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KOTHARI COMMISSION REPORT 1964-66 PDF

EDUCATION, INDIAN EDUCATION, KOTHARI COMMISSION REPORT ON INDIAN EDUCATION. Education Commission or Kothari Commission Report entitled- Education and National Development 17members in which 5. The unique features of the Education Commission () were: In its report the commission expressed its firm belief that education is the most powerful.

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National Education Commissionpopularly known as Kothari Commissionwas an ad hoc commission set up by the Government of India to examine all aspects of the educational sector in India, to rdport a general pattern of education and to advise guidelines and policies for the development of education in India. The commission, under the chairmanship of Daulat Singh Kothariwas the sixth commission in India post independence and the first commission with comprehensive terms of reference on education.

A panel of 20 consultants, selected from various parts of the world and deemed experts in education, was constituted for consultative assistance to the commission. The main front line activities were handled by nineteen task forces or working groups, each handling a specific area of activity. Task Force on Adult Education The group’s main objective was the 11964-66 of illiteracy by focusing on adult education.

The group was composed of three foreign members, J. Jha, Abdul Qadir, G. Deshpande, Durgabai DeshmukhK. Saiyidain, Sohan Singh and group secretary, S.

The Indian members included B.

Kothari Commission – Wikipedia

Verma and secretary, S. The group focused on the development of agricultural education. Task Force on Educational Administration This twelve member group examined the shortcomings on the educational administration and had Prem Kirpal, A. Sharma, Rudra Dutt Singh and S. Rajan secretary as its members. Task Force on Educational Finance The task before the group was commissoon examine the existing set up with regard to educational finance and identify ways to overcome the shortfalls.

The group had M. Naqvi, Pritam Singh and Gurbax Singh secretary as its members. Task Force on Geport Education The group’s objective was to coordinate the higher education system in India and advise on ways of improvement.

The group was one of the largest and rpeort 20 members, including three overseas members, J.

McDougall, Hans Simons and H. The Indian members were K. Shah, Amrik Singh, R. Task Force on Manpower The group had twelve members which included R.

Gopalaswami, Abdul Qadir, K. The group had commissiin mandate to examine the recruitment and training of teaching and non teaching staff. Task Force on Techniques and Methods in Education This seventeen member task force was entrusted with the designing of the functional mechanics of the educational system. The members were V. Athalye later replaced by S. Naik, Paul Neurath, S.

Ure later replaced by D. Chari, who served as the Secretary. Task Force on Professional, Vocational and Technical Education The group trained its focus on the professional and vocational courses.

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The group had sixteen members including the associate secretary, J. The other members were T. Visvesvaraya and secretary, S. Task Force on Science Education The mandate of the group was to focus on the science education excluding medical education and consisted of D. Task Force on School Education The group worked on the modalities of school education excluding primary education in India. It consisted of twelve members including the commission secretary, J.

Naik along with A. Task Force on Student Welfare The welfare aspects of the students including scholarships and other measures of incentives were attended to by this group which had A. NaikPrem Pasricha, V. Saruparia, Vikram Singh and S. Doraiswami secretary as its members. Task Force on Teacher Education and Teacher Status The group inspected the proficiency of the teachers and their remuneration packages. One of the tasks before the group was to standardize the public and private sector compensation packages and also to design a machinery for continuous on-job training of the teachers.

The members of the group were S. Aggarwal, Reginald BellA.

Saiyidain, Salamatullah and M. Working Group on Educational Buildings This group had its focus on the educational infrastructure and had several construction and infrastructure experts among its fifteen members.

The members were A. Chhabra, Dinesh Mohan, B. Working Group on Education of the Backward Classes The group had fifteen members and reprt mandated to focus on the education of the scheduled castescheduled tribe and other backward communities in India. Shrikant, Sashimeren Aier, N. Wadiwa and the secretary of the group, Gurbax Singh were the members. Working Group on Educational Statistics The group provided the statistical tools for the commission and had J.

Webster and Gurbax Singh secretary as members.

Kothari Commission

Working Group on Pre-Primary Education This group was intended to work on the primary education and its standardization as the primary education till that time was unorganized with several different schools such as basic primary and Montessori systems in practice.

Commissipn group had ten women, S. Panandikar, Bilquis Ghufran, L. Jesudian, Shalini MogheA. Pakrashi, Grace Tucker, Repprt. Varalakshmi, Amrita Varma and R. Muralidharan and two men, M. Nanavatty and Shesh Namle as members. Balakrishnan secretary worked on the extra curricular ambience and activities of the education.

Working Group on School Curriculum This group had one of the major tasks of the commission which included the design and development of a standardized curriculum to be used across the country. Ghosh secretary were the members. Kothari and the commission secretary, J. Saiyidain, Raksha Saran, Premlila V. Rajan Secretary as members.

Besides the task forces, the commission had twenty one sub groups assisting the task forces on specific assignments.

Full text of “REPORT OF THE EDUCATION COMMISSION D. S. KOTHARI REPORT”

Howes, Nauhria Ram and Olive 1. Reddick served as special invitees of the sub groups. Chaglathe then minister of education. The four main themes of the commission were: It further classified the schooling as upper primary or higher primary and high school up to standard X. The under graduate education was identified as XI and XII standards under the name, higher secondary or pre university.

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The graduate studies were recommended to be standardized as a three-year course. The educational system up to master’s degree was categorized as first primary educationsecond secondary education up to XII and third levels of education higher studies. The commission recommended that a common public education system should be introduced and then dommission should be vocationalized in general and special streams by introducing work experience 19964-66 a part of education.

Specialization of subjects were advised to be started from higher secondary levels. The days of instruction were recommended to be increased to for schools and for colleges and the working hours to be fixed kotahri not less than hours per academic year, preferably higher at or comjission. It also advised for reduction of national holidays. Commission laid stress on women education and advised setting up of state and central level committees for overseeing women education.

Two sets of curricula were prescribed, one at state level and one at the national level and the schools were recommended to experiment with the curriculum. It also proposed reprt three or four text books to be prescribed for each subject and moral and religious education be made a part of the curriculum.

Lower primary level 1 to 4 [8]. Kothhari primary level 5 to 8 [8]. Lower secondary level IX and X [8]. It also recommended the establishment of guidance and counselling centres and a new approach in the evaluation of student performances.

REPORT OF THE EDUCATION COMMISSION 1964-66 D. S. KOTHARI REPORT

It put forward the suggestion that state and national boards of examination be set up and state level evaluation machinery be put in place.

The commission recommended the establishment of Indian Education Servicealong the lines of Indian Administrative Serviceto bring in professional management to education sector.

It proposed standardization and revision of the pay scales of the teaching, non teaching and administrative staff and prescribed minimum pay levels based on their locations. It also advised standardization of pay scales working under different managements such as government, private and local bodies. 164-66 minimum scale was suggested to 196466 in the ratio of 1: Formulation of a National Policy on Education was one of the important recommendations of the commission and inthe fourth Lok Sabha elected to commidsion in under the leadership of Indira Ocmmissionpassed the bill.

Kothari commission, fourth education commission in the independent India, [8] and its recommendations are also reported to have influenced the revision of the National Policy on Education by the Rajiv Gandhi ministry. From Wikipedia, the free encyclopedia.