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1. Indian education commission 1964-66
The National Education Commission (1964–1966), also known as the Kothari Commission, was an ad hoc committee established by the Government of India with the objectives of reviewing all facets of the Indian educational system, developing a common pattern of academic achievement, and providing recommendations for rules and policies to advance education in India. Under the leadership of Daulat Singh Kothari, who was also the chairman of the University Grants Commission at the time, it was established on July 14th, 1964. The committee’s mandate called for the formulation of broad principles and directives for the advancement of education from the elementary level to the highest level, as well as advice to the administration for a uniform national pattern of education in India.
Objectives of Indian education commission 1964-66
The Kothari Commission was established with the following key goals in mind:
- to offer rules and recommendations for the improvement of Indian education.
- to identify and develop a general educational model for India
- to investigate the Indian educational system from every angle.
- Despite being created to examine the whole education system, the Kothari Commission was unable to examine legal and medical education, two significant fields.
Recommendations of Indian education commission 1964-66
The Kothari Commission made 23 proposals for improving India’s educational system. The Kothari Commission made the following recommendations, which are stated below:
- Defects in the existing education system
- Aims of education
- Methods of teaching
- Textbook
- Curriculum
- Educational structures and standards.
- Physical welfare of students
- Education of women
- Guidance and counseling
- Problems of supervision and inspection
- Three language formulas
- Distance Education
- Selective Admission
- Vocational Education
- Education on Morals and Religion
- University Autonomy
- Teacher Education
- Adult Education
- University – Aims, Objectives and Functions
- Administrative Problems
- Work Experience
- Higher Education—Enrollment
- Evaluation
Importance
- Free and Mandatory Education – It is advised that children between the ages of 6 and 14 get free and mandatory education.
- Languages: The Commission suggested that states implement a three-language approach. It aimed to encourage the use of a southern language in countries where Hindi is spoken. In states where Hindi is not spoken, it aimed to enhance Hindi, English, and a local tongue.
- The Kothari Commission suggested encouraging both native dialects, especially English, as well as foreign languages, particularly Sanskrit.
- The Kothari Commission advocated giving instructors attractive and sufficient working circumstances as well as the required flexibility to undertake research and disseminate their discoveries.
- The Kothari Commission concentrated on female education, education for underprivileged groups, education for tribal people, and education for children with physical and mental disabilities in order to advance social justice.
- The Kothari Commission advised integrating math and science into the curriculum since they are essential to any country’s development.
- The Commission suggested changes to enhance postgraduate research, instruction, funding, libraries, labs, and funding to improve education at the higher education level.
Recommendations of Kothari commission
As suggested by the Kothari Commission, the national education system was matched to the 10+2+3 pattern. The National Policy on Education was one of the Kothari commission’s most significant suggestions. Indra Gandhi, a former Indian prime minister, presided over the Bill’s passage in Parliament. It has been claimed that the Kothari Commission’s suggestions even had an impact on the 1986 National Policy on Education (which was developed under the direction of former Indian Prime Minister Rajiv Gandhi). The Kothari Commission’s recommendations led to the division of India’s educational system into national, state, and central boards.
2. NCF 2005
The National Curriculum Framework 2005, sometimes referred to as the Fourth National Curriculum Framework, was developed to enhance India’s educational system and produce high-quality instruction. In India, the procedure of putting it into practice has already begun. The National Education Policy of 1986 made this recommendation to the Indian government for the first time.
It made this recommendation to the government by emphasizing the value of the framework for the national curriculum.
NCF 2005 procedure
The National Curriculum Framework 2005 (NCF 2005) is currently being developed. Prior to their development, NCF 1975, NCF 1988, and NCF 2000 were also created. But it was reconstructed, and the results are now known as NCF-2005, taking into account the shifting socioeconomic situations.
There are five chapters in all in NCF 2005. The Fourth National Curriculum Framework for 2005 is another name for it.
NCF 2005 features
- Each grade level in schools is covered by NCF 2005. Prekindergarten, elementary, upper elementary, secondary, and higher secondary schools are included.
- There were 21 center groups created for this.
- Ncf 2005’s primary tenet is the Indian Constitution, which establishes a diversified, egalitarian society founded on the fundamental principles of social justice and equality.
- Both knowledge and information are differentiated for comprehension in place of memorization.
- This activity is seen as a crucial tool for youngsters to understand the world. The chance for independent study, as well as exposure to the social and natural environments, should be provided to students.
- The curriculum is equitable, promoting a sound educational system.
- NCF advises easing the workload of the program for pupils.
- It combines environmental education with other academic disciplines.
- It creates a fair, user-friendly evaluation system for students.
- Grading is stressed, and involvement in the educational system and other civic organizations is increased.
- It advises that a focus on pedagogy and the assurance of educational quality and responsibility be made.
- Promotes student engagement and ease of thought while studying.
- The mission of NCF is to offer a rich, supportive, and immersive learning environment.
- It promotes involvement and interaction.
NCF 2005 objectives
The goals of NCF 2005 were chosen in accordance with societal demands. The National Curriculum Framework for 2005 will be developed in light of the nation’s condition and the current educational system. The following were chosen as its goals:
- National Integration: community cohesion, autonomy, and independence were given a fresh look in NCF 2005, and they were designed with the nation’s primary characteristics, such as linguistic and religious diversity, in consideration so that students at all levels of the nation may grow.
- Teaching Techniques: The teaching techniques employed in the classroom did not fit the current situation. In accordance with the NCF 2005 structure, new teaching techniques have to be used. For example, place a focus on using play approaches to educate young children via play and games.
- Mental and Intellectual Advancement: Its major goal was to help the kids’ intellectual growth. It is to make the pupils mentally strong enough to learn how to be regular in any circumstance while also preparing them for future issues.
- Teaching goals: Transformative teaching goals for education were included in accordance with the NCF 2005’s framework. The educational goals have to be chosen in light of the social climate of the time.
- Physical Development: Appropriate modifications were also made to the instructional strategies to support the pupils’ physical growth. Sports have taken center stage in extracurricular activities so that kids’ physical development may be facilitated.
NCF 2005 principles
Eight main principles were approved by NCF 2005. Whose example was used in developing the National Curriculum Framework 2005 (NCF 2005):
- Humanity Principle: It is essential that pupils acquire human traits in order to foster a collaborative environment among people and to help students develop their own human characteristics. As a result, this idea was utilized when constructing its construction.
- Multicultural Principle: People from all different religions and ethnic groups coexist in India. Each has a distinct culture, and each respects the other’s for the sake of maintaining and spreading that culture. It contained elements of Indian culture.
- Social Theory: It was essential that the NCF 2005 (National Curriculum Framework 2005) be established in accordance with societal conditions. This was done while keeping in mind the social ideals and demands. so that the true purposes of education may be fulfilled.
- Unity Principle: It was intended to be erected while keeping in mind the sovereignty, unity, and integrity of India. It was essential that the idea of oneness be upheld at the time of its establishment due to the adherence of secularism and the belief in the equality of fundamental rights.
- Theory of Adjustment: It is essential that students acquire the skill of adjustment through instruction if they are to learn the art of adapting (changing behavior in response to circumstances) in today’s society. This idea was included in the NCF 2005 as a result.
- Utility PrincipleL The National Curriculum Framework for 2005 was created in accordance with this principle and the current situation. Building the curriculum by connecting it to the kids’ everyday lives was the right approach. so that they would be ready to work and support themselves.
- Interest Theory: The NCF’s primary responsibility was to develop the content in accordance with the students’ interests. Making the curriculum student-centered was its main objective.
- Ethics Principle: The primary goal of the ethics principle was to help pupils acquire moral principles, moral sentiments, and national and social moral values. It was essential to follow this concept as a result.
