4

Indian Education Commission or Kothari

Commission (1964-66) on Secondary Education

OF THE
4.1 BACKGROUND OF THE APPOINTMENT
EDUCATION COMMISSION

It was hopedthat Indian education would make rapid strides in independent

ofanumber of Committees
India but the results were not satisfactory. In spite
situation remained stagnant
and Commissions on different aspects of education, democratic, socialist and
and far below the aspirations, ideals and values of different sectors
secular India. It was felt that in place of piecemeal reforms in
system of education was
of education, comprehensive evaluation of theentire
needed to make meaningful changes in it. expansion had
Secondly, in the post-Independence period, a good deal of the expense of
taken place in the field of education, but all this was mostly at
quality. This needed a detailed study.
the people
Thirdly, the Commission was appointed to bring home tothe country
that they should also have a share in the reconstruction of
main
through education, the government of course shouldering the
responsibility.
Fourthly, there was an explosion ofknowledge, particularly in science and
technology. The appointment of aCommission was consequently felt to
consider educational reforms in this context.
examined
Fifthly, in the past, several Commissions and Committees had
specificsectors and specific aspects of education. ACommission was needed
to survey the entire field of educational development as the various parts of
the educational system strongly interact with and influence one another.
Education needed to be considered as a whole and not in fragmnents.
Sixthly, thesystem of education could not be strengthened without eliciting
the cooperation of teachers. The teacher community had hitherto been
neglected to a considerable extent. AIlthese years, the teachers had been
subjected togreat economic hardships. Apositive approach to the problems
of the teacher was,therefore, urgently needed.
4.2 COMPOSITIONOF THE KOTHARICOMMISSION
The Commission included 16members including the Chairman, Dr. D.S.
Kothari, who was the Chairman of the University Grants Commission. Shri
IndianEducation Commission or Kothari Commission 35

P. Naik. Head of the Department of Educational Planning Administration

and Finance, Gokhale Institute of Politics and Economics, Poona, was the
Member-Sccretary of the Commission. TheCommission included afew foreign
experts also.
4.3 TERMS OF REFERENCE
The Commission willadvise the Govenment on national pattern ofeducation
and on the general principles and politics for the development of education at
all stages and in all aspects. It need not, however, examine the problems of
medicalor legal education, but such aspects of these problems as are necessary
for its conmprehensiveenquiry may be looked into.
44ESSENCE OF THE REPORT-NEEDED EDUCATIONAL
REVOLUTION
Role of Education: Education and National Development. The report begins
with these observations, "The destiny of India is now being shaped in her
classrooms. This,we believe,is no mere rhetoric. In aworld based on science
and technology, it is education that determines the level of prosperity, welfare
and security of the people. On the quality and number of persons coming out
of our schools and colleges will depend our success in the great enterprise of
of
national reconstruction whose principal objective is to raise the standard
living of our people."
Need for the Educational Revolution: The Commission felt, "The
present system of education, designed to meet the needs of an imperial
administration withinthe limitations set by afeudal and traditional society,
modernising
will need radical changes if it is to meet the purposes of a content, in
democraticand socialisticsociety-changes in objectives, in
composition of the
teaching methods, in programmes, in the size and of teachers,
student body, in the selection and professional preparation
a revolution in education
and in organisation. In fact, what is needed is social, economic and
which in turn will set in motion the much desired
cultural revolution"..
Relating Education to the Life, Needs and Aspirations of the People: In
therefore, no reform is
this regard, the Commission said, "In our opinion, education, to endeavour to
more important or more urgent than to transform
relate to it tothe life, needs and aspirations of the people and thereby make it
and cultural transformation
a powerful instrument of social, economic goals. This can be done if
necessary for the realisation of our national
education:
is related to productivity; democracy
strenigthens social andnational integration, consolidates as a way of
as a form of government and helps the country to
adopt it
life; and
hastens the process of modernisation.
by the Commission and
The role of Secondary Education was examined
made recommendations accordingly.
36 Secondar Education: Mistory. P'roblems and Management

45 IMPORTANT ISSUES IN SECONDARY

EDUCATION (CLASSES VIIILXI)
The Comnmission considered class VIllto XIl comprisingsecondary education
following
in Chapter 7 of its Report. Among the major issues it looked into,
deserve special mention:
1. Structure of education
2. Expansion of Secondary Education (Discussed separately)
3 Vocational Education and Work Experience (Discussed separately)
4. Curriculum Reforms (Discussed separately)
5. Language Formula (Discusscd separately)
6. Religious and Secular Education, Moral, Social and Spiritual Values.
7. Teachers
Common School System
9. Equalisation of Educational Opportunities
4.6 NATIONAL STRUCTURE OF EDUCATION-PROPOSED BY
KOTHARI COMMISSION
The new educational structure to consist of:
1. Duration:
(a) One to three yearsof pre-school education.
(b) A primary stage of 7 to 8 years divided into a lower primary
stage of 4or Syears and ahigher primary stage of 3or 2years.
(c) Alower secondary stage of3 to 2 yearS.
(d) A higher secondary stage of two years of general education or
one to three years of vocational education.
(e) Ahigher education stage having a course of three years or more
for the first degree and followed bya course for the secondor
research degree of varying durations.
2. Ten Years of Schooling of General Education: The first ten years of
schooling should cover a primary stage of seven or eight years and a
lower secondary stage of three or two years providing a course of
general education without any specialisation.
3. Admission Age: Age of admission to class I ordinarily not to be less
than 6.
4. Public Examination: First public examination to come at the end of
first ten years of schooling.
5. Diversification of Courses: The system of streaming in school of
general education to be made beyond class X.
6. Types of Secondary Schools: Two types of secondary schools, high
schools providing a ten-year course and highersecondary schools
providing acourse of 1lor 12 years.
7. Upgrading of Schools: Bigger schools and more efficient schools
about one-fourth of the total number to be upgraded and attempts to
upgrade every secondary school to the higher secondary stage to be
abandoned.
Indian Education Commissionor Kothari Commission. 37

8. Location of Pre-university Course: Transfer of the pre-university

course from the universities and affiliated colleges to secondary
schools by 1975-76 andthe duration of the course to be lengthened
to two years by 1985-86; U.G.C. being responsible for effecting the
transfer of all pre-university or intermediate work from university
and afliliated colleges toschools.
9. Boards of Education: Reconstituting Boards of Secondary Education
toaccept the responsibility for the higher secondary stage also.
10. locational Courses: Vocationalisation at the secondary stage at two
points at the end of Class VII(VIII) and at the end of Class Xand
provision to be made for the introduction of different types of
vocational courses at the lower and higher secondary stages, the
duration ofthese courses to vary from one to three years which would
prepare young persons for employment.
11. Tvo Years Duration of Higher Secondary Stage: The Higher
years
Secondary stage should be extended to cover a period of two
and to be located exclusively in schools.
Steps to be taken to implement this reform through a phased programme
spread over the next 20 years, 1965-85..
Various
Then Existing and Proposed Nomenclatures for
Stages of Education
Existing Nomenclatures
Nomenclatures Proposed
School Education
1. Pre-primary
1. Pre-primary
2. Pre-basic
3. Kindergarten
4. Montessori, etc.

2. Primary (Classes I-VIlor l-VI) 1. Primary in some States (e.g.

Punjab)
(a) Lower Primary States (e.g.
Classes |-IV or I-V 2. Lower primary insome
Gujarat)
3. Junior basic
some States
4. Lower Elementary in
(e.g. Madras)
1. Middle in some States (e.g. Punjab)
(b) Higher Primary U.P.)
2. Junior High School (e.g.
Classes V-VIllor VI-VIlI States (e.g.
3. Upper Primary in some
Gujarat)
4. Senior Basic
in some States
5. Higher Elementary
(e.g. Madras)
Secondary School
IX-Xl High School; Higher
3. Secondary Classes VIIl-XIl or High School
Secondary Education
(a) Lower
Classes VIII-X or IX-X (Contd.)
 Management
Sroondr Ltucation Hictry Problemt md

(Contd )
Nomencatume mpoeed
Thi wt nchyta Cla XI nr Pty in
(b) Higp Seondaydorotion
Inchta uminr Cotagn in Karala It 1
inchrto Intemmdiats Clsen in yar
pradesh It wit al40 incuds teme iee
nre
pre proossinn al ore mndiral and
engineering

Higher Education A degrees which lead in a profasginnat

1 Pofessiongl Degrees gualfication (e g MA M Sc M Com
RE MBBS B T LL B 8 Ag atc
2 GeneralDegrees
AII degrees other than profassinnal
ones
Allcourses leading to the first degras
3 Undergraduate
All courses beyond the first degrae
4 Post-greduate
(excluding certain first degrees given after
the first degree, e.g. BEd)

5 General
First Level of Education This will include pre-school and primary
education
Secondary Level of Education This will include high school and higher
secondary education
Third Level of Education This will include undergraduate and
post-graduate education and research

Degree
Evaluation: Why 12 Years of Schooling Before a Three-Year First
10+2+3 finds its origin
The present educational structure popularly known as the is observed that
in the recommendations of the KothariCommission Report. It education).
since 1975, (the beginning year of theintroduction of the new patterm of
it has been gradually introduced in all parts of the country. The duration of
the New
secondary education was increased by one year with the introduction of
Pattern of Education, popularly called, 10+2 in 1975 by the Central Board of
Secondary Education in its affiliated schools. Since then it has been adopted almost
by all States and Union Territories. Under this pattern, there is 12 years of schooling
(8 years of elementary and 4 years of secondary) and three years of the first
degree. Previously, secondary education structure consisted of 3 years.
Now, why 15 years! It was felt that the standard of education must be
raised if India has to take her rightful place among other nations. No advanced
country in the world honours a young man with the award of a first degree in
less than 15 years of preparationand hard work. In the U.S.A., the high school
is up to 12th grade which is followed by a 4-year course in a college or
university leading to a bachelor's degree. In the erstwhile U.S.S.R., the
complete secondary education ended with grade 10 and then began 5years of
higher education in auniversity. In England, after 13 years of schooling, three
years are needed in a college or university to obtain the first degree. Thus it
willtake total 16 years in U.S.A., 15 years in U.S.S.R. and 16 years in England
Indian Education Commission or Kothari Commission. 39

to be awarded the first degree. Which is why a graduate from India was not
considered cquivalent to agraduate in U.K. and therefore a graduate needed
tograduate againin U.K. before pursuing higher education for which B.A. is
the minimum qualification. The 10+2+3 pattern or extension of one year in
secondary education provides the answer.
The new structure of secondary cducation does not envisage mere addition
of one year to the total periodof secondary education. It envisages raising the
standard of education.

Observations
The Commission's recommendations on the structure of education including
secondary education popularly known as 10+2+3 were accepted by the
Government of India in its National Policy on Education (1968). However,
for about seven years,the proposalremained on paper. ANational Committee
on 10+2+3 (1973). was formed to work out the details. On its
recommendations a beginning was made in 1975 when the Central Boardof
SecondaryEducation decided to introduce this pattern in some of the schools
affiliated to it. Gradually it was introduced in almost all States and Union
Territories.
4.7 EDUCATION COMMISSION ON CURRICULUM REFORM
Need for an Enrichment and Improvement in the Quality of the Curriculum.
The Commission stated: "The explosion ofknowledge in recent years and the
reformulation of many concepts in the sciences have highlighted the inadequacy
of existing school programmes and brought about a mounting pressure for a
radical reform of school curriculum. Aunified approach should be taken to
the framing of the entire school curriculum, a new definition of the content of
general education and anew approach to the place of specialisation".
The Commission noted the following defects in the existing curriculum at
the school stage:
. It was narrowly conceived.
2. Itwas largely out-of date.
3. Education is athree-fold process of:
() Imparting knowledge
(ii) Developing skills
ou
() Inculcating proper interests, attitudes and values. However, that
schools are mostly concerned with imparting knowledge and
too in an unsatistactory manner.
A. It places overemphasis on rote learning.
5. It makes inadequate provision for practical activities and experiences.
6. The curriculum neglects modern knowledge. people.
7. The curriculum is out of tune with the life of the
8. Most of the curriculum revisions are of an adhoc nature.
9. Noresearch is done in the field of curriculum.
t0. Curriculum is not based on any research.
freedom
u. Curriculum is prepared at the state level and it cramps the
of headmasters and teachers.
40 Secondary Education: History, Problems and
Essentials of Curriculum
Management
The Commission suggested:
() Research in Curriculum: The first isthe necd for systematic.
rescarch so that the revision of the curriculum may be worked as . r curricular
CO-ordinated programme of innprovement onthe basis ofthe
instead of being ushedthrough haphazardly and in a piecemeal findings experts
of
often happens in many States today. Facilities for such rescarch fashi o
shouldn,
established in the universities, in the secondary training colleges, in the St.
as
be
Institutions ofEducation andinthe State Boards of School|
also be advantageous to have some cxperts in curriculumEducat on theiostaff
n. It would
State Boards of School Education who would work in close of the
collaboration
with the stateevaluation Organisation and the State Institutes of Educat
(2) Preparation of Tev-Books and Other Teaching Aids: Basic to the
of any attempt at curriculum improvement is the preparation of suitablesuCcess
tevt
books, teachers` guide and other teaching and learning materials. These defin
the goals and the contentof the new programmes in terms meaningful to the
school, and as actual tools used by the teacher andI pupil, they lend
andsignificance to the proposed changes. substance
(3) n-Service Education of Teachers: In addition to this, it is necessars
make the teacher understand the chief features of the new curriculum wi
view to developing improved teacher competence, better teaching skills., and
a more sensitive awareness of the teaching learning process in the
situation, Accordingly, an extensive programme of the in-service education changed
consisting of seminars and refresher courses, should be arranged to orient the
teachers to the revised curriculum.
(4) Relating Curricula to the Available Facilities: Acurriçulum should he
related to the quality of teachers, the facilities avalable in the school andthe
needsof the students with reference to their socio-economic background. These
vary immensely from one institution to another. Consequently, asimple Sate
curriculum designed to serve the needs of average school ceases to be
meaningful for the large variety of institutions and fails to provide an adequate
challenge tothe better ones. The solution lies in making it possible to device
and adopt curricula suited to their own needs and to vie with one another in
upgrading them.
(5) Freedom of Schools: Schools should be given the freedom to devise
and experiment new curricula suited to their needs. Alead should be given in
the matter by training colleges and universities through their experimental
schools.
(6) Preparation of Advanced Curricula: Advanced curricula should be
prepared by State Boards of School Education in all subjects and introduced
in aphased manner in schools which fulfil certain conditions of staff and
facilities.
(7) Formation of Subject Teacher Associations: The formation of subject
teacher association will help to stimulate experimentation and in the upgrading
of curricula. The State Education Departments, State Institutes of Education
and NCERT should help the Associations in their educational activities and
co-ordinate their work.
Indian Education ('ommiesion or Kothai Commieeion 4|

Standards of Attainment at Different Stages

Though the curriculum of the first ten years of general education covering
sevenyears ofprimary cducation (four years of lower primary and three years
of upper primary)and two or three years of lower secondary education should
be organised as acontinuous programme of studies, The standard of attainment
at the end of cach sub-stage in the total courseshould be clearly indicated.
These standards should be defined in terms of the knowledge. skills, abilities
and attitudes to be developed with reference to the overallohjectives of school
education.

Organisation of the Curriculum

The Commission made the following recommendations:
J. Common Curriculum for Ten Years: Ingeneral, a common curriculum
of general education should be provided for the first ten years of school
cducation, and diversification of studies and specialisation should begin
only at the higher secondary stage.
2. Curriculum at Higher Secondary Stage: At the higher secondary stage
of general education, courses to be diversified in such a manner as to
enable pupils to study a group of any three subjects in depth with
considerable freedom and elasticity in the grouping ofsubjects. Astudent,
for example, may specialise in any three subjects of the science group
or in combination of subjects from the science and the humanities. In
order to ensure the balanced development of the adolescent's total
personality, the curriculum at this stage should provide half the time to
the electives, one-fourth of the time to the language, and one-fourth to
physical education, arts and crafts, and moral and spiritual education.
3. Standards of Attainment at Diferent Stages: Though the curriculum
of the first ten years of general education covering seven years of
primary education (four years of lower primary and three years of
education should
upper primary and three years of lower secondary
the standard of
be organised as a continuous programe of studies,course should be
attain1ment at the end of each sub-stage in the total
of the
clearly indicated. The standards should be defined in terms
knowledge, skills, abilities and attitudes to be developed with reference
tothe overall objectives of school education.
Subjects at Different Stages
Lower Secondary Stage (Classes LX-X)
(a) Three languages
(b) Mathematics
(c) Science
(d) History, Geography and Civics
(e) Art
() Work Experience and Social Service
(g) Physical Education
(h) Education in Moraland Spiritual Values
42 Secondary Edueation: History, Problems and
Higher Secondary Sage (Classes NI-X1) Management
Any two languages,including any modern Indian
foreign language and any classical language language, any modern
2. Any three subjects from (a) An Additional Language, (b)
(c) Geography, (d) Economics, (e) Logic, (f) listory.
(g) Sociology. (h) Art, ()) Physics, () Chemistry. (k)
() Biology. (m) Geology, (n) Home Science
3. Work-Experience and Social Service
PsMaycholthemoatgy.ics,
4. Phvsical Education
Art or Craft
6. Education in Moral and Spiritual Valucs
Obsenvations: The curriculum suggested bythe Commission was
to be quite meaningful and appropriate. Itwas bbased-onthe c consideredthat
there should be a uniform structure up to Class Xand as such there
be any diversified curriculum at this stage.
consideratneedion not
One of the major weaknesses in the scheme as :Suggested by the
Education Commission was that specialisation of studies began too
the age of 13 or 14, the students were classified as belonging to early.
Secondary
At
the pre-
engineering or the pre-medical section. The strearming of pupils in this
way
into specialised groups from Class IX upwards is undesirable. The world trends
in secondary education are in the direction of lengthening the period of
education and postponing diversification and specialisation to the secondgeneral
cuela
or senior stage of secondary education.
Emphasis on Science and Mathematics: The Kothari Commission laid
emphasis on these two subjects on account of their special importance in the
technological age.
Work Experience: This was included to initiate students into the 'world of
work'.
With slight modifications of the curriculum, this pattern of curriculum is
stillbeing followed as this is considered to be broad based.
4.8 RELIGIOUS EDUCATION AND SECULAR EDUCATION
Secularism and Religion: Religious Education and Education About Religious
The adoption of a secularist policy means that political, economic and
social matters, allcitizens, irrespective of their religious faith, will enjoy
equality of rights, that no religious community will be favoured or
discriminated against, and the instruction in religious dogmas will not be
provided in State schools. But it is not an ireligious or anti-religious policy;
it does not belittle the importance ofreligion as such. It gives to every citizen
the fullest freedom of religious belief and worship.
The Commission made a distinction between 'religious education' and
'education about religions'. The former is largely concerned with the teaching
of the tenets and practices of a particular religion, generally in the form in
which the religious group envisages them, whereas the latter is a study of
religious and religious thought from a broad point of view the eternalquest
of the spirit. It would not be practicable for asecular State with many religions
to provide education in any one religion. It is, however, necessary for a mult
Indian Education Commission or Kothari Commission... 43

religious democratic State to promote a tolerant study of all religions so that

its citizens can understand each other better and live amicably together. It
must be remembered that, owing to the han placed on religious instruction in
schools and the weakening of the home influences which, in the past, often
provided such instruction, children are now growing up without any clear
ideas of thcir own religion and no chance of learning about others. In fact, the
general ignorance and misunderstanding in these mattersare so widespread
in theyounger generation as to be fraught with great danger for the development
of a democracy inwhich tolerancc is rated at a high value. We suggest that a
syllabus giving well chosen information about cach of the major religions
should be included as a part of the course in citizenship or as part of general
education tobe introduced in schools andcolleges up to the first degree. It
should highlight the fundamental similarities in the great religions of the world
and the enphasis they place on the cultivation on certain broadly comparable
moral and spiritualvalues.
Science and Spiritualism
If science and ahinsa jointogether in creative synthesis of belief and action.,
mankind willatain a new level of purposefulness, prosperity and spiritual
insight. In this context we cannot do better than to quote Pandit Jawaharlal
Nehru:
'Can we combine theprogress ofscience and technology with this progress
of the mind and spirit also? We cannot be untrue to science because that
represents the basic fact of life today. Still less can we be untrue to those
essential principles for which India has stood in the past throughout the ages.
Let us then pursue our path to industrial progress with all our strength and
vigour and, at the same time, remember that material riches without toleration
and compassion and wisdom may well turn to dust and ashes'.
Social, Moral and Spiritual Values
The Commission has observed that the expanding knowledge and the growing
power which it places at the disposal of modern society must, therefore, be
combined with strengthening and deepening of thesense of social responsibility
and keener appreciation of moral and spiritual values.
4.9EDUCATION COMMISSION AND TEACHERS
Important recommendations regarding teachers are briefly given here.
Stimulating Conditions for Teachers
The Commission observed, "In creative work like teaching or research, the
provision of stimulating conditions of work and adequate opportunities for
professionaladvancement are extremely important and can play a very
significant role in attracting and retaining the right type of persons in the
profession. The conditions of work in educational institutions should be such
as to enable teachers to function at their highest level of efficiency".
The Commission, therefore, made several suggestions for enhancing the
status of teachers and their salary scales.
44 Secondorny Educotion: History. Problems and
Tooches Remuneration
Management
1 Teaches who hnve com pleted the Minimum for trained teachers
secondaly and have Maximum salary (to bo reached in a 150
Imeved ww veas of professiona! period of atout 20 years)
training Selection grade (for about 15 pc of 250
the cadre)
2 Gratuates who have eeved one
year's professional training
Minimum for trained graduates
Maximum salary (to be reached in a 250-300220
period of 20 years)
Selection grade (for about 15 p.c. of 400
the cadre)
3. Teadhers working in second dary 300-500
schools and having post graduate
qualifications 300-600
4 Heads of secondary schools Depending upon the size and quality of
and also on their qualifications. the school
should have one or other of the the
headrmasters
scales of pay for
affiliated colleges recommended below
5. Teachers in afiliated colleges 1. Lecturer, Junior scale Rs.
2. Senior Scale 300-25-600
3. Senior Lecturer/Reader
Principal !
400-30-640-40-800
700-40-1100
700-40-1100
800-50-1500
6. Teachers in university departments Lecturer 1000-50-1500
Reader
Professor
500-40-800-50-950
700-50-1250
Note: These scales are exclusively of allowances.
1000-50-1300-60-1600
Training/Education of Secondary Teachers
1. The staff of secondary training colleges should have adouble Master's
degree in an academic subject and in education. Afair proportion of
them should hold doctorate degrees. They should all have taken
induction or orientation courses in teacher education.
2. Qualified specialists in subjects like psychology, sociology, science
or mathematics may be appointed on the staff even if they have not
had professional training.
3. No student should be allowed tospecialise in the teaching of asubject
unless he has studied it for his first degree or obtained an equivalent
qualification prior to training.
4. Attempts should be made to recruit first and good second class
students to teacher-training institutions and adequate scholarships
shouldbe given tothem.
5. inIntroducing integrated courses of general and professional education
universities.
6. Visualising professional studies and basing them on Indian conditions
through the development of educational research.
7. Using improved methods of teaching which leave greater scope for
self-study and discussion and improved methods of evaluation which
Irdian Edncation Commissionor KothoriCommission 45

include contimous intemal assessment ofpractical nd enional work

as wellas practice tenching
8. Improving practice-teaching and making it a comprehensive
programme of internship.
9. Devcloping special courses and programmes
10. Revising the curricula and programmes at all levels of teacher
cducation in the liglht of the fiundamental objectives of preparing
teachers for their varied responsibilities in an evolving system of
cducation.
11. Summer institute slhould be organiscd for the in-service training of
statt.
12. States and Union Territories should adopt a rule that teachers in
secondary schools willordinarily teach only those subjects which
they studied for a university degree. If they are required to teach
subjects other than those they have studied, they should take a
special course thereineither by correspondence or in the summer
institutes.
4.10 COMMON SCHOOL SYSTEM
The Commission observed, In asituation of the type we have in India, it is
the responsibility of the educational system to bring the different social classes
and groups together and thus promote the emergence of an egalitarian and
integrated society".
The Commission stated that ifeducational system is to become a powerful
instrument of national development in general and social and national
integration in particular, we must move towards the goal of a common school
system of public education.
Characteristics of the Common School System
1. It willbe open to all children irrespective of caste, creed, community,
religion, economic sanctions or social status;
wealth or
2. In this system access to good education will depend, not on
class, but on talent.
3. It willmaintain adequate standards in all schools and provide at least
a reasonable proportionof quality institutions.
4 In this system no tuition fee will be charged; and not
5. It would meet the needs of the average parent so that he would
ordinarily feel the need to send his children to expensive school outside
the system.
Observations
Kothari Commission have
It is really very sad that the words of wisdom of the There is very little
not been headed by the policy makers and administrators.schools, semi-public
hope that the present system of education having public
schools, sainik schools,
schools, aided schools, state schools, local bodies categories of society
Navodaya schools, etc. would cater to different considerations.
admission generally speaking depending upon monetary
 Serondry Edeation ietory rhlemt md Mamogemont

4 11 EOUAL 1SATION 0f OORTUNITIES

(n) 1he target is to proxide frec cd tion for all up to figher Secondary
stage and proucion of ftce text hooks tc and provition of
ccholarships to increasing percentage to he made
The supph ot frce text books docs not imply the permanent
possession of the text books hy strdents as in some Western cotuntriea
Bookscan be nscd fot a veat and then returned to tchool for jse hy
others 1his ill natunll, redce the finance involved in providing
books
(h) To cqnalise oppotunitics scholarships should be increasingly
provided to coverthe cost of books and other expenses, etc
(c) The provision of free education up to Higher Secondary stage as
recommended may not be possible immediately. It is. therefore. made
the follovwing suggestions:
() The first step may be that we extended the freeships to all those
whocannot afford to pay fccs.
(i) Merit Scholarships can be made available to 5% to begin with
andthis can be incrcascd to 20% in the courseof 10years.
(ii) Free bookscan be made available to very deserving students.
(iv) Book banks can be opened from where books can be deposited
and drawm bv those who need them.
4.12VOCATIONALISATION AT THE HIGHER
SECONDARY STAGE
We must emphasize particularly the need to vocationalize higher secondary
education and to expand the vocational courses to cover about half of the
total enrolment at this stage. A large variety of terminal courses should be
organized, varying in duration from one to three years. They will include
courses for the training of primary and pre-primary teachers; courses conducted
by the industrialtraining institutions for a large number of trades for which
the completion of studies in class X is the minimum qualification; courses in
agriculture and industry which will train the middle levelofpersonnel needed,
courses for training para-medical/health personnel, courses for secretariat
work; and,courses in home science. It is such courses that will make secondary
education mainly terminal. (Chapter 2-28)
Development of Vocationa! Education
At the lower secondary level, leading to matriculation, we must realize that
manpower data available gives little guidance on the extent of
vocationalization. Manpower needs are expressed in terms of matriculates
only or in terms of pupils succesfully completing courses of general education.
Pupils in schools for technical or industrial education, arts and crafts training,
or for music, dancing and other fine arts are not represented in the man-power
data. How far these courses should expand and what new courses of a
vocational or practical nature should be started are questions which can be
answered only after further study. (Chapter V)
Indian Education Commission or Kothari Commissinn 47

At the higher secondary level, leading to intermediate or its equivalent.

considerable guidance is given by the manpower fore-casta. Thee ngget
that by 1985-86 there should be 2,413,000 enrolments in vocational chonls
and perhaps 600,000 in vocational colleges ont of total enrolments of
6.875,000. This is equivalent to 43 per cent of the total. We are of the view
that vocationaleducation atthis level has to be emphasized. We have therefore.
assumed thatenrolments in vocational courses at this level would he ahout 50
per cent of the total.
RECOMMENDATIONS
4.13 IMPLEMENTATION OF THE
OF THE EDUCATION COMMISSION
Recommendations of the Education
1. National Policv Resolution (1968): organisations
Commission1964-66 were considered by various educational the country.
all over
and institutions. These were alsodiscussed by cducators
deliberate over these
Many educational conferences were held to Secretaries.
recommendations. Meetings of Vice-Chanccllors,State Educationand debates
discussions
Directors of Education were convened. All these on Education
resulted in the adoptionof a Resolution on the National Policy
in 1968.
of Education:On the recommendations
2. Introduction of the New Patternaccordance with the National Policy on
of the Education Commission and in
Central Advisory Board of
Education (adopted by Parliament in 1968) the held in November 1974
Education adopted a resolution in its meeting of education allover
recommending the introduction of the 10+2+3 patternUnion Territories have
States and
India during the Fifth Plan. Now almost all
adopted this pattern. A Centrally
of Higher Secondary Education:
3. VocationalisationVocationalisation
sponsored Scheme for was formulated during 1976-77.
Central assistance during
provided with
Under it the StateGovernments were
Fifth Five-Year Plan period and thereafter the programme was run on a
the
regular basis as a State scheme. Education Commission, work
recommended by the
4. Work Experience: As of the new scheme of studies under
experience has been made an integral part
the pattern 10+2+3.
Banks: Book banks have been established in educational institutions
5.Book belonging to the weaker sections of the
which provide books to the students
society. provision
Two Levels ofCourses: Under the new pattern of education,
6. levels, i.e.,
courses in some subjects at two
made for the students to select their capacity to work and
advanced, depending upon
ordinary and
comprehend. The pay scale of teachers working in
Scale of Teachers:
7. Revised Pay in all the States as a result of
therecommendations
schools were revised almost
of the Education Commission. Planning and Administration, New
Institute of Educational
8. National
Party on Educational Planning, Administration and
Delhi: The Working Five-Year Plan set up by the Planning Commission
Evaluation in the Fourth
 48 Secondar Edncation: History, Problems and Management
reiterated therecommendation of the Kothari Commission for the setting up
of the National Stafl College. The Government of India accepted this
recommendation. The National Staff College for Educational Planners and
Administrators began to function on Ist January, 1971.
The Stafl College was renamed as National Institute of Educational Planning
and Adninistration in 1980. Itacquired the status of adeemed University in
2006 and renaned National University of Educational Planning and
Administration.
Recommendations which Received Little Attention
Following arcas have remained ignored by and large. They have not received
the due attention they deserved:
1. Creation of school complexes.
2. Development of 'neighbourhood' concept of educational institutions.
3. Creation of Indian Education Service.
4. Creation of District School Boards.
5. Strengthening of the Offices of the District Educational Officers.
6. National Education Act.
7. Creation of a National Board of School Education.
8. Establishment of a Farm University in each State.
9. Freedom to Headmasters.
10. Making Institutional Plans as an integral part of District, State and
National Plan of Education.
1!. Developing partnership between educational authorities and industry,
12. Spending 6 per cent of GNP on education.
Contribution of the Report of the Education Commission (1964-66)
There is no exaggeration in the statement that there is no report of any
educational commission and committee in India which has made such a
valuable contribution to the role of education, its contents, development,
expansion and planning, etc. as the report of theEducation Commission (1964
66). The present educational system in India is, by and large, draws its
inspiration from this report. The report, no doubt, has brought about radical
changes in education in India. The National Policy of Education (1986) is
based on it.
The report provided not only sound philosophical and sociological bases
of education but also a reasonable working programme for implementation.
The most notable feature of the educational programme is that it also took
note of the financial aspects of various programmes it suggested.