University education commission (1948-1949)
Major recommendations
To teach that life has a meaning.
To awaken the innate ability to live the life of soul by developing wisdom.
To acquaint with the social philosophy this should govern all our institutions educational as well as economic and political. To train for democracy. To train for self development. To develop certain values like fearlessness of mind, strength of conscience and integrity of purpose.
To acquaint with cultural heritage for its regeneration.
To enable to know that education is a lifelong process.
To develop understanding of the present as well as past.
To impart vocational and professional training.
Postgraduate training and research: A PhD student should not become a narrow specialist but his grasp of his subject should be characterized both by breadth and depth.
The study of Agriculture in primary, secondary and higher education be given higher priority. MEDIUM OF INSTRUCTION: Pupil at the higher secondary and university stages be made conversant with three languages, the regional language, the federal language and English.
Two years of physical education be required for all students. Hostels are constructed in blocks of not more than fifty students per block. With comma rooms and dining hall for four or five blocks.
The university Grants Commission is set up for allocation of grants.
Special attention is paid to the development of higher education in rural areas.
Secondary education commission (1952-1953) Major recommendations:
Establish multilateral and multipurpose schools. It seeks to provide varied types of courses for students with diverse aims, interests and abilities. To enable the youth of the country to a proper appreciation of the role that agriculture plays in the national economy must be stressed in all schools.
To develop technical and vocational education.
Schools may be permitted to try out experimental curricula.
The school complex should be established.
Minimum scales of pay for teachers.
National policy on education (1986)
Education develops manpower for different levels of the economy.
The national system of education envisages a conman educational structure .
Education will be used as an agent of basic change in the status of women.
Teacher education is a continuous process and its pre service and in services components are inseparable. Education needs to be managed in an atmosphere of utmost intellectual rigor , seriousness of purpose and at the same time of freedom sensational for innovation and creativity. Higher education provides people with an opportunity to reflect on the critical, social, economic, cultural, moral and spiritual issues facing humanity it is a crucial factor for survival.
To encourage vocational courses.
Inculcate values as mean of education.
Establish child care centers and child center education.
To conduct compo mental exams.
Should include the provision of better qualified and more care fully selected personnel, better equipment ,better laboratory and library facilities and better organization of co curricular activities. Role of education in developing democratic citizenship. Education to develop personality.
Kothari commission (1964-66) Major recommendations:
Science education it must become an integral part of school education.
Work experience should be introduced as an integral part of all education.
Ten years of schooling of general education.
Should provide for specialized studies in different subjects at the higher secondary stage.
College to be related to a number of schools.
Residential facilities should be developed in each community.
PROGARM OF ACTION -1986
Introduction: After declaration of the national policy on education 1986, the ministry Of human resource development announced the program of action and its implications.
Twenty three task forces were prepared and each was assigned a specific topic covered by the national policy on education. The final program of action was presented to par lament on August 8, 1986.
The loksabha and rajyasabha discussed and approved the program of action on 22 and 23 August 1986.
The program of action covers the subjects under 511 paragraphs
Early child hood care and education.
Elementary education, non formal education and operation black board.
Secondary education and novodaya education.
Vocationalization of education.
Higher education.
Open University and higher education.
Rural university and institutes.
Technical and management education.
Research and development.
Adult education.
Evaluation process and Examinations Reforms.
Youth and sports.
Minorities’ education.
Language development.
Teacher and their education.
Management of education.
nd
NATIONAL CURRICULAM FOR ELEMENTARY AND SECONDARY EDUCATION-1988
Introduction:
The national curriculum has been prepared by NCERT.
It is the out come of four regional seminars.
The representatives of all the state board of school education, secondary education, the central board of secondary education and the kendrya vidayala sangatham (KVS) also participated in the seminars and meetings.
THE DOCUMENT CONTAINS FOUR CHAPTRES AS UNDER.
Emerging concerns and imperatives.
Organization of curriculum.
Evaluation of curriculum.
Implementation.
1. Socio cultural, political and economic considerations.
Equity of education and opportunity.
Presentation of cultural heritage.
Constitutional obligations.
Streenthing of national identity and unity.
Characters building and unity.
Character building and inculcation of values.
2. Pedagogical concerns
Education for all round development
Evolving a child centered approach to education.
Facilitating learning how to learn.
Facilitating creative expression.
Inculcation of the scientific temper.
Utilization of media and education technology.
Core components: The program of action 1986 on the national policy of education listed the following core curricular areas.
History of India’s freedom movement.
Constitutional obligations.
Content essential to nurture nature identity.
India’s common cultural heritage.
Equity of the sex’s protection of the environment removal of the socio barriers.
NATONAL LITRACY MISSION- NLM 1985 Introduction: The NLM was considered as a societal mission who implied that there was a political will at all levels for the achievement of mission goals. Objectives: The NLM was launched in the month of May 1988 to import functional literacy to 80 million literate persons in 15-35 age group 30 million by 1990 and additional 50 million by 1995.
Strategy:
Increasing motivations of the learners by taking up learner need based programs. Securing people participation through media and communication creation of local participation structures taking out of jotas training of cadres of youth etc.
Increasing significance the involvement of voluntary agencies.
Improving substantially ongoing programs.
Launching mass movement by involving educational institutions teacher’s students’ youth military and paramilitary personnel house views ex servicemen, employee’s trade unions. Establishing effective management system at different levels. Making available standard learning material and a wide scale in print and non print media.
Mission clientele:
The NLM will concentrate o the 15-35 age group which is crucial for the countries development. On its understanding of the significance of national and social integration of productivity and a new work ethics and of family planning depends the course of our country future? The focus of NLM is on rural areas particularly women and persons belonging to sc s/s t s.
Ramamurthy review committee 1990
Introduction:
The short lived janatha government headed by shri V.P. Singh.
Prime minister of India appointed a committee on May 7, 1990. To review the national policy on education 1986, formulated by the congress government under shri Rajiv Gandhi. The committee submitted its report to the minister of state in the minis tray of human resource development on December 26, 1990 and the same was tabled in the parliament on January 9, 1991.
Extracts from the report:
The approach of the committee in reviewing the NPE1986 and its implementation has been guided by the following concerns.
Equity and social justice
Decentralization of education management at all levels.
Establishment of a participative education order
Inculcation of values inseparable for creation of enlighten and human society.
Improvement of work.
Education in the overall context.
Development of common school system.
Removing disparities I education.
Promotion of women education.
Value education.
Early childhood care and education.
Right to education.
Operation black board.
Novodya vidyalayas.
Education and right to work.
Scheme of vocationalization of education.
Work experience socially use full productive work.
Structural changes in secondary education.
Vocational programmes in NPE
Learning with out burden 1993
Introduction:
Acdamic burden on students and understanding quality of learnig has been voiced in our country . The issue come in to lightwhen in 1975 the 10+2 patren of education was introduced . Scince the question has been discussed extensively by several committes and groups.
The ishwar patel review committee (1977)NCERT working group(1984) and the rammurthy rivew committee (1990) on national policy on education 1986 mode several rcommendations.
The ministery of human resource developent,government of india appointed a national advosiry committee in march 1992.
The committee was headed by prof Yaspal former chariman university gants commission and included 7 other members.
The commite give its recommendation in 1993.
Recommendations: 1. A number of organizations and departments organise copetitons at districts,state and national level for students in various fields such as school subjects exbitons essay writing etc. perhaps the sprit behand these activites is to recognise and reward the talent in diverse field.
2. Endorse the idea of stting up education committees at village ,block and distirict levels to under take planinig and supervision of schools under their jurisidiction.
