sayujyam: December 2016

Saturday 31 December 2016

KCF 2007

"KERALA CURRICULUM FRAMEWORK-2007"

INTRODUCTION

As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. In formal education, a curriculum is the set of courses and their content offered at a school or university.

A curriculum framework is an organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do.

KERALA CURRICULUM FRAMEWORK

‘What we have left out of consideration so far, or perhaps not considered sufficiently seriously, is the problem of what subjects should be included in a curriculum that takes into account 'the times, the location and the nature of the society' it is rooted in and what benefits are expected from the subjects that are so included. It would not be true to say that this problem had not been considered from the beginning. When the educational experts who were the spokesmen of colonialism laid out a curriculum, they had some considerations in mind. It is as though those considerations have not been questioned since then. We have only attached bits and pieces to what was laid down then. In short, we have not tried to bring about a fundamental change in the matter.’

- Prof. Joseph Mundasseri - the first Minister for Education, Govt. of Kerala)

Kerala’s effort to develop a curriculum framework is a turning point in the history of the state. It is for the first time that the state is making such an exercise and it is rooted on the ideas articulated in the National Curriculum Framework (NCF) -2005. Whenever curriculum reforms were taken up at the national level, the state responded to them in the past.

After the formation of NCERT in 1961, Kerala has been following all the curriculum reform efforts initiated at the national level. For instance, the state initiated the process for reforming its curriculum following the National Curriculum Framework -1975. The state also took steps to implement NPE- 1986 and the Programme of Action (1992). It was in 1997, that an effort for the formulation of a comprehensive curriculum focusing on the process of teaching and learning was attempted in Kerala. Rooted in the emerging methodology and strategies, an integrated method of learning, a process- oriented-activity-based approach, viewing learner as a constructor of knowledge, recognising the role of society in knowledge construction and the idea of continuous and comprehensive evaluation came into effect. However, the state’s curriculum reform effort gained further impetus with the formulation of the National Curriculum Framework (NCF) -2005. NCF-2005 and the position papers provided grounds for introspection and formulation of the Kerala Curriculum Framework (KCF)-2007.

KERALA CURRICULUM FRAMEWORK 2007

The curriculum revision programme in Kerala was conceptualised on the basis of the recommendations of the National Curriculum Framework (N.C.F-2005). The curriculum revision initiated in 1996 in Kerala had a strong influence in the formation of National Curriculum Framework. Kerala could display the active working model of a learning process that has its foundation in the principles of Constructivism and a learner-centred, activity-based and process-oriented pedagogy. Therefore, we must now envision educational reforms that go beyond the National Curriculum Framework, making it a springboard for further research.

Based on the National Curriculum Framework 2005, efforts to revise the Kerala School Curriculum began in August, 2006. The first phase of the revision process is culminated by the publication of the Kerala Curriculum Framework 2007. It has been made a reality through the process detailed below.

• The plan of action for curriculum revision was prepared and was subject to the consideration of the NCERT and the Kerala State Government.

• The Malayalam version of National Curriculum Framework 2005 was printed and distributed.

• A two-day workshop comprising curriculum committee members, experts in the field of education, representatives of the state advisory committee for education and SCERT faculty was conducted to form the plan of action. 14 subject areas were fixed and 14 subject groups were formed. A 30-member core group and 14 focus groups with 230 members were proposed to be formed.

• The first meeting of the core group that was formed by the Kerala Government was held at SCERT. A combined workshop for all the 14 focus groups was planned. The curriculum revision process was sanctioned.

• A three-day workshop was conducted, including the focus group members and the core group members. The participants could familiarize themselves with NCF 2005, collect observations, fix the educational needs of Kerala, decide the mode of operation of the focus groups and analyze the curriculum. Dr. M. A. Khadar, the head of the curriculum group of the NCERT, Dr. Anita Rampal, from the curriculum division of Delhi University and Dr. Manjula Rao from the evaluation department of the Regional Institute of Education attended the workshop.

• The activities of the focus group were centred on the DIETs of all the fourteen districts. In order to discuss the curriculum revision programme, DIET principals, DDEs, representatives from local self-government bodies, representatives of SSAs, SCERT faculty and DPI held meetings and seminars to form opinions at the district level.

• 14 district level seminars were organized by DIETs and local self-government bodies.

• A three-day workshop was organized to form a general approach for curriculum revision.

• A three-day seminar was organized for a detailed study of the problems in different fields.

• A meeting of DIET principals was held to unify the district level activities.

• A web portal titled www.kerala.gov.in was formed to facilitate interaction with the public.

• The focus group conducted a detailed study for two months in all the 14 districts under the leadership of the DIETs. 14 position papers were formed after school visits and surveys to evaluate different textbooks and learning materials.

• An interim evaluation of the activities of the focus groups was conducted.

• The position papers were brought for discussion in a three-day workshop attended by curriculum committee members and the members of the core group.

• Based on the suggestions in the position papers, the Kerala Curriculum Framework was formed.

• This Framework was presented for discussion and approval before the Kerala society. As a part of this, the main suggestions therein were presented at the district, panchayat, municipality and school levels. The suggestions made in these discussions have been consolidated at the district and state levels. On the basis of these suggestions as well the curriculum framework was prepared. We have to now take up the framing of the syllabus up to the 12th standard, the preparation of learning materials, try-out, preparing teachers to use the new materials and make structural reforms.

Thus the curriculum revision programme in Kerala was launched as part of an endeavour to strengthen the Primary, Secondary and Higher Secondary school education in Kerala. We have already won laurels in matters like rate of literacy and enrolment of students in school. In order to advance further in this direction, we should ensure quality education to all children without any form of discrimination. Such an endeavour should also serve the needs of the future society.

The curriculum that has been designed, along with the learning materials prepared, has much to claim on the grounds of quality. But it also serves to bring about changes in the academic environment that usually tends to stick to worn-out practices. A new trend can be established only with the active participation of the civil society. And this is the reason which made the curriculum popular and acceptable.

CONCLUSION

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic.Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship.

Therefore there is a general demand to explain the social aims of a curriculum. A student who completes his/her school education is expected to be able to face any real life situation boldly and should be equipped to get employed at the time of completion of his course. This is the purpose of general education and not a mere internalization of academic subjects.

REFERENCE

1. www.scert.kerala.gov.in

2. teachereducationindia.blogspot.com

3. http://en.wikipedia.org/wiki/Curriculum_framework

4. http://en.wikipedia.org/wiki/Education#Curriculum

National Curriculum Framework (NCF 2005)

The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabii, textbooks and teaching practices within the school education programmes inIndia.

The NCF 2005^[2] document draws its policy basis from earlier government reports on education as Learning Without Burdenand National Policy of Education 1986-1992 and focus group discussion. After wide ranging deliberations 21 National Focus Group Position Papers have been developed under the agies of NCF-2005. The state of art position papers provided inputs for formulation of NCF-2005.

The document and its offshoot textbooks have come under different forms of reviews in the press. Its draft document came under the criticism from the Central Advisory Board of Education (CABE). In February 2008 the director Krishna Kumar in an interview also discussed the challenges that are faced by the document.

The approach and recommendations of NCF-2005 are for the entire educational system. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the CBSE schools, but NCF-based material is also being used in many State schools. NCF 2005 has been translated into 22 languages and has influenced the syllabii in 17 States. The NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of the State and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made. Several States have taken up this challenge. This exercise is being carried out with the involvement of State Councils for Educational Research and Training [SCERT] and District Institutes of Education and Training [DIET].

Main Features of the NCF 2005

The document is divided into 5 areas:

· Perspective

· Learning and Knowledge

· Curriculum Areas, School Stages and Assessment

· School and Classroom Environment

· Systemic Reforms

· Mother tongue as a medium of instructions.

· free development

· availability of resources

Kerala Curriculum Framework(2007)

The existing syllabus in kerala is based on kerala Curriculum Framework 2007. Activity oriented learning is emphasizes in the syllabus and the teaching process is student centric. Teacher’s role is more like that of a facilitator than that of a guide or an instructor. Even though there were serious concerns about the existing syllabus. It was later well admitted and appreciated by experts all over India. It has certainly brought about a positive change in class rooms and the back benchers who were no responding and getting involved. There may be a need for revision of syllabus as periodic revision of syllabus is inevitable. But this is that it should be carried out after elaborate preparation and deliberations. Prior to the formation of a framework, discussion with all teacher organizations needed. The main contention against the present curriculum reform is that it is being done without extensive discussion on the framework and textbook revision is progressing and nearing completion.

Discussions at various levels were conducted before the finalization of KCF 2007. This is not done in the care of present curriculum revision. KCF 2007 was introduced with the strong support of NCF 2005 which was a paradigm shift from the existing system. Curriculum reforms should be multi faceted and comprehensive

Salient features of NCF2005

Salient Features of National Curriculum Framework 2005

Introduction:

NPE 1986, assigned a special role to NCERT in preparing and promoting NCF.Yash Pal Committee Report, ‘Learning without Burden’ (1993) observes that learning has become a source of burden and stress on children and their parents.Considering these observations, Executive Committee of NCERT decided at its meeting of July 14, 2004, to revise the National Curriculum Framework.The process of development of NCF was initiated in November, 2004 by setting up various structures like National Steering Committee Chaired by Prof. Yash Pal and twenty-one National Focus Groups on themes of curricular areas, systemic reforms and national concerns.Wide ranging deliberations and inputs from multiple sources involving different levels of stakeholders helped in shaping the draft of NCF.The draft NCF was translated into 22 languages listed in the VIII Schedule of the Constitution. The translated versions were widely disseminated and consultations with stakeholders at district and local level helped in developing the final draft.The NCF was approved by Central Advisory Board on Education in September, 2005.

Vision and Perspective

To uphold values enshrined in the Constitution of IndiaTo reduce of curriculum loadTo ensure quality education for allTo initiate certain systemic changes

Guiding Principles

Connecting knowledge to life outside the SchoolEnsuring that learning is shifted away from rote methodsEnriching curriculum so that it goes beyond Text BookMaking Examination more flexible and non-threateningDiscuss the aims of educationBuilding commitment to democratic values of equality, justice, secularism and freedom.

Focus on child as an active learner

Primacy to children’s experience, their voices and participationNeeds for adults to change their perception of children as passive receiver of knowledgeChildren can be active participants in the construction of knowledge and every child come to with pre-knowledgeChildren must be encouraged to relate the learning to their immediate environmentEmphasizes that gender, class, creed should not be constraints for the childHighlights the value of IntegrationDesigning more challenging activities

Curricular areas, school stages and Assessment

Recommends significant changes in Maths, Natural Sciences, Social SciencesOverall view to reduce stress, make education more relevant, meaningful

1. Languages

To implement 3-language formulaEmphasis on mother tongue as medium of instructionCurriculum should contain multi-lingual proficiency only if mother tongue is considered as second languageFocus on all skillsMathematicsTeaching of Mathematics to focus on child’s resources to think and reason, to visualize abstractions and to solve problems.SciencesTeaching of science to focus on methods and processes that will nurture thinking process, curiosity and creativity.Social SciencesSocial sciences to be considered from disciplinary perspective with rooms for:Integrated approach in the treatment of significant themesEnabling pedagogic practices for promoting thinking process, decision making and critical reflection.Draws attention on four other areas

a. Art Education: covers music, dance, visual arts and theatre which on interactive approaches not instruction aesthetic awareness and enable children to express themselves in different forms.

b. Health and Physical Education: Health depends upon nutrition and planned physical activities.

c. Education for Peace: As a precondition to snub growing violence and intolerance

f. Work and Education: As it can create a social temper and agencies offering work opportunities outside the school should be formally recognized.

School and Classroom environment

Critical pre-requisites for improved performance – minimum infrastructure and material facilities and support for planning a flexible daily scheduleFocus on nurturing an enabling environmentRevisits tradition notions of disciplineDiscuss needs for providing space to parents and communityDiscuss other learning sites and resources like Texts and Books, Libraries and laboratories and media and ICTAddresses the need for plurality of material and Teacher autonomy/professional independence to use such material.

Systemic Reforms

Covers needs for academic planning for monitoring qualityTeacher education should focus on developing professional identity of the TeacherExamination reforms to reduce psychological stress particularly on children in class X and XII

Examination reforms highlight:

Shift from content based testing to problem solving and competency based assessmentExaminations of shorter durationFlexible time limitChange in typology of questionsNo public examination till class VIIIClass X board exam to be made optional (in long term)

Teacher Education Reforms emphasize on preparation of teacher to

View learning as a search for meaning out of personal experience, and knowledge generation at a continuously evolving process of reflective learning.View knowledge not as an external reality embedded in textbooks, but as constructed in the shared context of teaching-learning and personal experience.

Guidelines for Syllabus Development

Development of syllabi and textbooks based on following considerationsAppropriateness of topics and themes for relevant stages of children’s developmentContinuity from one level to the nextPervasive resonance of all the values enshrined in the constitution of India the organization of knowledge in all subjectsInter-disciplinary and thematic linkages between topics listed for different school subjects, which falls under different discrete disciplinary areas.Linkage between school knowledge and concern in all subjects and at all levelsSensitivity to gender, caste, class, peace, health and need of children with disabilityIntegration of work related attitudes and values in every subject and all levelsNeed to nurture aesthetic sensibility and valuesLinkage between school and college syllabi, avoid overlappingUsing potential of media and new information technology in all subjectsEncouraging flexibility and creativity in all areas of knowledge and its construction by children.

Development of Support Material

Audio/video programmes on NCF-2005 and textbooksSource-book on learning assessmentExemplar problems in Science and MathematicsScience and Mathematics kitsTeachers’ handbooks and manuals.Teacher Training Packages.Developed syllabi and textbooks in new areas such as Heritage Craft, Media Studies, Art Education, Health and Physical Education, etc.Taken various initiatives in the area of ECCE (Early Childhood Care Education), Gender, Inclusive Education, Peace, Vocational Education, Guidance and Counseling, ICT, etc.

Overall Evaluation

NCF 2005 highlights the following aspects:

The value of Interaction with environment, peers and older people to enhance learning.That learning task must be designed to enable children to seek knowledge other than text books.The need to move away from “Herbartian” lesson plan to prepare plans and activities that challenge children to think and try out what they are learning.

Teacher Education

Teacher Education

Overview

The Teacher Education Policy in India has evolved over time and is based on recommendations contained in various Reports of Committees/Commissions on Education, the important ones being the Kothari Commission (1966), the Chattopadyay Committee (1985), the National Policy on Education (NPE 1986/92), Acharya Ramamurthi Committee (1990), Yashpal Committee (1993), and the National Curriculum Framework (NCF, 2005). The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which became operational from 1st April, 2010, has important implications for teacher education in the country.

Legal and Institutional Framework

Within the federal structure of the country, while broad policy and legal framework on teacher education is provided by the Central Government, implementation of various programmes and schemes are undertaken largely by state governments. Within the broad objective of improving the learning achievements of school children, the twin strategy is to (a) prepare teachers for the school system (pre-service training); and (b) improve capacity of existing school teachers (in-service training).

For pre-service training, the National Council of Teacher Education (NCTE), a statutory body of the Central Government, is responsible for planned and coordinated development of teacher education in the country. The NCTE lays down norms and standards for various teacher education courses, minimum qualifications for teacher educators, course and content and duration and minimum qualification for entry of student-teachers for the various courses. It also grants recognition to institutions (government, government-aided and self-financing) interested in undertaking such courses and has in-built mechanism to regulate and monitor their standards and quality.

For in-service training, the country has a large network of government-owned teacher training institutions (TTIs), which provide in-service training to the school teachers. The spread of these TTIs is both vertical and horizontal. At the National Level, the National Council of Educational Research and Training (NCERT), along with its six Regional Institutes of Education (REIs) prepares a host of modules for various teacher training courses and also undertakes specific programmes for training of teachers and teacher educators. Institutional support is also provided by the National University on Education al Planning and Administration (NUEPA). Both NCERT and NUEPA are national level autonomous bodies. At the state level, the State Councils of Educational Research and Training (SCERTs), prepares modules for teacher training and conducts specialised courses for teacher educators and school teachers. The Colleges of Teacher Education (CTEs) and Institutes for Advanced Learning in Education (IASEs) provide in-service training to secondary and senior secondary school teachers and teacher educators. At the district level, in-service training is provided by the District Institutes of Education and Training (DIETs). The Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) form the lowest rung of institutions in the vertical hierarchy for providing in-service training to school teachers. Apart from these, in-service training is also imparted with active role of the civil society, unaided schools and other establishments.

Financing of programmes and activities

For pre-service training, the government and government-aided teacher education institutions are financially supported by the respective State Governments. Further, under the Centrally Sponsored Scheme on Teacher Education, the Central Government also supports over 650 institutions, including the DIETs, CTEs and the IASEs.

For in-service training, financial support is largely provided by the Central Government under the Sarva Shiksha Abhiyan (SSA), which is the main vehicle for implementation of the RTE Act. Under the SSA, 20 days in-service training is provided to school teachers, 60 days refresher course for untrained teachers and 30 days orientation for freshly trained recruits. Central assistance for in-service training is also provided to District Institutes of Education and Training (DIETs), Colleges of Teacher Education (CTEs) and Institutes of Advanced Studies In Education (IASEs) under the Centrally Sponsored Scheme on Teacher Education. State Governments also financially support in-service programmes. Several NGOs, including multi-lateral organizations, support various interventions, including in-service training activities.

Implications on Teacher Education of the Right of Children to Free and Compulsory Education Act, 2009

The Right of Children to Free and Compulsory Education Act, 2009 has implications on the present teacher education system and the Centrally Sponsored Scheme on Teacher Education. The Act inter alia provides that :

The Central Government shall develop and enforce standards for training of teachers;Persons possessing minimum qualifications, as prescribed by an academic authority authorise by the Central Government, shall be eligible to be employed as teachers;Existing teachers not possessing such prescribed qualifications would be required to acquire that qualification within a period of 5 years.The Government must ensure that the Pupil-Teacher Ratio specified in the Schedule is maintained in each schoolVacancy of a teacher in a school, established, owned, controlled or substantially financed by the Government, shall not exceed 10% of the sanctioned strength.

National Curriculum Framework on Teacher Education

The National Council of Teacher Education (NCTE) has prepared the National Curriculum Framework of Teacher Education, which was circulated in March 2009. This Framework has been prepared in the background of the NCF, 2005 and the principles laid down in the Right of Children to Free and Compulsory Education Act, 2009 which necessitated an altered framework on Teacher Education which would be consistent with the changed philosophy of school curriculum recommended in the NCF, 2005. While articulating the vision of teacher education, the Framework has some important dimensions of the new approach to teacher education, as under:

Reflective practice to be the central aim of teacher education;Student-teachers should be provided opportunities for self-learning, reflection, assimilation and articulation of new ideas;Developing capacities for self-directed learning and ability to think, be critical and to work in groups.Providing opportunities to student-teachers to observe and engage with children, communicate with and relate to children. The Framework has highlighted the focus, specific objectives, broad areas of study in terms of theoretical and practical learnings, and curricular transaction and assessment strategies for the various initial teacher education programmes. The draft also outlines the basic issues that should guide formulation of all programmes of these courses. The Framework has made several recommendations on the approach and methodology of in-service teacher training programmes and has also outlined a strategy for implementation of the Framework. As a natural corollary to the NCFTE, the NCTE has also developed ‘model’ syllabi for various teacher education courses.

Reforms in Regulatory Framework

The National Council for Teacher Education (NCTE) was constituted under the National Council for Teacher Education Act, 1993 for achieving planning and coordinated development of teacher education in the country, for regulation and proper maintenance of norms and standards in the teacher education system. In the recent past the NCTE has undertaken various steps for systemic improvements in its functioning and in improving the teacher education system, as under :

Based on the study of demand and supply of teachers and teacher educators of the various states, the NCTE has decided not to receive further applications for several teacher education courses in respect of 13 States. This has led to substantial rationalisation in the demand-supply situation across States;The Regulations for grant of recognition and norms and standards for various teacher education courses were revised and notified on 31st August, 2009. The applications for grant of recognition are now processed strictly in chronological order. The new Regulations make the system more transparent, expedient and time bound, with reduction in discretionary powers of the Regional Committees;e-Governance system has been introduced by way of providing online facility for furnishing of applications and online payment of fees. MIS has been developed to streamline the process of recognition;The National Curriculum Framework for Teacher Education has been developed keeping in view NCF, 2005;Academic support is being provided through preparation of Manual for the teacher education institutions and publication and dissemination of Thematic Papers on Teacher Education.Various quality control mechanisms have been developed, including re-composition of the Visiting Teams, periodical monitoring of the teacher education institutions and de-recognition of institutions not conforming to the Norms and Standards prescribed by the NCTE.National Education For All Towards Quality with Equity - 2015 Review Report - (5.04 MB)

For more details, click here: www.teindia.nic.in

NCF2005

National Curriculum Framework (NCF 2005)

The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT inIndia.

The Framework provides the framework for making syllabii,^[1] textbooks and teaching practices within the school education programmes in India. The NCF 2005^[2]document draws its policy basis from earlier government reports on education as Learning Without Burden^[3] and National Policy of Education 1986-1992^[4] and focus group discussion.^[5] After wide ranging deliberations 21 National Focus Group Position Papers have been developed under the aegis of NCF-2005. The state of art position papers provided inputs for formulation of NCF-2005. The document and its offshoot textbooks have come under different forms of reviews in the press.^[6]

Its draft document came under the criticism from the Central Advisory Board of Education (CABE).^[7] In February 2008 the director Krishna Kumar in an interview also discussed the challenges^[8] that are faced by the document. The approach and recommendations of NCF-2005 are for the entire educational system. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the CBSE schools, but NCF-based material is also being used in many State schools.^[8]

NCF 2005 has been translated into 22 languages and has influenced the syllabii in 17 States. The NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of the State and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made. Several States have taken up this challenge. This exercise is being carried out with the involvement of State Councils for Educational Research and Training [SCERT] and District Institutes of Education and Training [DIET].

Main Features of the NCF 200

The document is divided into 5 areas:

Perspective of NCF

The NCF was framed Considering the articulated ideas in the past such as

To shift learning from rote method.To ensure overall development of children.To integrate examination into classroom learning and make it more flexible.to nurture identify of caring concerns within the democratic policy of India.nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.^[9]

NCF focused on

Learning without burden to make learning a joyful experience and move away from textbooks to be a basis for examination and to remove stress from children. It recommended major changes in the design of syllabus.To develop a sense of self-reliance and dignity of the individual which would for the basis of social relationship and would develop a sense of nonviolence and oneness across the society.To develop a child centered approach and to promote universal enrollment and retention up to the age of 14.To inculcate the feeling of oneness, democracy and unity in the students thecurriculum is enabled to strengthen our national identity and to enable the new generation reevaluate.J. P. Naik has described equality, quality and quantity as the exclusive triangle for Indian education.With respect to social context NCF 2005 has ensured that irrespective of caste, creed, religion and sex all are provided with a standard curriculum.

Learning and knowledge

Learning should be an enjoyable act where children should feel that they are valued and their voices are heard. The curriculum structure and school should be designed to make school a satisfactory place for students to feel secure and valued.The curriculum should focus on holistic development of the students to enhance physical and mental development in individuals and as well as with the peer interactions.

In order to bring about the overall development of the students, adequate nutrition,physical exercise and other psyco social needs are addressed hence participation in yoga and sports in required. learning should be made enjoyable and should relate to real life experiences learning should involve concepts and deeper understanding. Adolescence is a vulnerable age for students and the curriculum should prepare the students and provide support for social and emotional support that will inculcate positive behavior and provide skills essential to cope with situations that they encounter in their lives, peers pressure and gender stereotype.^[9]

Inclusive education to be given priority and flexibility to follow a curriculum to suite the needs of every student irrespective of students having disabilities.

Constructive learning has to be part of the curriculum. Situations and opportunities have to be created for students to provide students with challenges, encourage creativity and active participation for students. Students have to be encouraged to interact with peers, teachers and older people which would open up many more rich learning opportunities.

The foundation should be laid strong and firm. primary, upper primary and middle school should provide the space for children to explore and develop rational thinking that they would imbibe in them and have sufficient knowledge on concepts, language,knowledge,investigation and validation procedures.

Curricular area, School stages and assessment

Language - Three language formula system to be followed. medium of communication should be the home language.^[10] The First language to be studied must be the mother tongue or the regional language. The Second language – In Hindi speaking States, the second language will be some other modern Indian language or English, and – In non-Hindi speaking States, the second language will be Hindi or English. The Third language – In Hindi speaking States, the third language will be English or a modern Indian language not studied as the second language, and – In non-Hindi speaking States, the third language will be English or a modern Indian language not studied as the second language.^[10]

Mathematics -The emphasis for learning mathematics is that all students can learn and need to lean mathematics.Pedagogy and learning environment have to be made favorable for students to develop interest by going far beyond basic skills and include variety of mathematics models by pedagogy which devotes a greater percentage of instructional time to problem solving and active learning.^[11]

Computers - Introduction of computers in schools is to move from a predetermined set of outcomes and skill sets to one that enables students to develop 16 explanatory reasoning and other higher-order skills. • Enable students to access sources of knowledge, interpret them, and create knowledge rather than be passive users. • Promote flexible models of curriculum transaction. • Promote individual learning styles. • Encourage use of flexible curriculum content, at least in primary education, and flexible models of evaluation.^[12]

Science - Pedagogy of learning sciences should be designed to address the aims of learning science is to learn the facts and principles of science and it's applications, consistent with the stage of cognitive development. To acquire skills and understand the methods and processes that lead to generation and validation of scientific knowledge. To develop a historical and developmental perspective of science and to enable her to view science as a social enterprise. To relate to the, local as well as global, and appreciate the issues at the interface of science, technology and society. To acquire the requisite theoretical knowledge and practical technological skills to enter the world of work. To nurture the natural curiosity, aesthetic sense and creativity in science and technology. To imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment and to cultivate 'scientific temper'-objectivity, critical thinkingand freedom from fear and prejudice.^[13]

Social Sciences - Social science a subject is included in schools to assist students to explore their interests and aptitudes in order to choose appropriate university courses and/or careers. To encourage them to explore higher levels of knowledge in different disciplines. To promote problem-solving abilities and creative thinking in the citizens of tomorrow, to introduce students to different ways of collecting and processing data and information in specific disciplines, and help them arrive at conclusions, and to generate new insights and knowledge in the process.^[14]

Art education - The objectives of including art education in schools is to bring about the complete development of the students personality and mental health, to appreciate cultural heritage and develop respect for each other's work and connect to environment.^[15]

Health and Physical education - To provide theoretical and practical inputs to provide an integrated and holistic understanding of health, disease, accidents and physical fitness among children. To provide skills for dealing with psycho-social issues in the school, home and the community. To help children grow as responsible citizens by inculcating in them certain social and moral values through games, sports, N.C.C., Red Cross, Scouts & Guides, etc.^[16]

Study of Peace - Skills that are developed as part of curriculum activity such as to listening with patience and endurance, purity of mind to develop concentration, aptitude for cooperation and teamwork, to reach out to get answers (curiosity and rational inquiry), acceptance of discipline, and a positive attitude to study/work are the trademarks of a good student which in turn are also the skillsof a peace-oriented person. Thus the curriculum also inculcates peace and democracy into students.^[17]

Work and Education - Work related education is made as an integral component of the school curriculum, in the form of – work experience, work education, SUPW, craft education, life oriented education, pre vocational education and generic education. Work based education aims at involving children in a variety of production or service oriented activities, to develop skills, positive attitudes and values through work and also to develop work related competencies.^[18]

School and Classroom Environment

Physical environment has to be maintained favorable to students in terms of infrastructure, adequate light andventilation,student teacher ratio, hygiene and safe environment. Schools should also treat students with equality,justice respect, dignityand right of the students. Give equal opportunities for all students to participate in all activities without any bias. Policy ofinclusion has to be part of the school where differently abled and children from marginalized section get equal opportunities. The schools should also be well equipped with libraries, laboratories and educational technology laboratories.^[9]

Systemic Reforms

The NCF has aimed at bringing about reforms in the education system to bring about a curriculum that is learner centric, has a flexible process, provide learner autonomy, teacher plays a role of a facilitator, supports and encourages learning, involves active participation of learners, develops multidisciplinary curriculum, focuses on education, brings about multiple and divergent exposure, multifarious, continuous appraisal in educational system.^[9]

Referencs

^ Syllabus I-XII, National Council of Educational Research and Training, retrieved 2015-04-14.^ National Curriculum Framework 2005, National Council of Educational Research and Training, retrieved 2015-04-14.^ Learning without Burden ArchivedFebruary 23, 2008, at the Wayback Machine.^ "National Policy on Education, 1985"(PDF). National Council of Educational Research and Training. Retrieved 2015-04-14.^ National Focus Group Position Papers and NCF, National Council of Educational Research and Training, retrieved 2015-04-14.^ News on National Curriculum Framework, National Council of Educational Research and Training, Archived February 5, 2008, at the Wayback Machine.^ NCERT draft curriculum framework criticised, The Hindu, 7 August 2005, retrieved 2015-04-14.^ ^a ^b `Teaching profession is in a deep crisis', Frontline, 1 March 2008, retrieved 2015-04-14.^ ^a ^b ^c ^d 2005, NCF. "NCF2005" (PDF). Retrieved 24 September 2015.^ ^a ^b Languages, Teaching of. "Position paper" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/Indian_Languages.pdf. NCF. Retrieved 25 September 2015.External link in |website= (help)^ Mathematics, teaching of. "National focus" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)^ Technology, education. "NAtional focus group" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/educational_technology.pdf. NCF. Retrieved 25 September2015. External link in |website= (help)^ Science, teaching of. "National focus groups" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/science.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)^ Social sciences, Teaching of. "National focus group" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)^ Theater, Art, Music, Dance and. "National focus group" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/art_education.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)^ Physical education, Health and."National Focus group" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/health_prelims_final.pdf. NCF. Retrieved 25 September 2015.External link in |website= (help)^ Peace, Education for. "National focus group" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/education_for_peace.pdf. NCF. Retrieved 25 September 2015.External link in |website= (help)^ Education, Work and. "National Focus group" (PDF).http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/workeducation.pdf.

NCF 2005

Salient Features of National Curriculum Framework 2005

Introduction:

Vision and Perspective

To uphold values enshrined in the Constitution of IndiaTo reduce of curriculum loadTo ensure quality education for allTo initiate certain systemic changes

Guiding Principles

Focus on child as an active learner

Curricular areas, school stages and Assessment

Recommends significant changes in Maths, Natural Sciences, Social SciencesOverall view to reduce stress, make education more relevant, meaningful

1. Languages

a. Art Education: covers music, dance, visual arts and theatre which on interactive approaches not instruction aesthetic awareness and enable children to express themselves in different forms.

b. Health and Physical Education:Health depends upon nutrition and planned physical activities.

c. Education for Peace: As a precondition to snub growing violence and intolerance

f. Work and Education: As it can create a social temper and agencies offering work opportunities outside the school should be formally recognized.

School and Classroom environment

Systemic Reforms

Examination reforms highlight:

Teacher Education Reforms emphasize on preparation of teacher to

Guidelines for Syllabus Development

Development of Support Material

Overall Evaluation

NCF 2005 highlights the following aspects:

Secondary Education Commission 1952-53( Mudaliar Commission)

Mudaliar Commission 1952 – 1953

Mudaliar Commission 1952 – 1953

Mudaliar Commission

The Secondary Education commission known as Mudaliar Commission was appointed by the government of India in term of their Resolution to bring changes in the present education system and make it better for the Nation. Dr. A. Lakshmanswami Mudaliar was the Vice-Chancellor of Madras University. After the Independence India needed a change in the education system. Number of Secondary Schools were increasing in India it was much a need to take care the students of secondary school.

Commission was comprised of Commission was comprised of

Appointment – Appointed by the Govt. Of India on the recommendation of CABE on 23^rd September, 1952Chairman – Dr. Lakshman Swami MudaliarSecretary – A. N. BasuMember Secretary – Principal Member Secretary, A.N. Basu, Central Institute of Education, Delhi.Assistant Secretary- Dr. S. M. Assistant Dhari, Education Officer, Ministry of Education, along with seven members.Report – Submitted on 29^th August, 1953, 15 chapters of about 240 to 250 pages

Terms of reference of the Commission

After accepting the proposal of Central Advisory Board of Education, Government of India, appointed Secondary Education on 23 September1952.The area of work and investigation of – Commission wereTo enquire into and report on the present position of the Secondary Education in India.

Aim of Appointment

To enquire into the problems of Secondary EducationTo suggest measures for its re-organization and improvement with special reference tothe aims, organization & content of secondary education and its relationship to Primary & Higher Education

Suggest measures for its reorganization and with particular reference to: with particular reference to:

Its relationship to primary, basic and higher education.The aims, organization and content of education.The inter-relation of Secondary Schools and different typesOther allied problem so that a sound and reasonably uniform system of Secondary Education suited to our needs and resources may be provided for the whole country.

Method of Enquiry

Questionnaire MethodPreparing questions dealing with various aspects of secondary educationSending out to educational experts, teachers and educational institutes of various parts of IndiaCollection of information Tour Method

Report of the Commission

The Commission prepared a questionnaire related to questionnaire related to problems of education and send it to various educational institutes. On the basis of their answers The Commission had prepared a report of 244 pages which was divided in14/15 Chapters on 29 August 1953 and presented to the

Defects of the Secondary Education

Bookish in contentExamination orientedNo qualitative developmentUnilateral & no diversificationNo scope of close contact between teacher and studentLack of good teachersNo proper facility for play & recreation

Recommendations of the Commission

Defects of Secondary education areSecondary education is bookish, monotonous and stereotyped.It is not suitable to all types of students.It is not related to life.It does not develop the all-round personality of the students.Defective teaching methods and more stress on examinations.It is one – sided and prepares students for exams onlyThere is no vocational education.Rigid time table does not provide opportunity for self –expression.Compulsory English is torturing for weak students.More students in a class, no provision for sports and physical training.

Aims of Secondary Education

Development of democratic citizenship.Initiation into art of living.Development of personality.Improvement of vocational efficiency.Education for leadership.Development of true patriotism.

New organizational pattern of Secondary Education

Secondary education should be of 7 years.It should be for children of 11 to 17 years.It suggested to end intermediate college and merge class 11 with secondary schools and class 12 with B.A.Commission divided secondary education into two parts.Degree course should be of three years.One year Pre-university course for high school students to enter in university.Students who passed Pre-University should be allowed to enter in professional courses.Multipurpose schools should be established to take care of various abilities of students.Technical education-large number of schools should be opened along with Central Technical Institutions.Such institutions should be opened near factories so that so that students can take practical trainings.Industrial education cess should be levied on industries to finance technical education.Other types of schoolPublic schools should be reconstructed as secondary schools after 5 years.The boys and girls should be provided same education through co-education but there should be provision of home science teaching for girls.Girls’ schools should be opened in the areas where required.

Curriculum

Commission supported flexible curriculum which can be related with interest, need and life of studentsIt should be such that it can train the students for work and leisure both.Productive works should be importance.It should include practical knowledge along with theoretical knowledge.Subjects for Higher Secondary StageCompulsoryMother tongue or Regional LangOne other Lang from Hindi, Elementary English, Advanced English, Modern Indian Lang, Modern foreign Lang, Classical Langa. Social Studiesb. Sciencec. CraftOptional

Any 3 subjects from any one of the groups

Group 1 Humanities

Group 2 Science

Group 3 Technical Subjects

Group 4 Commercial Subjects

Group 5 Agriculture

Group 6 Fine Arts

Group 7 Home Science

Subjects for Curriculum

Junior High School – Languages, Social Study, General Science, Mathematics, Art & Craft, Music, Physical Education.

Secondary Education – Diversification of course has been done. There are some core subjects like Hindi, Social Science, Math and one craft which every student has to study. Along with it there are some optional subjects classified in seven groups like Humanities, Science, Technical subjects, Commerce, Agriculture, Fine Arts and Home Science.

Study of Languages

Hindi has been taken as the national language.For government services Hindi is compulsory.English is compulsory for secondary level.Sanskrit is also included as a third language which is optional.

Medium of Instruction

The medium of instruction should be mother tongue or regional languages.Along with the mother tongue and regional languages, national language and a foreign language should also be taught.

Textbooks

Textbooks should be selected very carefully. There should be a committee for selection and reforms.There should be a definite standard for printing, cover and front page of the book.There should be no such book which spread hatred, enemity against any community, religion or social customs.There should be more than one textbooks for a subject.

Teaching Methods

Teaching method should be adopted according to the need of moral, social and mental development of students.Teaching method should be activity based. It should not stress on verbalism and memorisation.Various types of expression works should be included in each subject.Teaching method should be adopted in such a way that it takes care of individual difference.There should be more stress on experimental and demonstration method.

Place of Library in School

Libraries should be given a form of an intellectual laboratory. And it should help in completing personal and group works, literary interests and co-curricular activities.Libraries should be made the most attractive place for students.The books and magazines should be according to need and interest of the teachers and students.There should be a trained librarian in the libraries.Libraries should be open during the vacations as well so that students and society can benefit from them.

Education of Character

School is a small society and the values, outlook, actions of students are important from the point of view of national importance. So, they should be trained accordingly.There should be close relationship between the teachers and students for best discipline.There should be self-government in the school run by House System, Prefects, Monitors and Student Council should be given important place.Co-curricular activities should be encouraged and extra-curricular activities should be also included in school education.NCC, Scout camps should be encouraged.First aid and junior red-cross work should be encouraged.Code of conduct for students should be made and maintained.

Guidance in Education

There should be appointment of Guidance officers and career masters in the schools for educational, personal and vocational guidance.There should be arrangement of film shows, excursions related to various industries.

Physical Welfare of Students

There should be School Medical Service in every state.There should be provision of regular health check-up of every student in the school.Health Report of every student should be prepared and doctor, parents and class teacher should keep one copy of it.There should be arrangement of balanced and nutritious diet in hostels and Residential schools.Teachers of physical education should be treated equally like subjects teachers.Physical Education Training Center should be opened at national level.There should be complete record of physical activities of students.

Examination and Evaluation

The number of external examinations should be reduced.There should be only one Public Examination after completion of syllabus.Questions should be objective and subjective elements should be reduced.Questions should be based on the full syllabus.Examiners should be selected cautiously.While evaluating the works of students, internal examinations, periodical tests and school records should also be considered.Students should be evaluated on 5-point scale, where A is distinction, B is credit, C is pass, D & E is fail or re- exam.There should be provision for compartmental examination for one compartmental examination for one subject.

Improvement in Teacher Status

The procedure of selection and appointment of teachers should be uniform throughout the country.The probation period of trained teachers should be one year.Secondary school teachers should be trained graduate and higher secondary school teachers should be trained post-graduate.Teachers who are equally qualified should be paid equally throughout the country.There should be Triple Benefit Scheme for teachers which include pension, provident fund and life insurance.There should be arbitration board to solve the grievances of teachers.The retirement age of teachers should be 60 years.The teacher’s ward should study free in the school.Teachers should be provided residential and medical facilities, study leave, traveling allowances, etc.Private tuition should be banned.To improve their social status, teachers should be honoured time to time.

Teacher’s Training

Higher Secondary teachers should be given two-year training and graduates should be given one-year training.Pupil teachers should be trained in one or more extra-curricular activities.There should be provision for Refresher Course and Practical Training and Workshops in Training colleges.Training Colleges should charge any fee from pupil teachers. State should provide stipends.There should be hostels in training colleges.The teachers who have three year teaching experience only year teaching experience only should be eligible for M.Ed.

Administration

Director of education should be direct in touch with education minister.There should be a board of 25 members for inspection and co-ordination of education.Central Advisory Board of Education should work as a coordinator solving the problems of education at national level.Eligibility criteria for applying for school applying for school inspectors should be –10 years of teaching experience.Headmasters of the high-school.Headmasters of the high-school.Able teachers of training colleges.School should be given recognition only when they fulfill all the conditions.In rural areas, schools should be at the reach of people of surrounding villages.Every classroom should have the capacity of accommodating 30-40 students.Every school should have co-operative stores so that students can get the necessary things.School should work at least 200 days in a year and teaching work should be done 35 periods per week.There should be at least 2 month vacation in summer and 10-15 days holidays in winter.

Finance

On secondary level for technical and vocational education, Industrial Education Cess should be imposed.Some part of the income from railway, telecommunication and post should be spent for developing the technical education. There should not be imposition of income tax on the development fund of secondary education.

Merits of Commission

Merits of CommissionActivity based education.Stress on agricultural education.Discussion of aims of secondary education.Child-centered education.Improvement in teacher’s salary and position.Co-curricular activities.No more stress on external examinations.Stress on multi-purpose schools.Suggestion to open technical schools near industries.

Demerits of the Commission

The suggestions are given in haste, so problems are still there.No new statement regarding the improvement of social and economic conditions of teachers.No suggestions regarding women education.Still stress on English.

kothari Commission 1964-66

INTRODUCTION TO EDUCATION COMMISSIONS 1964-66

UNIT STRUCTURE

1.Learning Objectives2.Introduction3.Appointment of the Commission

1.Unique Features of the Commission2.Terms of reference3.Making of the Report4.Report of the Commission

5.Recommendations

1.Education and National Objectives2.Educational Structure6.Let Us Sum Up7.Answers to Check Your Progress8.Possible Questions9.References

LEARNING OBJECTIVES

After going through this unit, you will be able to:Explain the appointment of the Education Commission of 1964-66 and its unique features.Know the making of the report of 1964-66.Identify the objectives of the Commission.Describe the educational structure recommended by the commission.

INTRODUCTION

In this unit, we will discuss about Kothari Education Commission, 1964-66, which was the sixth commission in the history of commission in India. The Five Years Plan, started after independence helped the growth of the country in many areas. However, the execution of these plans expresses the inherent weakness due to which the expected success was not being achieved. Education appeared to be one of areas which indicated many problems that needed our efforts for immediate solutions. The government was fully aware of the situation. To improve the educational set up the government constituted two commissions after independence. We have already discussed about the two commissions, i.e. Radhakrishnan Commission in unit 2 , which deals with university education and Secondary Education Commission in unit 3, confined to secondary education only. The recommendations of these two commissions could not be succeeded in its full implementations. Consequently, the defects in the area of education persisted. In order to remove theses defects, the government had to appoint a new education commission to advise the government on national pattern of education along with general principles and policies for the development of education at all stages.

This unit deals with the recommendations of the Kothari Education Commission in different aspects of education.

APPOINTMENT OF THE COMMISSION

The Commission was appointed under provision of a resolution of the Government of India, dated 14th July, 1964. The Commission included eminent educationists in diverse fields from India and abroad. It consisted of total 17 members, where 14 members, 1 member - secretary, 1 Associate - Secretary and Dr. D.S. Kothari, chairman of the U.G.C. was appointed as the chairman of the commission. Therefore, it is also known as the Kothari Commission. Among the members of the commission 5 educationists were from England, America, France, Japan and Russia. J.P. Naik was appointed as number secretary of the commission and J.F McDougall as associated secretary.

LET US KNOW

Prof. D.S. Kothari, Chairman, University Grants Commission, New Delhi was appointed as the Chairman of the Commission. The commission consisted of 17 members.

Unique Feature of the Commission

It is important for us to know the features that have made this commission a unique commission from other earlier commissions.

The unique features of the Education Commission (1964-66) were:

i) All the five earlier commissions did not deal with education as a whole but focussed attention on different levels of education. But this commission was not to limit its enquiry to specific sectors or aspects of education, but to have a comprehensive review of the Entire Educational System.

ii) Another unique feature of the Commission was its conviction that education is the most powerful instrument of the national development. The crucial role of education in national development appears in all its vividness on every page of the report.

Never before education was given such a niche of national honour, and never before was it conceived as a pivot of national honour, and never before was it conceived as a pivot of nation’s progress and the prosperity as revealed in the pages of the Commission’s Report.

iii) The international composition of the commission is also significant. Education in India must necessarily emerge from Indian experience, through, culture and local conditions. But as education remains the common quest of mankind, it was found profitable to draw upon the experience and thinking of educationists and scientists from other countries and to take advantage of the latest developments in the educationally advanced countries. As such the commission included 7 Indian members and 5 others; 1 each from Japan, France, U.K., U.S.A. and USSR. besides, 20 consultants from different countries of the world were available.

CHECK YOUR PROGRESS

1. Mention two unique features of the commission in the given space.

Terms of Reference

The Commission will advice the Govt. on national pattern of education and on the general principles and policies for the development of education at all stages and in all its aspects. It need not, however, examine the problems of medical or legal education, but such aspects of these problems as are necessary for its comprehensive enquiry may be looked into.

Making of the Report

The commission started its work on the birthday of Mahatma Gandhi, the father of the nation. It constituted 12 task forces and 7 working groups for studying the various problems of education in the country. It interviewed about 9000 men and women distinguished in public life, educators, scientists, industrialists and scholars in different fields and others interested in education. The Commission spent about hundred days in visiting universities, colleges and schools and held discussions with teachers, educationists, administrators and students. It received and scrutinized 2,400 Memorandum and notes. The commission worked for 21 months and submitted it report on June, 1966.

REPORT OF THE COMMISSION

The report of the commission is an excellent document on education. In its report the commission expressed its form belief that education is the most powerful instrument of national development. The report of the commission has been appropriately entitled as ‘education and national development’.
The report is divided into four sections –

Section I : deal with general Problems.
Section II : deal with Education at different stages and in different sectors.
Section III : deals with implementation of the various recommendations and programmes suggested by the commission.
Section IV : consists of supplementary papers.

The programmes of educational reconstructions proposed in this Report fall into three broad categories —

1) Internal transformation of the educational system so as to relate it to the life, needs and aspirations of the nation.
2) Qualitative improvement of education so that the standards achieved are adequate, keeping continually rising and, at least in a few sectors become internationally comparable; and,
3) Expansion of educational facilities broadly on the basis of man - power needs and with an accent on equalization of educational opportunities.

LET US KNOW

MAKING OF THE REPORT

Set up 12 task forces and 7 working groups.
Interviewed 9000 men and women.
Spent 100 days.
Begin its task on 2nd October, 1964.
Report divided into four sections.
Programmes categorized into three.

CHECK YOUR PROGRESS

2. Fill in the blanks with appropriate word.

i) The Education Commission is popularly known as the _________.
ii) The Govt. of India appointed a commission by a resolution on _______.
iii) _______ was the chairman of the UGC.
iv) The Commission submitted its report on _______________
v) The report consists of _________ chapters and is divided into ________ sections.

RECOMMENDATIONS OF THE KOTHARI EDUCATION COMMISSION

Let us discuss the recommendations of the commission. Our discussion will confined to two major aspects of the recommendations, i.e., education and national objectives and educational structure only.

Education and National Objectives -

Education has a very extensive role to play in changing the men and society. It has to be entirely reformed and related to the life, needs and aspirations of the people so that it may serve as a powerful tool of social, economic and cultural transformation. In order to relate education, the commission recommended the following objectives-

1. Increase in Productivity.
2. Promoting social and National Integration
3. Education and Modernization
4. Developing social, moral and spiritual values.

1. Increase in Productivity -
The Commission suggested that education must be related to productivity to increase national income. In order to link education and productivity the Indian Education Commission made the following recommendations.

i) Science is the basic component of education and culture ; so it should be made an integral part of school education.
ii) To inculcate the value of manual work the commission recommended the introduction of work experience in school education.
iii) To meet the increasing needs of technical personnel in Industry, agriculture and trade the IEC recommended to introduce vocational subjects in school curriculum. It also opined that the vocationalisation will bring education into closer relationship with productivity.

2. Promoting social and National Integration –
National and social integration is the precondition for the progress and development of a country. According to the commission, Social and National Integration is an important objective of a national system of education. The commission made the following recommendations for strengthening social and national integration through education.

i) To make education a powerful instrument of national development, common school system of public education should be adopted.
ii) Bridge the gulf between the educated and the uneducated, intellectuals and masses, social and national service should be made an integral part of school education.
iii) A language is a firm adhesive for social and national integration, suitable provisions should be made for teaching mother tongue, Hindi and other Modern Indian languages in schools.

3. Education and Modernisation -
The present society is the science - based society. The present century has made tremendous advancement in scientific and technical knowledge as a result of explosion of knowledge. In such a situation one of the main functions of education is to keep pace with this advancement of knowledge. Another feature of modern society is the rapid social change. In the situation of change, the school must always be alert if it is to keep abreast of significant changes. An education system which does not renovate itself continuously, becomes out-dated and puts hindrance to progress. To keep pace with modernisation the IEC is of the opinion that “greater emphasis must be placed on vocational subjects, science education and research.”

4. Social, moral and spiritual values -
The national system of education should emphasis on the cultivation of social, moral and spiritual values among students. For this purpose the commission made the following recommendations-

i) The Central and State governments should adopt measures to introduce education in moral, social and spiritual values in all institutions under their direct control on the lines recommended by the University Education Commission on religious and moral instruction.
ii) In order to develop social, moral and religious values, some periods should be provided in the time table. Instruction of this type should be given by general teachers.
iii) The University departments should be specially concerned with the ways in which these values can be taught wisely and effectively and should undertake preparation of the special literature for use by students and teacher.

LET US KNOW

OBJECTIVES OF THE COMMISSION

1. Increase in Productivity.
2. Promoting Social and national Integration.
3. Education and Modernization.
4. Developing Social, moral and Spiritual values.

CHECK YOUR PROGRESS

3. Explain the following -
i) Education and productivity.

ii) Education and modernisation.

Educational Structure

The Commission recommended a new structural pattern of education. The new educational structure should be as follows:

One to three years of pre-school education.A primary stage of 7 to 8 years divided into a lower primary stage of 4 or 5 years and a higher primary stage of 3 or 2 years.A lower secondary stage of 3 or 2 years of general education or 1 to 3 years of vocational education.A higher secondary stage of 2 years of general education or 1 to 3 years of vocational education, 50% of the total would be under vocational education,A higher education stage of 3 years or more for the first degree course followed by courses of varying durations for the second or research degrees.The structural pattern thus recommended by the commission is commonly known as 10+2+3.

Let us know the structural pattern of education.

Pre-school education from 1 to 3 years should also be given.

General education should last for a period of 10 years -
4 years of lower primary,
3 years of higher primary
3 years of lower secondary education.

Higher secondary education should be fixed for 2 years.

Degree course should be of 3 years.

The age of admission to class I should not be less than 6+. The first public external examination should come at the end of the first 10 years of schooling. Secondary schools should be of two types : higher schools providing a 10 years’ course and higher secondary schools providing a course of 11 or 12 years. A new higher secondary course consisting of classes XI and XII should be introduced. The pre-university courses should be transferred from Universities and added to the secondary schools. The Commission has been suggested the reorganisation of the university stage. At this stage, the three year degree has been favoured by the Commission.

CHECK YOUR PROGRESS

4. Write a few lines on structural change in the system of education as suggested by the Indian Education Commission (1964-66).

LET US SUM UP

In this unit, we have covered the following points:

The Education Commission 1964-66 was appointed by the Government of India on July 14th, 1964. Dr. D.S. Kothari, was appointed as the Chairman of the commission. The Commission submitted its report on June 29th, 1966.The Commission set 12 task forces and 7 working groups; interviewed 9000 men and women interested in education in the country and toured for 100 days. The report contains 19 chapters.The Commission had some unique features, they were -
i) Not to limit its inquiry to specific sectors or aspects of education, but to have a comprehensive, review of the entire educational system.
ii) Its firm belief that education is the most powerful instrument of the national development.
iii) Its International Composition. The commission included 7 Indian members and 5 others; 1 each from Japan, France, U.K., U.S.A. and USSR.The objectives, as recommended by the commission were increasing productivity; promoting social and national integration; education and modernisation and developing social, moral and spiritual values. A new educational structure was also developed.

ANSWERS TO CHECK YOUR PROGRESS

1.i) The Commission tried to cover every field and aspect of Education.
ii) Its firm belief that education is the most powerful instrument of national development.2.(i) Kothari Commission (ii) July 14, 1964 (iii) Dr. D.S. Kothari (iv) 29th June; 1966 (v) 19, four.3.i) For increasing productivity education should be job - oriented and greater importance should be given to education in agriculture, science, industrial and technical subjects. In place of bookish education greater importance should be attached to the acquisition of practical knowledge and skill.

ii) Society may be modernised through modernisation of education. Thus new ideas will be developed in society and narrow ideas will disappear. The expansion of science and technical education is necessary for modernization of society.4.One to three years of pre - school education should be given. General education should last for a period of 10 years. Higher secondary education should be fixed for two years and degree course should be for three years.

POSSIBLE QUESTIONS

1.Discuss the place of the Education Commission of 1964-66 in the educational reforms in India.2.Evaluate the recommendations of the Education Commission 1964-66 for improvement of higher education in the country.3.How has the Education Commission of 1964-66 viewed education as a means of national development? Explain.4.Describe the conditions in the country that necessitated the appointment of Education Commission 1964-66.