VARIOUS

EDUCATIONAL
COMMISIONS &
THEIR REPORTS
Presented by
Ningrinchon Rumthao
MSc I Year
CoN, CMC, Vellore
Central Objective
By the of the session, learners will
gain knowledge on various
educational commissions and their
reports, and be able to apply their
implications in education.
Specific Objectives
By the end of the session, learners will be able to:

A Activate prior knowledge on a journal

B Build knowledge on the abstract of the journal

C Examine the British rule in India from the educational perspective

D Analyze the Acts, minutes and committees of British India

E Enumerate the Indian University Commission 1902.

Specific Objectives…
F Reflect on the Wardha Scheme 1937.

G Discuss the Bhore Committee 1946

H Develop an insight into education in post independence period

I Justify the conclusion of the journal

J Interpret the Education Commission on Overseas Scholarship

Committee 1947 and it’s recommendations
Specific Objectives…
K Explore Committee for Secondary Education in India 1948

L Critique the Kothari Commission 1964-66 and it’s goals

M Appreciate the Mudaliar Commission 1952-53

N Elaborate the CABE Commission on Gnanam Committee 1991

O Support High Power Committee 1990

P Examine the National Knowledge Commission and it’s Report.

 Journal!
International Journal of Scientific and Technology Research
Volume. Srimathi H, K.A. (2020)

Research Topic: Education of India in Pre-Independent Yore

Abstract: History of India has recorded the strong tradition of Indian
education over centuries and era. Excellent world class universities
flourished in India when most of the western world made vain attempts in
probing the educational domain. Today, India is viewed as a talent pool of
the world and positioned itself as a fast growing knowledge economy in the
world. There are several policies and plans on improving quality of
education to meet global standards. Despite the developments, the country
struggles to achieve inclusive growth and quality to its huge
population demographics. This paper examines education during
pre-independence period to understand the journey of mass
British Rule
o British designed modern and mass education of India.
o Western science and literature made rapid progress through English
medium
o Contribution of missionaries has been remarkable in the field of education.
o Traditional Gurukula system and religious holistic ancient schools
banished.
o India benefited in uniting all the states and regional kingdoms, initiated the
removal of gender bias and caste bias, and main reforms in education
system.
o All the issues related to education highlighted during the British period
still exist in different dimension at different levels
Pre India Yore…

Vedic Period Buddhist Period

(Before 600 BC) (600 BC – 1200 AD)

Islamic Period British Period

(1200 – 1800 AD) (1800 AD – 1947)
 Acts, Minutes, Committees of British Rule
Acts, Minutes, Committee
o Charter Act 1813
o Mountstuart Elphinstone 1823
o Lord Macaulay Minutes 1885
o Wood’s Dispatch 1854
o Hunter Commission 1882
Major Outcome
o Grand of Rs. 1,00,000 for
education
o English & Western Science
o English Western Science
o Teacher training, Scholarship,
University establishment
o Heirarchical education, Private
philantropic, governance
 Acts, Minutes, Committees of British Rule
Acts, Minutes, Committee
o Lord Curzon Conference 1901
o Indian University 1904
o Gokhale Resolution 1913
o Salder (Calcutta) University
Commission 1917-19
Major Outcome
o Primary education, curriculum
Reform, Govt recognition for
secondary school
o Govt control over higher edn,
Grant of Rs. 5,00,000.
o Compulsory Primary Edn
o 12 years school scheme, 3
years degree, women edn,
teacher training institute,
affilliations, 7 new universities
 Acts, Minutes, Committees of British Rule
Acts, Minutes, Committee
o Hartog Committee 1929
o Wardha Committee 1937
o Sapree Committee 1934
o Abbot Wood Report 1936-37
o Dr. Zakir Hussain Committee
1937
Major Outcome
o Vocational Edn, Minority Edn
o Vocational, mother tongue,
Hindu Medicine Service and
community learning
o Vocational Education
o Heirarchy of vocational Edn
o Activity based Education,
basic craft.
 Acts, Minutes, Committees of British Rule
Acts, Minutes, Committee
o Sargent Report 1944
o Bhore Committee 1946
Major Outcome
o All aspects of Edn. Reforms in
Edn level, skill training,
establishments of employment
bureaus, libraries, higher
remunerations to teachers to
attract good talents
o Primary health centre, 3 months
training in social medicine.
Indian University Education 1902
R1ecommendations 2 3
 University and Secondary courses division drawn at Intermediate
examination than at Matriculation examination
 Intermediate college which provides Arts, Sciences, Medicine,
engineering, teaching etc.
 Admission for universities should be the passing of intermediate
4
examination 5
 A board of secondary and intermediate education consisting Govt
representative, university, high schools and intermediate colleges be
established and entrusted with administration and control over it.
 Sadler University Commission Objectives
Dr. Michael. E. Sadler To relieve universities of the burden of
secondary education, allowing them to
To focus on the issue focus solely on higher education
of constructive policy CURRE NT
STATE
To investigate the
conditions and prospects
of Calcutta University.
Central Advisory
1 91 7 Board of School
Education
Sadler University Commission - Recommendations
The school course should last 12 years. Students should enter
university after an intermediate stage (rather than matriculation)
for a three-year degree program.

A separate secondary and intermediate education board should be

established to administer and control secondary and intermediate
education.

University regulations should be less rigidly framed.

Sadler University Commission - Recommendations

A university should function as a centralized, unitary residential-

teaching autonomous body.

Female education applied to scientific and technological

education, and teacher training, including that for professional
and vocational colleges
Wardha Scheme 1937
Chairman: Dr. Zakir Hussain

o Free Compulsory o Irrespective of

Education o Within ages
gender,
for 8 years of 6-14 years culture or religion

o First 5 years: o Curriculum

o Mother Tongue
Junior Stage flexibility, free
o Next 3 years: medium of
environment for
instruction
Senior Stage children to perform
Wardha Scheme 1937
Chairman: Dr. Zakir Hussain

o Regional
craftwork for a self supporting
education

o Build funds for teachers’ salaries

o “Learn while you earn and earn

while you learn”
 Integration of preventive & curative services Bhore
Committee
Primary Health Centres on 2 stages
1946
t Ter m Report
S h o r
PHC for a population of 40,000

g Te r m
Lo n PHC units, secondary units, regional
districts
3 months training in social& preventive
medicine, in medical education
Education in post-independence period

o The need to revamp the educational education considered a priority

o Several committees & professional councils established since 1947
o Unprecedented growth in higher, technical, professional, distance &
online education & outbound mobility
Conclusion of Journal
It could be summarized that the various reports on education during
the British period, despite criticisms and drawbacks, they are included
while drafting the educational policies, plans and frameworks after
interdependence till date. The entire nation must understand the need
for accelerated quality expansion in the fast growing globalization and
knowledge economy and develop an education system in all
directions.
 Qu ucat
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World class research
renovations

1948 2030
2018-19
universities: 20 Institutions: 3X
Universities: 903
colleges: 496 Students: 5X
Colleges: 39050
students:
Students: 36.6 M
2,41,369
Education
Commissions
POST INDEPENDENCE PERIOD
 Overseas Scholarship Committee 1947
Chairman: Dr. BC Roy

To ensure award of Desirable modifications

Govt scholarships, in candidates selections
number of scholars to for overseas training
be sent abroad. institutions
Steps to coordinate this
Arrangements for scheme with
suitable employment Government
for scholars completing departments/university
education abroad. to send out candidates
for advanced training.
 Committee for Secondary Education in India 1948
Chairman:
To examine aims & objectives of sec. edn under
Dr. Tara Chand
01 CABE
Admission to degree course should be
02 preceded by 12 years course of primary &
secondary education
Out of 12 years, 5 years: Junior basic
03 stage, 3 years: senior basic & 4 years:
secondary stage.
04 Official language compulsory subject at
secondary stage if English is not the medium
of language
05
Public examination at the end of secondary stage
27
 Committee for Secondary Education in India 1948
Chairman:
Dr. Tara Chand Salary & service conditions of teachers as
06 recommended by CABE

Education: one of the subjects in university.

07
Provincial boards to be set up. An all
08 india Council at the centre to act as
coordinate body for proposed boards

09 Youth movements, scout movements etc.

should be encouraged in all schools

10 Public schools establishment to foster growth of

leadership among pupils
28
 11th November

Maulana Abul Kalam Azad

University Education Commission 1948 Chairman: Dr. S.
Radhakrishnan
1. Objectives of education 5. University Grants
Commission

6. Medium of
2. Teaching Staff
instruction

3. Standard of
Sample text

education, Durations 7. Religious education

of course, Working
days
8. Scholarships
4. Research Facilities
University Education Commission 1948 Chairman: Dr. S.
Radhakrishnan
9. Social service

10. Rural
Universities
Sample text

11. Education for

women

12 . Reform of examination
system
 Kothari Commission 1964 - 66
Chairman: PS Kothari
Three-language Favorable and adequate service
formula at state levels conditions for teachers

02 04

01 03 05
Provision of Free Regional languages: Sanskrit Girls education, backward classes,
and Compulsory as well as international tribal people, physically and
Education languages, preferably English mentally handicapped children.
 Kothari Commission 1964 - 66
Reforms to improve education at University level special
attention to postgraduate level research, training, providing
adequate libraries, laboratories and funds.

07
06
Maths and Science an integral part of
education
 Mudaliar Commission
Chairman: Dr. A Lakshmaswamy Mudaliar

5. Improvement of teaching
1. Higher education staff & teaching methods
with diversified courses
6. Development of
2. Character building personality
education
7. Establishment of rural
3. Vocational education schools
8. Emphasis on physical
4. Improvement of examination & Evaluation education
CABE Committee on GNANAM COMMITTEE
1. Universities should be recognized

2. Inbuilt flexibility to carry out innovations

and experiment
3. University autonomy for academic
excellence & development
4. Selection of Principal based on seniority &
nomination based on seniority
5. Teacher representatives based on rotation
or criteria
 Chairman: Dr. Sudhir Roy
6. Students nomination based on excellence

7. Political personnels/parties not to hold any

office
8. University autonomy for academic
excellence & development
9. Members not permitted to contest election
system

10. Political parties should not interfere

 High Power Committee 1990
Chairman: Mrs. Sarojini Vardappan
6. Promoting opportunities

4. Workload

06
3. Working hour

05
1. Working condition

04
of nursing personnel

03
5. Pay & Allowances
02
01

2. Job description
High Power Committee 1990
Chairman: Mrs. Sarojini Vardappan

10. Special Incentives

9. Transport

11
10
7. Career

09
Development
11. Occupational
08

Hazards
07

8. Accommodation
High Power Committee 1990
Chairman: Mrs. Sarojini Vardappan

14. Woman attendant

to accompany ANM
9. Transport

16
15
12. Other welfare

14
Measures
15. Nursing Education
13
12

13. Family accommodations at

sub centres
 National Knowledge Commission – A step towards India’s Higher
education reforms on India’s higher education. Oct 2010
International Research Journal of Finance
and Economics

o Karina Bhatia Kakkar (Goenka University. Journal

Gurgaon)
o Manoj Kumar Dash (ABV. Indian Institute
of Information Technology and
Management, Gwalior)
Abstract
The 21st Century will be the "Knowledge Century”. The economic and
social transformation of India in the 21st century will depend in large
part on knowledge. This paper describes the initiative by Prime Minister
of India, Dr. Manmohan Singh to reform the Indian economy into
Knowledge Economy. The Knowledge Commission has come forward
with creative ideas to promote the 'knowledge base' of Indian economy
and to exploit the vast latent potential. The aim is to make India on the
top of the world economy in knowledge by enhancing access to
knowledge, reinvigorating institutions where knowledge concepts are
imparted, creating a world class environment for creation of
knowledge.
National Knowledge Commission 2005
Dr. Manmohan Singh

01 Increase in GER 15 years and above by 2015

02 Diversification of sources of financing

03 Creation of universities

04 Creation of Independent Regulatory Authority

for Higher Education
National Knowledge Commission 2005

05 Reform of Existing Universities.

06 Models for Community Colleges

07 Restructuring System of Undergraduate Colleges

08 Attracts students in Science & Maths

National Knowledge Commission 2005

09 Improvement in quality of PhDs.

10 National Knowledge
Figure 1: Growth of Higher education System
Figure 2. Country wise number of universities in times top 100 universities.
Source: Times Higher Education Supplement, London.
Current Quality Status in Colleges of Higher Education in India (2005)

Details Number
Total Number of Colleges 17,625
No. of colleges under UGC purview 14,000
No. of colleges recognized under section 2 (f) of UGC Act 5,589
No. of colleges recognized under section (B) of UGC Act 5,273
No. of colleges actually funded by UGC 4,870
No. of colleges accredited by NAAC 2,780
No. of colleges accredited by NAAC & scoring above 6% 2,506
 Conclusion
NKC must leverage it to make India truly the 'Knowledge Engine' of the
world. If these initiatives are successfully implemented, the country will be
able to harness the advantage of its demographic dividend and the youth will
be able to realize their full potential in the global economy. Further, the
massive expansion of educational opportunities will provide opportunities
for all sections of society including women, children, rural communities, urban
slums, tribal groups and other economically and socially disadvantaged
communities to move towards a more equitable society. If these fail to
capitalize on the opportunities now, India’s demographic dividend could well
become a liability. The widening disparities in India will translate
into social unrest, if urgent steps are not taken to build an inclusive
society.
Implications of Commissions in Education

1 Framing of National Education policy

Development of Science, Technology &

2 scientific research

3 Standard & quality of higher education

4 Flexibility in subjects
Implications of Commissions in Education

5 Emphasis on regional language

6 Free education to the marginalised

7 Women empowerment

8 Trend towards policy legitimacy for private

engagement in higher education gaining currency
Implications of Commissions in Education
Strengthening a national system of education in
9 pluralistic society
Reducing curriculum load based on insights
10 provided in learning with burden
Ensuring quality for all children, irrespective
11 of gender, culture or religion
Recall 04
03
02
01
Conclusion

Various commissions in education in India, has been a national

initiative encouraging greater progress on sustainable
developmental goals– ensuring inclusive and quality education and
promoting lifelong learning for all. The commissions helped create
pathways for reform and increased investment in education by
mobilizing strong evidence and analysis while engaging with world
leaders, policymakers, and researchers.
Assignment

University Grants Submit: 28/01/2023

Commission
Take home Message 01

01 The more
Reflective
02
07

This is a
sample text.

03
06

05 04 You are, the

more
Effective You
Bibliography
o Suddha R. (2020). Nursing Education, Principles and Concepts. 2 nd
Edition. Jaypee Brothers Medical Publishers (P) Ltd. 38 – 44
o Basavanhappa, B. (2009). Nursing Education. 2 nd Edition. Jaypee
Brothers Medical Publishers (P) Ltd.
o Neeraja KP. (2021). Textbook of Nursing Education. 2 nd Edition. Jaypee
Brothers Medical Publishers (P) Ltd. 45 – 46
Journals
o Chand, D (2015). Education system in the Pre-independence India.
International Journal of Applied Research, 1(2), 110 – 113
o Srimathi H, K. A.(2020). Education of India in pre – independence Yore.
International Journal of Scientific and Technology Research Volume 9 (01)
o Bhatia, k., & Dash, M. k. (2010). National Knowledge commission – A step
towards Indian’s higher education reforms on India’s higher education.
International Research Journal Finance & Economics, 53, 46 – 58.