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
2
nd
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 Education
2. Qualitative Improvement in education at
All Levels
3. Giving Place to Education as the Key of
National Prosperity and Welfare and as
Productive Investment
4. Survey the Entire Field of Education and
Recommend the Ways and Means for
Looking Education as a whole and not
Fragmented into Parts and Stages
5. Benefiting from the Experiences of other
Countries of the World
RECOMMENDATIONS
The 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. Teachers Education : Isolation of teachers
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 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 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 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. A mixed
curriculum of mother- tongue should be
included in the three- language formula.