necessary for children to continue self-learning throughout life. •    Non-Formal Education (NFE): o Reach out to school drop-outs, children from habitations without schools, working children, and girls who cannot attend whole-day schools. o Develop a curriculum framework based on the needs of learners and related to the local environment. o Promote a learner-centered approach with an emphasis on learning rather than teaching. o Create participatory learning environments and joyful extracurricular activities. o Enable learners to progress at their own pace and learn from each other. 3.    Infrastructure and Facilities • Operation Blackboard: o Provide additional facilities to schools, such as adequate classrooms, blackboards, and teaching aids. o Ensure that improving infrastructure is not seen as the sole solution but as a part of a comprehensive approach to enhancing education quality. 4.    Educational Investment • Resource Allocation: o Increase investment in education, particularly in disadvantaged and underprivileged areas. o Address the structural issues that lead to inequities in educational investment. 5.    School System Structure • Educational System Pattern: o Propose a 5+3+2 pattern to be implemented by 1995 to coincide with the target year for Universal Elementary Education (UEE). o Ensure that the educational structure supports the holistic development of students and meets the needs of the majority of children who may leave the education system after Class V or Class VIII. 6.    Equity and Inclusion • Equal Educational Opportunities: o Focus on providing equal educational opportunities to marginalized groups, including Scheduled Tribes (ST) and Scheduled Castes (SC). o Address economic compulsions that prevent children from attending school and ensure support for disadvantaged families. 7.    Navodaya Schools • Review of Navodaya School Model: o Discontinue the Navodaya school model, which was seen as biased against children from the poorest families. o Advocate for an integrated universal school system at the elementary level. 8.    Flexibility in School System • Non-Formalization of Schools: o Suggest non-formalization of the formal school system, where schools open up and change themselves in response to societal demands. o Introduce flexible working hours, reduce school hours, and increase learning hours to make schools more adaptable to students' needs. 9.    Child-Centered Approach • Improvement in Learning Standards: o Emphasize the importance of teachers, the community, and the social environment in moving towards a child-centered approach. o Ensure that the provision of additional facilities is part of a broader strategy to improve learning standards. 10.    Policy and Implementation • Comprehensive Planning: o Develop concrete programs and strategies for the implementation of recommendations, ensuring alignment with declared policy objectives. o Focus on practical and desirable suggestions that can be effectively implemented to achieve the goals of the National Policy on Education. The PoA 1992 was a significant step in addressing the challenges faced by the Indian education system and aimed at creating a more inclusive, equitable, and high-quality educational environment for all children. SELF- CHECK EXERCISE-2 Q.1 What was the primary focus of the Programme of Action (PoA) 1992? a)    Developing new school buildings b)    Implementing recommendations of the National Policy on Education (NPE) 1986 c)    Increasing the number of school subjects d)    Providing free textbooks to all students Q.2 According to the PoA 1992, which aspect should be given special attention in relation to Universalization of Elementary Education (UEE)? a)    Only increasing enrollment figures b)    Improving both enrollment and retention rates c)    Building more schools d)    Reducing the school day duration Q.3 What role does the PoA 1992 suggest for the community in the educational system? a)    The community should be excluded from school management. b)    The community should only be involved in fundraising. c)    The community should be actively involved in school management and decisionmaking processes. d)    The community should provide textbooks and stationery. Q.4 Which curriculum approach was recommended by the PoA 1992 for primary and middle school levels? a)    The +2 level curriculum should dictate the primary and middle school content. b)    The curriculum should focus solely on vocational training. c)    Develop a self-sufficient and holistic curriculum for the primary and middle school levels. d)    Emphasize rote learning over understanding concepts. Q.5 What significant change did the PoA 1992 propose for the educational system pattern by 1995? a)    Implementing a 10+2+3 system b)    Implementing a 6+3+3 system c)    Implementing a 5+3+2 pattern d)    Implementing a 8+2+2 system Q.6 What was one of the key recommendations regarding the Navodaya school model in the PoA 1992? a)    Expand the Navodaya schools across all regions b)    Continue with the Navodaya school model as is c)    Discontinue the Navodaya school model and advocate for an integrated universal school system d)    Convert Navodaya schools into higher education institutions Q.7 How did the PoA 1992 suggest addressing infrastructure issues in schools? a)    Only focus on building new schools b)    Use additional facilities like Operation Blackboard as a part of a broader strategy to enhance education quality c)    Ignore infrastructure issues and focus solely on curriculum changes d)    Reduce the number of facilities provided to schools Q.8 What approach did the PoA 1992 recommend for non-formal education (NFE)? a)    Develop a standardized curriculum for all NFE programs b)    Focus solely on academic subjects c)    Promote a learner-centered approach with a curriculum based on local needs and provide opportunities for learners to progress at their own pace d)    Limit NFE to theoretical learning only Q.9 What did the PoA 1992 emphasize regarding educational investments? a)    Focus solely on urban areas b)    Increase investment in education, particularly in disadvantaged and underprivileged areas c)    Reduce overall educational funding d)    Allocate resources only for infrastructure development Q.10 According to the PoA 1992, what was a key feature of the child-centered approach? a)    Increased emphasis on examinations b)    Provision of additional facilities as part of a broader strategy to improve learning standards c)    Introduction of more subjects in the curriculum d)    Longer school hours and a focus on rote learning 15.5    SUMMARY The PoA 1992 was a significant document that aimed to translate the broad objectives of the NPE 1986 into actionable steps. By focusing on universalization, equity, quality, and community involvement, it sought to address the deep-rooted challenges in the Indian education system. The recommendations provided a roadmap for creating a more inclusive, accessible, and high-quality education system that could cater to the diverse needs of all children in India. 15.6    GLOSSARY Educational Dualism: The existence of two distinct and unequal educational systems within a country, often resulting in disparities in educational opportunities and outcomes. Integrated Universal School System: A concept proposed by the PoA for creating a unified and inclusive elementary education system that integrates formal and non-formal education streams. Navodaya Schools: A network of schools established under the NPE 1986 to provide quality education to talented children from rural areas. The PoA recommended discontinuing this model due to perceived biases against the poorest families. Non-Formal Education (NFE): Education programs designed to reach school dropouts, working children, and others who cannot attend full-day schools. The PoA emphasized the need for NFE to be learner-centered and responsive to local contexts. Retention Rates: The percentage of students who continue their education from one grade to the next without dropping out. Universalization of Elementary Education (UEE): A key objective of the PoA, aiming to ensure that all children in the age group of 6-14 have access to free and compulsory elementary education. 15.7    ANSWERS TO SELF- CHECK EXERCISES SELF- CHECK EXERCISE-1 Answer 1: (b) May 7, 1990 Answer 2: (b) To implement the recommendations of the National Policy on Education (NPE) 1986 Answer 3: (d) Both b and c Answer 4: (b) Discontinue the Navodaya school model Answer 5: (b) 5+3+2 pattern Answer 6: (b) Insufficient investment of resources Answer 7: (b) Provision of additional facilities like Operation Blackboard Answer 8: (b) Non-formalization Answer 9: (c) Scheduled Tribes (ST) and Scheduled Castes (SC) Answer 10: (b) Flexible working hours SELF- CHECK EXERCISE-2 Answer 1: b) Implementing recommendations of the National Policy on Education (NPE) 1986 Answer 2: b) Improving both enrollment and retention rates Answer 3: c) The community should be actively involved in school management and decision-making processes. Answer 4: c) Develop a self-sufficient and holistic curriculum for the primary and middle school levels. Answer 5: c) Implementing a 5+3+2 pattern Answer 6: c) Discontinue the Navodaya school model and advocate for an integrated universal school system Answer 7: b) Use additional facilities like Operation Blackboard as a part of a broader strategy to enhance education quality Answer 8: c) Promote a learner-centered approach with a curriculum based on local needs and provide opportunities for learners to progress at their own pace Answer 9: b) Increase investment in education, particularly in disadvantaged and underprivileged areasAnswer 10:    b) Provision of additional facilities as part of a broader strategy to improve learning standards 15.8    REFERENCES /SUGGESTED READINGS Aggarwal, J.C. (2007). Modern Indian Education. New Delhi: Shipra Publications. Aggarwal, J.C.(1994). Landmarks in the History of Modern Indian Education; Vikas Publishing House Pvt. Ltd., New Delhi; Reprint. Aggarwal, J.C. (2003). Development and planning of Modern education, Vikas Publishing House Pvt. Ltd., New Delhi, Reprint. Chaube, S.P (1992).History and Problems of Indian Education; Vindo Pustak Mandir,Agra 2 ; Fourth Edition. Ghosh, Suresh Chandra (2009). The history of education in modern India 1757-2007. New Delhi: Blackswan Publication. Government of India (1966). Education and national development. Report of the Education Commission (1964-66). New Delhi: Ministry of Education. “Indian Education Commission 1964-66” PB Works. 2015. Retrieved June 20, 2015. Naik, J.P. (1997). The Education Commission and After, APH Publishing Corporation, New Delhi. Nanda, S.K. (19982). Indian Education and its problems today; Kabyani Publishers,New Delhi; second Edition . Rao , T.S.(1972). Free Education for All, Social welfare , Vol. XIX (9). Rawat, P.L. : History of Indian Education; Ram Prasad and sons, Agra; Reprint 1991. Sharma,R.N.,:History and Problems of Education in India ; Surjeet Publication, Delhi,fourth Edition 2004. R.K.Raghuram. (2009). Recommendations of Kothari Commission. CrescentPublishing Corporation, New Delhi. Annual Report, 1989-90, Part I, Ministry of HRD, Dept. of Education Dash, M. (2004). Education in India: Problems and Perspectives. New Delhi: Atlantic Publishers . Dr. Digumarti Bhaskara Rao.(1998). National Policy on Education , Towards An Enlightened And Humane Society, Discovery Publishing House, New Delhi. Goel, S. L. (1994). Education policy and administration. New Delhi: Deep and Deep Publication J.C. Aggrawal, Landmarks in the History of Modern Indian Education, 5 th ed., p. 347 Naik, J. P. (1975). Policy and performance in Indian education. New Delhi: Orient Longman Naik, J.P.(1997). The Education Commission and After, APH Publishing Corporation,New Delhi. National Policy on Education – 1986, Ministry of Human Resource Development,Govt. of India, Dept. of Education, New Delhi, May, 1986. National Policy on Education–1986 (With Modifications undertaken in 1992), Ministryof Human Resource Development, Department of Education, New Delhi, 1992. National Policy on Education 1986, Programme of Action, 1992, Ministry of HumanResource Development, Department of Education, Govt. of India, 1993. National Curriculum Framework 2005, National Council of Educational Research andTraining, retrieved 2015-04-14. National Policy on Education, 1985 (PDF). National Council of Educational Researchand Training. Retrieved 2015-04-14. Prof Ramesh Ghanta &B.N.Dash. (2006). Foundations of Education, NeelKamalPublications Pvt. LTD Educational Publishers, New Delhi. Ram Nath Sharma, Rajendra Kumar Sharma (1996), History Of Education In India,Atlantic Publishers & Distributors, ISBN 81-7156-599-9. Saikia, Dr. S.(1998) History of Education in India, Publishers Mani Manik PrakashAnnual Report 1992-93, Ministry of Human Resource Development. 15.9    TERMINAL QUESTIONS Short Answer Questions 1.    What are the Recommendations of POA (1992) for UEE? 2.    Write Acharya Ramamurti Committee Report. 3.    What were the major recommendations of the POA 1992? Long Answer Questions 1.    What are the main Recommendations of POA (1992)? 2.    Explain the Acharya Ramamurti Committee Report, 1992 (Programme of Action). 3.    Explain some of the recommendations of POA which you consider as most important recommendations for policy formulations in education? 260