1 B.Ed Second Semester Paper 201: Development of Education System in India Prepared By: Mr. Irfan Ul Hassan Faculty IASE M.A Road Srinagar. UNIT III & UNIT IV Bhagwan Sahai Committee Report (1972). On 1 st April 1972 the J&K Govt. issued a notification which said in the years since independence considerable progress has been made by the state in the field of education. The state government considers, however, that much has still to be done and done urgently if education is to play its full part in the progress of modernization and development and if the educational system is to be more closely related. To employment opportunities this calls for quick appraisal of educational policies. Under the notification a committee on education was constituted to examine the problems and recommended early to the government, suitable policies and programmes for implementation. Shri Bhagwan Sahay Governor of the state agreed to be the Chairman of the Committee. Other members of the committee were: 1. Shri. G. Partha Sarathi, Vice Chancellor J N U Delhi 2. Dr. M. S Swaminathan ,Director Indian Council of Agricultural Research New Delhi. 3. Shri. J. P Naik, Advisory Ministry of Education and Social Welfare, Government of India New Delhi. 4. Shri. N.R Mukherji Chief Secretary J and K Government. 5. Miss. Mahmooda Ali Shah Principal, Government College for Women M A Road. 6. Prof.. Agha Ashraf Ali, Head of Teaching Department University of Kashmir, Srinagar. 7. Prof. Satya Bhushan Jammu University. The Committee submitted its report to government in Feb. 1973, entitled “ Development of Education in JandK State”. Guiding Principles Of Education (As Suggested By Sahay Committee). 1. Total Reconstruction of Society:- India has achieved her political freedom in 1947 and has decided to transform itself into a secular, democratic republic. This implies that a social order based on freedom, justice, equality and dignity of every individual and which will provide a reasonable standard of living for all shall have to be created. To achieve
Transcript
1
B.E
d S
eco
nd
Se
me
ster
Pa
pe
r 20
1:
De
ve
lop
me
nt o
f Ed
uca
tion
Sy
stem
in In
dia
Pre
pa
red
By
: Mr. Irfa
n U
l Ha
ssan
Fa
culty
IAS
E M
.A R
oa
d S
rina
ga
r.
UN
IT III &
UN
IT IV
Bhagw
an Sahai C
omm
ittee Report (1972).
On
1 st Ap
ril 197
2 the J&K
Go
vt. issued
a notificatio
n w
hi
ch said in the ye
ars since in
depend
ence
co
nsiderab
le pro
gress ha
s been m
ade b
y the state in
the field
of ed
ucation
. The state go
vernm
ent
consid
ers, ho
weve
r, that m
uch h
as still to be done an
d do
ne urgently if e
ducatio
n is to
pla
y its fu
ll part in th
e pro
gress of m
odern
ization
and
deve
lopm
ent and if th
e ed
ucatio
nal system
is to be
mo
re closely related. T
o em
plo
ymen
t op
portu
nities this calls fo
r quick ap
praisal o
f education
al p
olicies.
Un
der the no
tification a com
mittee on
educatio
n w
as co
nstitu
ted to
examin
e the pro
blem
s and
recom
men
ded e
arly to the govern
men
t, suitable po
licies and
progra
mm
es for implem
entatio
n.
Shri B
hagw
an S
aha
y Go
vernor o
f the state agre
ed to
be the C
hairm
an o
f the Com
mittee. O
the
r m
em
bers of th
e com
mittee w
ere:
1.
Shri. G
. Partha S
arath
i, Vice C
hancello
r J N U
Delh
i 2
. D
r. M. S
Sw
aminath
an ,D
irector Indian
Co
uncil o
f Ag
ricultu
ral Research
New
Delhi.
3.
Shri. J. P
Naik, A
dviso
ry Ministry of E
du
cation a
nd
So
cial We
lfare, G
overnm
ent of In
dia N
ew D
elhi. 4
. S
hri. N.R
Mu
kherji C
hief S
ecretary J and
K G
overnm
en
t. 5
. M
iss. Mah
moo
da A
li Sh
ah Princip
al, Govern
men
t Co
llege fo
r Wo
men
M A
Ro
ad.
6.
Prof.. A
gha A
shraf A
li, Head
of T
each
ing D
epa
rtmen
t U
nive
rsity of K
ashm
ir, Srin
agar.
7.
Prof. S
atya Bh
ushan
Jam
mu
University.
Th
e Co
mm
ittee subm
itted its repo
rt to govern
men
t in F
eb. 197
3, en
titled “ Develop
ment o
f E
du
cation in Jand
K S
tate”.
Guiding P
rinciples Of E
ducation (As S
uggested By S
ahay Com
mittee).
1. T
otal Reconstruction of S
ociety:- Ind
ia has ach
ieved he
r political freed
om
in 1
947
and
h
as decid
ed to tran
sform
itself into a secular, dem
ocratic rep
ublic. T
his im
plies th
at a
social o
rder based
on fre
edom
, justice, equality a
nd
dign
ity of every in
dividu
al and w
hich
will p
rovide a
reason
able standa
rd of living fo
r all shall have
to be
created. T
o achieve
2
this w
ho
le nation sh
all have to
ma
ke effo
rts for the to
tal reconstruction
of th
e society-
econo
mic, p
olitical, so
cial an
d edu
cation
al.
2. E
quality of Opportunity:
- Eve
ry individ
ual is wo
rthw
hile an
d is ab
le to m
ak
e his
uniqu
e contribu
tion to
the society. W
e h
ave sufficien
t hu
man
resou
rces but u
nfo
rtunately
we h
ave failed to
develo
p and
grow the p
otentialiti
es of all. We
shall have to d
evise th
me
ans to
a
chieve
the co
ncep
t and
o
bje
ctives o
f eq
ua
lity o
f op
portun
ity on
all
in
educatio
n.
3. S
cience and Education:- M
oreover, the im
po
rtan
ce of scien
ce in the pre
sent d
ay wo
rld
canno
t be ignored
. It is a pow
erful in
strum
ent for m
od
ernization
. It he
lps to ration
al o
utlook
bu
t it
is necessary
that
the teach
ing
of
scien
ce sho
uld
be
related
to
the en
vironm
ent and the p
rob
lems o
f life.
4. Inculcation of som
e habits:- We
shou
ld n
ot fo
rget that ed
ucation is a th
ree fold p
rocess.
It imp
arts kno
wled
ge and
stimu
lates desire to
pursu
it continu
ously. It tea
ches essential skills an
d im
pa
rts basic values. S
o, o
ur edu
cation
sho
uld
not on
ly imp
art know
ledge
and
function
al info
rmatio
n b
ut sh
ould
also stim
ulate
curiosity in th
e stu
dents an
d cultivate
habit o
f self stud
y. Ou
r edu
cation
shou
ld d
evelop p
rob
lem so
lving attitu
de and
scientific o
utlook. It sh
ould
inculca
te the sen
se of to
leran
ce an
d tru
e patrio
tism.
5. P
resent defects to be removed:- W
e have n
ot yet ach
ieved th
e con
cept o
f universal
ed
ucation
. E
very in
dividual
does
no
t get
op
po
rtunit
y to
re
ceive e
ducatio
n.
Ou
r cu
rriculu
m is plan
ned in su
ch a man
ner as if w
ork has no
relation
with
educatio
n. T
he
meth
ods
em
plo
yed
are
tradition
al an
d do
n
ot
inculcate
values.
Th
ere
is gen
eral
dissatisfactio
n w
ith the system
mu
ch o
f disco
nten
t w
ith th
e teachers an
d grow
ing un
rest an
d une
mplo
yme
nt with
the studen
ts.
6. E
ducation as
an instrum
ent of
social reconstruction:-
Ed
ucation
can
b
eco
me
a p
owerful in
strum
ent o
f social pro
gress pro
vided th
at it h
as prop
er cha
racter, cove
rage
and
quality. B
efore e
mb
arking u
pon
the w
ork of tran
sform
ation o
f ou
r educatio
n system, d
ue
consid
eration
n
eeds
to
be
given
to
these
basic
post
ulates th
at sh
all gu
ide
this
reconstru
ction
.
3
MU
DA
LIAR
CO
MM
ISS
ION
(1952-1953).
Th
e com
mission
was n
am
ed afte
r its Ch
airman
Dr. A
La
kshm
answam
i Mu
daliar. H
e was V
ice C
hancellor o
f Mad
ras University an
d an em
inent ed
uc
ationist. T
he co
mm
ission is p
opu
larly kno
wn
as Seco
ndary E
du
cation C
om
missio
n becau
se it
aimed
at brin
ging abo
ut im
portan
t refo
rms in th
e field of seco
ndary ed
ucation. T
he o
th
er me
mb
ers o
f the C
om
missio
n w
ere
educatio
nists like D
r K L S
hirm
ali and
Shri K
.G S
ay
idian etc. T
he p
rincipal o
f Cen
tral Instiu
te of
Ed
ucatio
n(CIE
), Delh
i Sri A
.N B
asu w
orked as secret
ary.
Th
e C
omm
ission
gave d
etailed
recom
men
datio
ns w
ith
regard
to
aims,
curricu
lum
, tea
che
r train
ing th
eir cond
itions o
f wo
rk and service, m
ethod
s of teachin
g, examin
ation an
d evalu
ation
, stu
den
t welfare, m
edium
of in
structio
n, health
recreatio
nal activities a
nd ad
min
istration and
su
pervision
o
f secon
dary
edu
cation
in
the co
untry.
Th
e m
ain
recom
men
dations
can be
en
umerated
as und
er:
Aim
s of Secondary E
ducation
Ind
ia, befo
re th
e appo
intm
ent of this co
mm
ission, had
declared
itself a d
em
ocratic rep
ublic.
Ed
ucatio
n, specially th
e secon
dary edu
cation h
ad to
meet th
e req
uiremen
ts of a dem
ocratic setu
p.
Keepin
g this thin
g in vie
w th
e com
missio
n has mad
e th
e follo
win
g recom
men
dation
s in regard to
its aim
.
1. D
evelopment of dem
ocratic citizenship:- The aim o
f seco
ndary ed
ucation
sho
uld be the
d
evelop
men
t of d
emo
cratic citizensh
ip amo
ng stu
den
ts. T
his w
ill help to
grow a
mo
ng
th
em
the
po
wer
of
clear th
inkin
g en
abling
them
to
d
evelop
a
com
prehen
sive and
scien
tific attitude an
d imb
ibe th
e spirit of d
iscipline, co
operatio
n, to
lerance an
d social
conscio
usness.
2.
Developm
ent of
personality:-
It em
ph
asized
all ro
und
d
evelopm
ent
of
a ch
ilds
person
ality thro
ugh
second
ary educatio
n. T
his in
clud
ed h
is ph
ysical, intellectu
al and
mo
ral develo
pm
ent. In
the cu
rriculu
m b
oth cu
rricula
r and
co-cu
rricular activities w
ere
emph
asized. 3.
Education for leadership:- T
o p
rovide train
ing for leadersh
ip to
children so
that in
the tim
e to co
me
they m
ay b
e able to p
rovide right type
of le
adersh
ip to
the
coun
try and be
ar resp
onsib
ilities as efficient citizen
s.
4. Im
provement of vocational capability and efficiency:- T
he C
om
missio
n aimed
at the d
evelop
men
t of
vocation
al efficien
cy a
mon
g stu
den
ts.
Th
is w
as n
ecessary
for
the p
rogress of vo
cational, tech
nical, pro
fession
al an
d in
dustrial edu
cation
. Fo
rmatio
n o
f ch
aracter th
rough th
e incu
lcation o
f mo
ral and
spir
itual valu
es. This w
as ne
cessary for the
gro
wth of a goo
d n
ation.
4
Main R
ecomm
endations
1. R
eorganization:- The
com
missio
n reco
mm
end
ed
for th
e reorganization
of the syste
m o
f ed
ucation
at prim
ary, junio
r and
secon
dary level. I
t recom
mend
ed 4 or 5 years p
rimary o
r ju
nio
r basic, 3
years ju
nio
r or senior basic an
d 3
years seco
ndary ed
ucation
in the
coun
try. In th
is wa
y indirectly th
e Com
mission
recom
men
ded h
igher secon
dary syste
m
instead of in
termediate colle
ges.
2. D
iversification of Courses:- It laid sp
ecial emp
hasis o
n d
iversification
of cou
rses at the
second
ary level. It is to p
roceed
keepin
g in view
th
e ability, interest, inclin
ation, ap
titude
and
ind
ividual
differen
ces am
on
g the
pu
pils. T
his
led
to
th
e establish
men
t o
f m
ultip
urp
ose second
ary schoo
l in the co
untry.
3. E
stablishment of technical school:- T
he C
om
missio
n reco
mm
ended fo
r establishing
technical an
d ind
ustrial schoo
ls in large n
um
be
rs. T
hese institu
tion
s should b
e in the p
roximity o
f ind
ustries and
pro
vide trainin
g of var
ious typ
es. 4.
Schools for handicapped:- It em
ph
asized on
op
enin
g scho
ols for the
ha
ndicap
ped and
b
ackwa
rd ch
ildren in
cludin
g deaf, d
um
b, blind
and
retard
ed o
nes.
5. M
edium of instruction:- W
ith re
gard to
the mediu
m o
f instru
ction, the co
mm
ission
recom
men
ded
that at
the
second
ary
stage
each
stud
ent
shou
ld
study
at least
two
langu
ages ou
t of wh
ich on
e shou
ld b
e the re
gion
al.
6. D
iversification of
curriculum:-
Th
e sco
pe o
f seco
nda
ry cu
rriculu
m
needed
to
be
w
iden
ed. It sh
ould b
e diversified
with
due e
mp
hasis on
practical asp
ect and
studen
ts sh
ould
have am
ple freed
om
in th
e selectio
n o
f subje
cts. 7.
Improvem
ent of textbooks:- Fo
r raising th
e qua
lity of textb
ooks, h
igh pow
er co
mm
ittee
shou
ld b
e constitu
ted both
in the centre an
d states.
8. C
o-curricular activities:- Sch
emes like self disciplin
e, religious an
d mo
ral ed
ucation
, N
ation
al Cad
et Co
rps (N
CC
), red cro
ss, first aid, s
coutin
g and
co-curricu
lar acticities etc sh
ould
be o
rganized
from
time of tim
e.
9. P
rovision of sports:- Fo
r imp
rovin
g health of bo
ys gam
es shou
ld be orga
nized
on a
regular b
asis. Pro
vision
of ph
ysical instructor and period
ic inspectio
n b
y the docto
r sh
ould
be m
ade in
schoo
ls.
10. Improvem
ent of education system:- In
examin
ation
s, the n
ew con
cept o
f evaluation
shou
ld b
e ado
pted. T
hey sh
ould
be o
bjective type in
stead of m
arks, symb
ols shou
ld be u
sed in evalu
ation. C
um
ulative record
of ea
ch stude
nt sh
ould
be m
aintain
ed. It sho
uld be
a contin
uou
s process.
Th
e above
discu
ssion lea
ds u
s to co
nclude th
at Mu
daliar C
om
missio
n mad
e som
e very impo
rtant
and u
seful recom
men
dation
s for raisin
g the qu
ality an
d stand
ard of se
con
dary ed
ucatio
n in the co
untry.
5
Contribution to E
ducation
a). Reorganisation:- T
he C
om
missio
n stu
died th
e second
ary edu
cation fro
m th
e origin
al po
int
of view
. In this re
gard it has m
ade a n
ovel contributio
n. Its suggestion
in rega
rd to
reorganization
o
f second
ary edu
cation are also very u
seful an
d imp
ortant.
b). Developm
ent of democratic qualities:- Th
e Seco
nd
ary Ed
ucation
Com
mission
has laid
d
own
that th
e aim o
f seco
ndary ed
ucatio
n sho
uld
inc
ulcate an
d develop
dem
ocratic q
ualities in
the stu
den
ts. c). D
iversification of courses:- Th
e Co
mm
ission h
as sugge
sted for the d
iversification
of the
co
urses, at this stage o
f educatio
n, in o
rder to
satisfy the ind
ividu
al interests an
d aptitu
des of the
stud
ents go
ing in
for this sta
ge of edu
cation.
d). Establishm
ent of multipurpose schools:- It h
as also recom
men
ded fo
r the establishm
ent
and d
evelopm
ent of multip
urpo
se scho
ols. This reco
mm
endatio
n has b
een m
ade w
ith a vie
w to
m
ake th
e studen
ts self dep
enden
t from
occup
ation
al o
r pro
fessional p
oin
t of view
. e). Im
provement of service conditions of teachers:- Th
e com
mission
ha
s been very co
rrect in realizin
g that th
e teache
rs form
the
backb
one o
f the en
tire setup
. It ha
s therefore, b
een very
corre
ct in su
ggestin
g the im
pro
vemen
t in salary scales an
d co
ndition
s of service o
f the teache
rs. f). A
rrangement of physical education:- T
he
suggestio
n o
f th
e co
mm
ission
in re
gard
to p
hysical w
elfare o
f the stu
dents are also
very valuab
le. It has corre
ctly been
said that a sou
nd
bod
y can also have soun
d m
ind. U
nless th
e bo
dy is well kep
t, the m
ind ca
nn
ot be healthy.
6
KO
TH
AR
I CO
MM
ISS
ION
(1964-1966) T
o th
row
light o
n the com
prehensive an
d integrated
aspect o
f educatio
n and
suggest m
easures fo
r its imp
rovem
ent, the G
overn
ment o
f India
appo
inted a C
omm
ission in
19
64 un
der th
e ch
airman
ship
of D
r. D.S
Ko
tha
ri, the th
en Chairm
an
of U
niversity Grants C
om
missio
n. T
he C
om
missio
n consisted
of several eminen
t Indian
an
d fo
reign ed
ucatio
nists like Dr P
.N
Kirp
al, Dr. V
.S Jha, P
rof. M
.V M
athur an
d Dr. K
.G
Sa
yidian
. Later Sh
ri J.P N
aik acted
its secretary. T
he w
hole w
ork w
as divided
between
12 ta
sk forces and 7 w
orkin
g group
s consistin
g o
f specialists an
d other g
eneral mem
bers. T
he C
om
mi
ssion visited
differe
nt p
arts of th
e co
untry
for ab
out 1
00 d
ays and
collected relevant d
ata an
d
oth
er information
throu
gh qu
estionares,
interview
s and other d
evices. T
he co
mm
ission su
bm
itted its rep
ort in 1
966
and
provid
ed a detailed
plan o
f 2 d
ecades o
f the
develo
pm
ent o
f edu
cation for th
e cou
ntry. Th
e nam
e
of the rep
ort is p
opu
larly know
n as
Ed
ucatio
n and
Natio
nal D
evelop
men
t. T
here w
as a ne
ed to su
ggest imp
rovem
ent on every ty
pe an
d level of ed
ucation
from p
rimary to
h
igher, technical, ind
ustrial, vo
cation
al, wo
men a
nd ad
ult. A
part from
this th
e Co
mm
issions o
f 1
948
and
195
2 were very m
uch
guided an
d in
fluen
ced b
y western ed
ucatio
nal th
ought. T
his
aroused
a need to recon
sider ed
ucation
in th
e Ind
ian con
text. W
ith th
ese objectives in
view, the then
Cen
tral Edu
cation M
inister Sri M
.C C
hagla in
itiated the
plan o
f appo
intin
g the educatio
n co
mm
ission o
n Ju
ly1
4,196
4. Th
e terms o
f reference of the
co
mm
ission w
as to advise the
Go
vernm
ent o
f Ind
ia on
the gen
eral prin
ciples and p
olicies for the
d
evelop
men
t of educatio
n at all stages an
d in
all its aspects.
Aim
s of Education
At the o
utset, the C
om
missio
n discu
ssed ed
ucatio
n in co
ntext of nation
al goals. Th
e main
goal
set by th
e Co
mm
ission
were the follo
win
g: 1.
National developm
ent:- The m
ain p
roble
m b
efore the
coun
try we
re to b
ring a
bou
t self su
fficiency in
foo
d, econ
omic p
rogress, full em
ploy
ment, so
cial and n
ational u
nity and
p
olitical develop
ment an
d, th
erefore, ed
ucatio
n sho
uld
pro
ceed
in co
nson
ance w
ith the n
ational develo
pm
ent.
2.
Education related to life:- E
ducatio
n sh
ould b
e directly related to
the life,
need
and
aspiration
s of the p
eople.
3. P
roductivity in education:- It shou
ld be related
to prod
uctivity and
wo
rk experien
ce,
social
service, vo
cation
alisation,
develo
pm
ent
of
science
educatio
n,
techn
olog
y, a
griculture and
research etc shou
ld find
du
e enco
ura
gem
ent in th
e system
of ed
ucation
.
4. S
ocial and national integration:-
Fo
r stren
gthen
ing
social,
natio
nal and
em
otion
al in
tegratio
n, it was th
ou
ght n
ecessary to im
ple
men
t the
schem
es of com
mo
n schoo
l syste
m, so
cial and n
ation
al service, com
mu
nity livin
g, health, lan
gua
ge po
licy, facilities
of in
ternatio
nal com
mun
ication
and a feelin
g of in
tern
ation
al und
erstandin
g amo
ng the
m
asses.
7
5. E
ducation for modernization:- E
ducatio
n w
as suppo
sed to
be an impo
rtant m
eans of
brin
ging abo
ut m
ode
rnizatio
n an
d chan
ge and h
ence th
ere was n
eed to d
evelop it in a
balanced
wa
y. 6.
Education for social and m
oral values:- An
imp
ortant role of edu
cation w
as to in
still am
ong stud
ents social, in
tellectual and m
oral value
s in ord
er to b
ring ab
out p
roper
coord
inatio
n b
etwe
en ato
m an
d ahim
sa
Main R
ecomm
endations 1.
Educational
structure:- T
he
com
missio
n
revamp
ed
and
reorgan
ized edu
cation
an
d
prescribed
a clear cut stru
cture for each
stage o
f e
ducation
. Th
e age
for in
itiating the ch
ild
into
educatio
n w
as fixed at 6+. T
he pre p
rimary or
nursery sta
ge ma
y vary from
3 to
6.
Th
e prim
ary sta
ge has b
een d
ivided into
two p
arts i.e lo
wer p
rimary o
f 4 or 5 years and
h
igher prim
ary of 3
years. S
imilarly secon
dary e
du
cation
has also
been
divided
into
two
parts i.e low
er second
ary of 2
years an
d high
er secon
dary o
f 2 yea
rs. Acco
rdin
g to the co
mm
ission, at th
e low
er second
ary stage vocatio
nal
educatio
nal o
f 1 to
3ye
ars co
uld be
imp
arted in p
lace of gen
eral edu
cation. T
he first p
ublic exam
ination w
ould b
e held in
class X
. In th
is wa
y, the com
mission
reco
mm
end
ed th
e establishm
ent o
f high
er secon
dary
schoo
ls in th
e coun
try. It also prescrib
ed a 3
year
de
gree course after hig
her se
con
dary an
d 2 years p
ost gradu
ate ed
ucation.
2.
Teachers
status:- Ko
thari
Co
mm
ission
, 1
966
gave
health
y su
gge
stions
for
the
imp
rove
men
t of teachin
g p
rofession
. It earn
estly hop
ed to attract talen
ted perso
ns to
this
profession
. F
or th
e so
cial, eco
nom
ic an
d p
rofessio
nal
grow
th
of
teachers.
Th
e co
mm
ission su
ggested ra
dical refo
rms w
ith re
gard to their qu
alifications, pa
y scales and
cond
itions of w
ork and
service. The co
mm
ission w
as of the view
that in this age o
f so
aring p
rices a p
rimary teache
r shou
ld get at leas
t a minim
um
of R
s 150
as a b
asic pay.
It clearly laid do
wn
the scales fo
r teachers o
f oth
er sta
ges of educatio
n. Th
e com
mission
also
consid
ered the po
ssibilities o
f their p
rom
otions an
d o
ther bene
fits like triplet b
enefit
scheme etc. T
he te
acher sh
ould get o
ppo
rtunities to
attend su
mm
er in
stitutes, sem
inars
and co
nfe
rences at least on
ce in five yea
rs. Teach
er u
nions an
d federation
s be establish
ed an
d they sh
ould
be p
ermitted
to participate freely
in electio
ns.
At high
er level, facilities for resea
rch sho
uld be m
ade availab
le in ab
und
ance. T
he mo
st im
po
rtant recom
men
dation
mad
e by the C
om
mission
had
been
with
rega
rd to
isolatio
n in
th
e field o
f teache
r edu
cation
. Th
ere sho
uld be p
roper co
ordin
ation
, coop
eration and
co
llaboration
in th
eir wo
rks. Tea
cher ed
ucation asso
ciation
s sho
uld be
organized
at n
ational and
state level. 3.
School curriculum
:- With
regard
to curricu
lum
, the com
missio
n recom
men
ded m
other
ton
gue, m
athe
matics, science, h
ealth
educatio
n, soc
ial studies an
d creative activities as
the teachin
g sub
jects fo
r child
ren at p
rima
ry stage
. At th
e highe
r primary a
part fro
m oth
er su
bjects two
langu
ages, art, edu
cation of m
oral an
d sp
iritual values, w
ork experien
ce and
social service sho
uld
be
includ
ed in th
e curricu
lum
. As for th
e low
er second
ary the
8
com
mission
re
com
mend
ed
in ad
dition
n th
ree lan
gua
ges-
mo
ther to
ngu
e, hind
i and
En
glish.
Th
e com
mission
emp
hasized
for th
e adop
tion
of the p
rinciple o
f diversity in
prescribin
g cu
rriculu
m for bo
ys and girls. It w
as on
e of the view
that in
a de
mocratic setup
edu
cation
shou
ld p
roceed keep
ing in view
the ability, interes
t, capacity, capability an
d inclination o
f in
divid
ual ch
ild. A
part
from
these
th
e co
mm
ission
reco
mm
ended
2
0%
vocationalisatio
n at the lo
wer se
cond
ary and
50%
at th
e higher se
cond
ary stage.
4. M
ethods of teaching:- Th
e com
missio
n recom
men
ded fo
r the ad
option
of dyn
am
ic m
ethod
s o
f tea
ching.
To
ach
ieve th
is, it
was
necessa
ry to
hold
tests
and
o
rganize
co
nferences, sem
inars a
nd w
orksho
ps from
time to tim
e. It was th
e prime d
uty o
f the
educatio
nal
auth
orities to
create
a co
ngen
ial atm
osp
here
in
education
al institu
tion
s. B
oo
ks sho
uld help to cre
ate interest am
on
g stude
nts
and m
otivate them
for learnin
g. Du
e em
phasis b
e laid o
n p
ractical asp
ect of educatio
n. A
part fro
m these, facilities of gu
idance
and co
unselin
g shou
ld b
e mad
e available at th
e scho
ol stage. T
here is n
eed
to ad
here
to
the n
ew con
cept of evaluatio
n. E
fforts shou
ld b
e ma
de to
ma
ke the extern
al examination
as o
bjective as possib
le.
5. E
qualization of educational opportunities:- On
a dem
ocracy, it is n
ecessary to p
rovide
eq
ualization o
f educatio
nal op
portu
nities to
all section
s of the com
mun
ity witho
ut an
y d
iscrimin
ation
. In the field
of edu
cation
facilities o
f freeship
, scholarsh
ip, b
oo
k assistance
and p
lacem
ent progra
ms sho
uld
be m
ade available to
poo
r child
ren on
liberal basis. A
ny
differen
tiation
or d
iscrimin
ation on
the basis of
bo
ys and
girls, rich and
poo
r, up
per or
low
er, village and
city etc is imp
roper. A
part fro
m th
is, regio
nal imb
alances, if an
y, sh
ould
be an
nihilated as far as p
ossible.
6. H
igher education:- In the field
of h
igher ed
ucation
, at the o
utset, the C
omm
ission
made
a
special
referen
ce to
th
e o
bjectives o
f settin
g u
p
universities.
Accord
ing
to
the
Co
mm
ission
, the
chief
aim
of
a un
iversity sh
ould
be
to
search
and
develop
n
ew
know
ledge. A
ll shou
ld w
ork freely an
d fearlessly for th
e search o
f truth and attainm
ent o
f excellen
ce. Th
e Co
mm
ission h
ad recom
men
ded
creating
a central testin
g organ
ization
at th
e top. F
or the tim
e being E
nglish
shou
ld be retai
ned as th
e med
ium
of in
structio
n bu
t gradu
ally w
e
shou
ld
switch
o
ver to
regio
nal
langu
ag
es. F
or p
rogre
ss in
teachin
g, estab
lishm
ent of go
od libraries is o
f prim
e imp
ortance. C
o curricu
lar activities also play an
impo
rtant ro
le in th
e developm
ent o
f the perso
na
lity of th
e students an
d hen
ce tha
y sh
ould
be o
rganized
from
time to
time.
F
or qu
alitative imp
rovem
ent of highe
r edu
cation, m
ajor u
niversities shou
ld b
e established
in
the field of arts, scien
ce, agricultu
re, techno
lo
gy an
d co
mm
erce etc and th
eir standard
s sh
ould
be com
parable w
ith an
y unive
rsity of this ty
pe in the w
orld. Th
e com
mission
also laid
du
e stress on u
niversity auton
om
y. Th
e com
miss
ion also
threw
light o
n th
e wo
rking
of U
niversity G
rants Com
missio
n and inter un
iversity b
oard. It su
ggested to the cen
tral an
d state govern
men
ts to p
rovide lib
eral grants to th
e universities an
d colle
ges bu
t no
t to
interfere in th
eir academ
ic matters.
9
7. A
griculture, technical and vocational education:- Kothari C
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