Skip to main content

Kothari Education Commission 1964-66

INTRODUCTION

Kothari Education Commission, 1964-66,  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. Radhakrishnan Commission , which dealt with university education and Secondary Education Commission, 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.

APPOINTMENT OF THE COMMISSION

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. was 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

The unique features of the Education Commission (1964-66) were:
  1. 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 inquiry to specific sectors or aspects of education, but to have a comprehensive review of the Entire Educational System.
  2. 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.
  3. 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 latestdevelopments 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.


REPORT OF THE COMMISSION


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.


RECOMMENDATIONS

There were two major aspects of the recommendations, i.e., education and national objectives and educational structure.

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.

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.
  1. Science is the basic component of education and culture ; so it should be made an integral part of school education.
  2. To inculcate the value of manual work the commission recommended the introduction of work experience in school education.
  3. To meet the increasing needs of technical personnel in Industry, agriculture and trade the IEC recommended to introduce 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 –
The commission made the following recommendations for strengthening social and national integration through education.
  1. To make education a powerful instrument of national development, common school system of public education should be adopted.
  2. 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.
  3. A language is a firm adhesive for social and national integration, suitable provisions should be made for teaching mother tongue, Hindi and other Modern Indian languages in schools.


3. Education and Modernisation -
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 modernisation the IEC is of the opinion that “greater emphasis must be placed on vocational subjects, science education and research.”

4. Social, moral and spiritual values -
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.
  1. 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.
  2. 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.
  3. The University departments should be specially 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.

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 duration for the second or research degrees.

The structural pattern thus recommended by the commission is commonly known as 10+2+3.

In short 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 re organisation of the university stage. At this stage, the three year degree has been favored by the Commission.
Labels:

Comments

Post a Comment

Popular posts from this blog

Sheldon's Theory of Personality (Type Theory)

Intro In the 1940's, William Herbert Sheldon associated body types with human temperament types. He claimed that a body type could be linked with the personality of that person. He says that a fat person with a large bone structure tends to have an outgoing and more relaxed personality while a more muscular body typed person is more active and aggressive. A slim or scrawny person with thin muscles is usually characterized as quiet or fragile. He split up these body/personality types into three categories called somatotypes. Endomorphic An Endomorphic somatotype is also known as a viscerotonic. The characteristic traits of this somatotype usually includes being relaxed, tolerant, comfortable, and sociable. Psychologically, they are also fun loving, good humored,even tempered, and they love food and affection. The Endomorph is physically "round". They have wide hips and narrow shoulders that give a pear shape. They tend to have a lot of extra fat on their body a
2 comments
Read more

Deficit Theory (Eller, 1989)

The Deficit Theory attempts to explain why certain disadvantaged students show a high failure rate in school. These students coming from socio-economically disadvantaged homes, show a lack of verbal stimulation and entered school without the necessary linguistic resources for success. These children, labelled verbally deficient may actually be highly competent language user, however they do not find themselves in situations where they are able to demonstrate their specific language competence. When a child is in the presence of an authority figure of a different social class, he or she tends to be more introverted. An important consideration for those working with high school students is to realize that one vernacular (language) is not inherently superior to another. Such understanding will enhance a students' desire to develop during there years of critical language growth. In an attempt to explain deficiencies in lower socioeconomic students’ success rate, some researc
19 comments
Read more

B.Ed Notes - Gardner’s Multiple Intelligence Theory

  Gardner's Definition of Intelligence   The human ability to solve problems or to make something that is valued in one or more cultures. The theory of multiple intelligence is Howard Gardner’s theory that proposes: That people are not born with all of the intelligence they will ever have. It says that intelligence can be learned throughout life. Claims that everyone is intelligent in at least nine different ways and can develop each aspect of intelligence to an average level of competency. Intelligence, as defined by Gardner, is the ability to solve problems or fashion products that are valuable in one or more cultural settings. The 9 intelligences included in Gardner’s theory are: Verbal/ Linguistic Visual/ Spatial Interpersonal Musical/ Rhythmic Logical/ Mathematical Intrapersonal Bodily/ Kinesthetic Naturalist Existentialist Principles of Multiple Intelligence Theory: Intelligence is not singular: intelligences are multiple. Every per
2 comments
Read more