INDIAN EDUCATION COMMISSION (KOTHARI COMMISSION)

INDIAN EDUCATION COMMISSION

(KOTHARI COMMISSION)

                                                  (1964-1966)

Indian education commission (1964-1966),popularly known as Kothari Commission ,was the third education commission constituted in the independent India. The commission was set up on 14^th July ,1964 under the chairmanship of  Dr. D. S. Kothari ,then the chairman of the University Grants Commission ,with J. P. Naik as its secretary. The purpose of the commission was to advice the Government on national pattern of education and on the general principles and policies for the development of education at all stages and in all aspects. The commission studied the problems of Indian education in detail and at length and submitted its valuable reports on 29^th   June, 1966. The report of the commission opens with  the sentence , ‘The Destiny of India is now being shaped in her classrooms’. The following are the important recommendations of the commission:-                                                                         

Ø National Objectives Of Education:-

                     Increase in productivity, strengthening of social and national integration, generation of national consciousness, acceleration of  the process of modernization, enhancement of democracy, and inculcation of social, moral and spiritual values should be the national objectives of education.

Ø Educational Pattern:-

                   The commission suggested 10+2+3 pattern of education. This includes 10 years general school education, and 3 years degree education. The 10 year general school education should include 4 years lower primary, 3 years higher primary (Upper primary) and 3 years lower secondary education.

Ø Curriculum:-

Common curriculum of general education should be provided for the first 10 years in non-vocational schools. Specialization and diversification should begin at the Higher Secondary level. Courses should be diversified at the Higher Secondary stage.

Ø Common School System:-

The education system should be open to all irrespective of caste, creed, class, community, religion and social status. Common school will be a powerful step towards equalization of educational opportunity.

Ø Medium Of Instruction:-

Regional languages should be the medium of instruction at all stages of   secondary education.

Ø Revised Three – Language Formula:-

At lower primary stage, only the regional language or mother tongue should be studied compulsorily. At the upper primary stage study of the regional language and Hindi should be made compulsory. At the lower secondary stage, in addition to the above 2 languages study of a modern Indian or European language (English) should be made obligatory.

Ø Science And Mathematics Education:-

Learning of science and Mathematics should be made compulsory during the first 10 years of schooling. There should be well equipped science laboratories in schools to promote science education.

Ø Social Service:-

Programmes of social service and participation in community development should be made an integral part of education at all levels.

Ø Guidance And Counseling:-

Guidance and counseling made an integral part of education, helping students to make decisions and adjustments. Functioning of guidance bureau and service of trained counselor should be made available in all schools.

Ø Vocationalisation Of Education:-

Secondary should be vocationalised in a large measure and enrolments in the vocational courses should be raised to 20% of total enrolment at lower secondary stage and 50% of total enrolment at higher secondary stage.

Ø Work Experience:-

Industrial training should be expanded and work experience should be provided at all levels of education.

Ø Backward Children:-

Backward children and under achievers should be identified and remedial programmes should be organized for them.

Ø Evaluation:-

Evaluation should be a continuous process and should be closely related to educational objectives. Internal assessment by schools should be comprehensive and all aspects of the students should be evaluated.

Ø Adult education:-

Facilities should be provided in the form of part time education, correspondence courses, extension education etc. for the adult to continue their education.

Ø The Indian Education Service:-

An all India educational service should be started to make educational administration and supervision more efficient.

Ø Status Of Teachers:-

Intensive and continuous efforts should be taken to raise the economic, social and professional status of teachers and attract talented young people to the profession.

Ø Education Of The Handicapped:-

By 1986, education for 15 % of the physically handicapped, 5% of the mentally handicapped and 10 % of totally handicapped should be provided.

EVALUATION OF THE INDIAN EDUCATION                                      COMMISSION                                                     

The Kothari Commission Report was very comprehensive touching almost all aspects of education, based suggesting positive steps for educational improvement. It was on the basis of this report that the New Educational Policy was declared in 1968. A Critical Analysis of the report can be done by examining its merits and demerits as follows:-

MERITS

v The report redefines education, restates its aims and objectives and it focuses our attention on the social and national aspects of its function.

v It presented a comprehensive study of the educational problems in the context of the national needs and aspirations.

v Vocationalisation of education and work experience in all educational activities are rightly stressed.

v The commission’s recommendations with regard to emotional integration and ‘International understanding’ are praise-worthy.

v The recommendation for abolition of fee in the interest of poor students in the schools resulted in a hike in school enrolment.

v The emphasis on the teaching of science in the curriculum rightly laid on the development of science.

v The recommendation for providing work experience as an integral part of  education is likely to encourage the new generation to participate in productive activities and earn while they learn.

 DEMERITS  

v The commission points out the educational goals but doesn’t adequately tell us how to reach them.

v The commission’s recommendations on medium of education and the language formulae were not only conflicting but also controversial.

v The commission report kept silent about the position of the heads of the schools.

v The report doesn’t provide adequate guidance in the actual steps that might be taken to make the transition of existing schools to the new type as envisaged by the commission.

v The commission solicited a huge investment in the field of education which was not economically and socially feasible for a nation where majority were below the poverty level.  

                                                                       Deepa Lakshmy.S

NATURAL SCIENCE