Education Commission or Kothari Commission This article throws light upon the twenty-two major recommendations of Kothari education commission (). The recommendations are: 1. Education and. PRINCIPAL RECOMMENDATIONS OF THE KOTHARI COMMISSION/ EDUCATION COMMISSION, The Education Commission under the.
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Quality of Text Book 7. There should be provision for giving certificate along with cumulative record card at the end of the primary class.
Kothari Education Commission (1964-66)
The school and the community should be brought closer through suitable programs of mutual service and support. Regional languages to be made language of administration for the regions concerned at the earliest possible time.
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. Development of new methods of teaching the language should be encouraged, and the possibility explored of including the study of Sanskrit in those courses such as modern Indian languages, ancient Indian history, Indology and Indian philosophy at the first and second degree stages, where such knowledge is useful.
Task Force on Science Education The mandate of the group was to focus on the science education excluding medical education and consisted of D.
Kothari Education Commission ()
It is desirable to begin the academic year on the same day throughout India. Education appeared to be one of areas which indicated many problems that needed our efforts for immediate solutions.
The main recommendations in the area of educational administration are as follows: The report is divided into four sections — Section I: At the centre, there will be a National Board of School Education which will deal with evaluation programmes at the central level.
The graduate studies were recommended to be standardized as a three-year course. Task Force on Adult Education The group’s main objective was the eradication of illiteracy by focusing on adult education.
It will relate education to productivity and also as a means of social and national integration. General education should last for a period of 10 years. Two-fold strategy should be taken to combat illiteracy. Rector, Jadavpur UniversityCalcutta. A few selected schools should be given freedom of assessing their students themselves and holding their own final examinations at the end of class X, which will be considered as equivalent to the external examination of the State Board.
According to the commission, Social and National Integration is an important objective of a national system of education. Pages using web citations with no URL. Teachers should be required to teach and participate in the campaign. It also recommended the establishment of guidance and counselling centres and a new approach in the evaluation of student performances. Webster and Gurbax Singh secretary as members. The commission started its work on the birthday of Mahatma Gandhi, the father of the nation.
Gopalaswami, Abdul Qadir, K. Rajan secretary as its members. For expeditious construction, involvement of local communities and village panchayats is pre-requisite in rural areas.
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. The modified Three Language Formula should include the following: In urban pocket, municipalities and corporations should be fully spared for construction of school buildings.
The recommendations of these two commissions could not be succeeded in its full implementations. Kothari, chairman of the U. The energetic development of Indian languages and literature is a sine qua non for educational and cultural development.
The commission viewed that the main factors responsible for the dull, monotonous and uninspiring school teaching are the rigidity of the education system, poor competency of the teacher, lack of research on teaching methods and failure of administrative machinery to diffuse new and dynamic methods of teaching.
The use of standardized achievement test is strongly recommended.
Chaglathe then minister of education. Every attempt should be made to give a vocational bias to secondary education and to increase the emphasis on agricultural and technological education at the university stage.
Skip to main content. Duration of kotahri first degree should not be less than 3 years and the duration of the second degree to be 2 to 3 years; 2.
The examination system needs continuous reform. The search for talent must be a continuous process which should be pursued at all stages. The kotnari of instructional days in a year should be increased to about or 39 weeks for schools and for colleges and pre-primary schools. It recommended that common school or neighbourhood schools should be set up which should be open to all living in one neighbourhood.
The commission recommended the establishment of Indian Education Servicealong the lines of Indian Administrative Serviceto bring in professional management to education sector. The Commission recommended a new structural kothhari of education. Report of the Commission 5.
Towards making these values as integral part of school programme, some period should set apart in the time-table. Ten years of schooling should cover a primary stage of 7 or 8 years and a lower kothadi stage of 3 or 2 years providing a course of general education without any specialisation.
It is on his personal qualities and character, his educational qualifications and professional competence that the success of all educational endeavour must ultimately depend.
Kothari, was appointed as the Chairman of the commission. World knowledge is growing at a tremendous pace, especially in science and technology. Education and Modernisation – The present society is the science – based society. The Professional preparedness commisdion teachers being crucial for the qualitative improvement of education, the Commission has urged that this should be treated as a key-area in educational development and adequate financial provisions should be made for it.
The states and Union Territories should then adopt equivalent or higher scales to pay to suit their local conditions.