DEVELOPMENT OF

EDUCATIONAL SYSTEM IN

INDIA(Section:2013-14)

Name:- Ms. DEEPIKA MARIA

Indian Education Commission (1964-65)

Historical Review: 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 word today. The first emphasis' the worth wholeness of the individual-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 other approach, a greater emphasis is laid on the society into which the individual will have to live and work 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 Member: Amongst the several objective of the appointment of this commission were evaluation of the different stages of education and to evolve a national system of education. Dr. S. Radhakrishnan, the President of India and an eminement educationist said, “I am geld to know that the new Education Commission which was set up recently will hold its inaugural session on 2nd October.

The commission was appointment under the provisions of a resolution of the Government of India setting up the Education Commission, dated July 14, 1964 under the chairmanship of Dr. S.k.kothari Chairman, University Grants Commission New Delhi. Terms of Reference :1. National System of

Education2. Qualitative Improvement

in education at All Levels

3. Giving Place to Education as the Key of National Prosperity and Welfare and as Productive Investment4. Survey the Entire Field of Education and Recommend the Ways and Means for Looking Education as a whole and not Fragmented into Parts and Stages5. Benefiting from the Experiences of other Countries of the World

RECOMMENDATIONSThe Committee studied the

problems of education in India and submitted its 1600 pages report to the Education Minister of India on June 29,1966. It is a comprehensive report and expected to have far reaching political repercussions.

1. Education and National Objectives : 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 point programmers.

(i) Increase in production.

(ii) Social and national integration. (iii) Consolidation of democracy. (iv) Speeding the process of modenisation. (v) To build the character through the development of social and spiritual values.2. Education Structure

and Standard : General education

should last for aperiod 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 of three years should also be given. The theme of higher secondary education should be fixed for two years. After it is the degree course should be of three years. The Graduate course be extended from two to three years.

3. Teacher Status : It is necessary to improve the economic, social and professional status of the teacher. The scale of pay of Government and non- Government schools should be the same. A suitable 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.

4. Teacher’s Education : Isolation of teacher’s education should by 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.

5. Equalization of Educational opportunities: In India two types of inequalities are found in the field of education:

(i) In the education of boy and girls, and

(ii)In the education of developed and backward classes.

In order to remove these inequalities. Lower secondary education should be made free up.

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, manager of the private school shall be encouraged to expand primary education. By the year 1975-76 and by the year 1985-86 proper provision should be made for primary education of all the boys and girls up to he /she get of five and seven years respectively,

7. School curriculum: The commission recommended the following curriculum for the different classes:1. Lower primary (class I to

IV) (a) one language-mother-

tongue or regional language. (b) Mathematics. (c) Study of Environment-

science and social studies should be taught in class III and Iv.

(d) Creative activities.

(e) Work experience and social service. (f) Health education.2. Higher primary (class v to vii) (a) Two language: (1) Mother- tongue or regional language. (2) Hindi and English. (b) Mathematics. (c) Science. (d) Social studies (or History, geography and civics)

(e) Art.(f) Work-experience and social service.(g) Physics education.(h) Education in moral and spiritual values.3. Lower secondary (viii to x) (a) the languages in non- Hindi spiking areas, generally there should be following languages: (1) Mother language or regional language. (2) Hindi in higher or lower standard. (3) English in higher or lower standard.

(1)Mother language or regional language.

(2)English (or Hindi if English has been taken as mother tongue).

(3)On modern India language besides Hindi.

(b) Mathematics.(C) History, Geography and

civics.(d) Art.(e) experience and social

service.(f) Physical education.(g) Education of moral and

spiritual velues.

4. Higher Secondary (xi to xii class) (a) Any two languages which should include any modern Indian language, any modern foreign language and any classical language. (b) Any three subjects to be selected from the following subjects. (1)One education language. (2)History, (3)Geography, (4)Economics, (5)Logic, (6) Psychology, (7) Art, (8) Chemistry, (9) Physics, (10) Mathematic, (11) Biology,(12) Geology, (13) Home science.

(c) Work experience and social service.(d) Physical education.(e) Art and crafts.(f) Education in moral and spiritual value.Amendment in the three language formula The three-language should be amended on the basis of the fallowing principles: (i) Hindi as national language of the union should occupy an important place after mother –tongue.

Place of HindiEnglish will continue to be used as a language of intellectual exchanges in higher education. However, English cannot be a medium of exchange of views 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 of Hindi in all parts of the country.

6. 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 languages in schools has become necessary English will be used in the from of associate languages for an indefinite period.

7. 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.

8. Place of Classical LanguagesSanskrit 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. A mixed curriculum of mother- tongue should be included in the three- language formula.