Kothari Commission Research Articles

Revamping the Secondary Education in India: A Journey from Independence to National Education Policy (NEP) 2020

In the dynamic landscape of developing nations, secondary school education emerges as a pivotal policy focus after being the most neglected segment of school education for a long, marking a significant juncture in the educational trajectory. With primary education achieving widespread accessibility and nearly 100% enrollment, attention gradually shifted to the adolescent demographic, focusing on secondary school education. This paper undertakes a comprehensive examination and critical evaluation of the evolution of secondary school education in India since its independence. Commencing with the seminal Board of Secondary Education report of 1948, traversing through significant milestones like Mudaliar Commission, Kothari Commission, NPE-1986, CABE Committee Report, National Knowledge Commission, RMSA and finally culminating in the landmark National Education Policy 2020, it traverses through the numerous initiatives shaping the present landscape of secondary schooling in the nation. Emphasizing key milestones and recommendations put forth by various commissions, the article offers an insightful analysis of the implementation and efficacy of these measures. The paper attempts to meticulously scrutinize and thoroughly analyze the major commissions and their recommendations, illuminating the successes and shortcomings in attaining the prescribed objectives within the secondary education sphere.

Overview Policies, Problems and Prospects of Higher Education in India

Indian education system traditionally served a particular segment of the society belonging to selected groups and elites. Colonial rule under the British Government developed concept of a modern state, modern economy and modern education system. After Independence, Jawaharlal Nehru visualized India as a secular democratic state. School curriculum was based on twin themes of inclusiveness and national pride, ensuring that India’s different communities could live together peacefully as one nation. Higher education through institutions like IITs and IIMs formed a major contribution to the Nehruvian vision of a selfreliant and modern India. Drawing on Nehru’s vision and articulating most of his themes, the Kothari Commission was set up in 1964 to formulate a coherent education policy for India. Kothari Commission felt education is meant to improve productivities, promote national and social harmony, consolidate democracy, modernize the country and develop social, moral and spiritual values. Attainment of this objective is possible only through the education policy which would provide free and compulsory education to all children up to the age of 14. According to Kothari Commission, Education policy must feature development of languages, equality of educational opportunities to all social groups and development and prioritization of scientific education and research. The Commission also lay emphasis on the removal of illiteracy and provision of adult education. The theme of the present paper is Policies, Problems and Prospects of Higher Education in India. The main objective of the present paper is to be analyze the policies, problems and prospects of Higher Education in India.

A Study of Job Involvement Among Teacher Educators

Dr. Sarvepalli Radhakrishnan has written that "The place of a teacher in the society is very important. He is the center of transmitting intellectual traditions and technical skills from one generation to another and helps in advancing civilization. A true teacher is a student for life. Remains in the words of Rabindranath Tagore, a teacher can never teach in real sense as long as he himself is still learning. A lamp can never light another lamp until its own flame is burning. Transfer is the main means of protection and promotion, so education of any country can be understood only in the context of its culture. Teacher is a very important link in the process of education and in fact he is the guardian of the future of our children. It has been said to remove the darkness of ignorance and to illuminate the path of humanity by showing the light of knowledge. The Kothari Commission (1964-65) has also called teachers as nation builders. The meaning is that the teacher is more than an ordinary social person. Character is generous, tolerant, kind and modest Participation in work is an essential behavior related to job. Job involvement shows how dedicated a teacher is towards his job. If a teacher has high involvement with his job, he can get better results in the academic development of his students and in his own professional development. A good job involved teacher can never do things like negligence towards his work, being absent from work, not doing his work properly and not being loyal to his organization. If a teacher is not involved towards his job, then it affects the achievement of the students and which has a direct negative impact on the organization and the society. The research has been conducted to study the job involvement of teacher educators.

Prathamik Shikshan Padwika Abhayaskramatil (D.El.Ed) Aakarik Mulyamapan Pranali.

"The future of the nation is taking shape in the classroom. This statement of the Kothari Commission report is familiar to all. The important burden of shaping the future rests on the shoulders of teachers. Therefore, inculcating values and developing skills in the student teacher who aspires to be a teacher is of utmost importance. -The State Teacher Training Board has been responsible for the development of suitable pre-service courses since 1968. Diploma in Primary Education course is a milestone in this development.

Education Policies in India since Independence: A Review

Abstract: This review is anthology of education system of India since independence. The British imposing rule in India implanted into the Indian society the education system which was proposed by the British government for the safeguarding of their colonial admin in India, termed the Macaulay education scheme. The Indian higher education started inflating and was promoted time and another time through different national policies and configuration of various committees and commissions, like the University Education Commission (UEC) in 1948, the University Grants Commission (UGC) in 1956, Kothari Commission (KC) in 1964, the first National Policy on Education (NPE) in 1968, et cetera, and now, an initiative of the Indian government is on to direct in and implement a New Education Policy (2019). The present reviews discussed the committees and commissions formed from 1945 to 2011 taking into consideration.

Policy Recommendations for Education of Persons with Disabilities in India: A Critical Analysis

Many millions of children across the globe have been marginalized or excluded from schools because they have some form of disability. These children face discrimination not only in educational institutions but also in society. India is also facing a similar situation as disabled children constitute a very large part of the population, i.e., 26.8 million (Census, 2011). To enhance their education and to make them equal members of society, many efforts have been made in India by the Government at the policy level. From the days of the Kothari Commission 1966 to the NEP 2020, many laws, and regulations have been formed to support disabled children to face life with courage and confidence. The present research deals with a review of the policy level efforts in India made regarding the education of disabled children and to provide them inclusive and acceptable environment. Based on the review of policy documents, the research also makes some recommendations to make the education of disabled children accessible and effective, and normal in a general education system.

IMPACT OF ASSIMILATION OF E-CONTENT IN SCIENCE ON EDUCATION OF ELEMENTARY LEVEL STUDENTS

In this pandemic situation preceptors’ part is largely grueling to make their scholars meet the Minimum educational position. The Kothari Commission report states that if wisdom is inadequately taught and not learned, it is a little more than a burden of dead information. Currently seminaries are closed. In pastoral areas there are lots of walls facing preceptors. To figure out the true concept of wisdom, classical lecture teaching styles must be supplemented by innovative styles. Developing e-content is becoming an innovative system that can help learners to visualize content and thus become creative and productive students. The e-contents are developed with the integration of multimedia factors similar as textbook, audio, videotape, vitality and image which are set to confirm better understanding of wisdom by the scholars. In that way, e-content on Cell structure and microorganisms for 7th standard scholars from Maharashtra Board, class was developed for changing its impact on learners. 67 scholars were taken as a sample. Results revealed that e-content has its positive impact on wisdom literacy among scholars at elementary positions. Econtent is a veritably important tool of education.

Revitalizing Professionalism in Teachers

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

An Analysis of Public Finance on Education Sector in India

Indian education system is in the mode of massification. Paucity of Finance and quality crunching education sector is a policy discourse today. Joint responsibility of central and state governments for educational development came into existence with the recommendation of Kothari Commission (1976). But, even after many decades, we have not achieved the targeted level of education. This study focuses to examine the trend and pattern of expenditure of central, state and union territories governments on education sector of India. In addition to that paper tries to study the budgetary provision for the education sector by the central government under different five year plans in India. This study is based on secondary data collected mainly from Ministry of Human Resource Development, GoI. The assessment years for the study are from 2000-01 to 2018-19. The study found that due to the policy impact of decentralisation the role and responsibility for financing education in the hand of centre declined and state increased after 2001. The study also reveals that government funding on primary education has become top priority over the years in relation to secondary, higher and technical education. The combined public expenditure incurred by both central and state governments on education hovering around three to four percent of GDP since 2001. There is a need to increase spending on India’s education sector beyond six percent of Gross Domestic Product and per capita expenditure on education should also grow.

Globalization and Rural India: Aspects of Education, Technology and Culture

Rural development has assumed a global attention especially among developing counties like India where around more than half percent of people live in rural areas. Development can occur not only with technology and education but also with gaining and accepting ability of culture to adopt the new era so as to compete with the outer world. Based on observation reports, different articles and online sources this paper highlights the major and minor factors which are connected with globalization through culture. Technology as well as education is also helpful to eradicate stereotyped concepts present in any society or culture. The strategies, policies and planning for rural development specially concerned with Gram Panchyats, schools, higher educational institutes, industry and labor needs proper implementation and awareness of the people. Globalization is helping to increase the income level, to remove the rural urban disparity, rural to rural disparity, to bridge the gap between people and government, to remove mental barriers, to provide social protection, to provide equality to women in man dominated areas, innovative training programs for skill based jobs, proper training and auditable functioning of Gram Panchyats, financial freedom to women, credit assistance facility to farmers and to provide small business assistance to youth while study etc. Education and technology are the necessary part of development as also described by Kothari commission for education in year 1966. All the five yearly plans and cost effective technologies are bridging the gap between rural and urban India. As culture binds up the people to their roots but if we want to stand by the emerging world then our culture have to absorb and apply the technology as well as globally emerging trends to widen the mental blocks. When regional disparity occurs then culture changes but education and technology remains same. In this way culture is basic factor while considering development. As rural India have different perspectives than urban so a major objective of this paper in the ways of rural development is to understand the ground level basic cultural issues, to resolve them according to the situations present and to find the approaches to step up the rural India towards Globalized world and this is the need of the hour.

Revisiting the Kothari Commission (1964–66) Report from the Perspective of Strengthening our Science Education and Research Enterprise

Last year (2016) was the fiftieth year since the submission of the Report of the Education Commission (1964–66), popularly known as the Kothari Commission Report. This report, in four volumes, was the most comprehensive among other such reports and laid the foundation for the national education pattern. In the sphere of higher education and scientific research, the report strongly urged the necessity of rooting our science on indigenous ethos and priorities, maintaining highest autonomy in academic matters in our institutions of higher education, making our universities the arena of high-quality teaching and research, maintaining high efficiency in the utilization of scarce resources including that of our scientific manpower, selectively encouraging certain centres of excellence so as to bring them at par with international institutions of repute and, above all, nurturing a value system in our scientific temperament, so that we draw nourishment from our rich cultural and spiritual heritage. In this article, we dwell upon these aspects of the report, some of which are rather unconventional. A review like this is still relevant, particularly in the context of making our science, technology and innovation system more productive and socially relevant.

EMPOWERMENT OF WOMEN TEACHERS IN RELATION TO THEIR MENTAL HEALTH

The Kothari Commission rightly referred to teachers as nation builders. The all-round development of the students is influenced by the women teacher. The study has been conducted to investigate the levels of Empowerment and mental health among women Teachers. It also examines the relationship between the Empowerment and Mental health of the women Teachers. The study was conducted on a random sample of 500 women Teachers in Cuddalore District. The tools used in the study include the Empowerment scale constructed and validated by Sridevi, 2005 and Mental health scale developed and validated by Peter Becker. The study reveals the fact that the level of Empowerment and Mental health are at high levels.

Deconstructing a colonial legacy: An analysis of Indian secondary education policy

The Indian secondary education system has, since independence in 1947, strived to transform in terms of policy but failed to transcend in practice the challenges presented by the colonial legacy it inherited. This study draws on Hodgson and Spours (2006) analytical policy framework to critically examine three key Indian secondary education policy initiatives: the Mudaliar Commission Report (1952-1953); the Kothari Commission Report (1964 -1966); and the Twelfth Five-Year Plan (2012-2017). The objectives of this study are to develop an insight into how three policy constructions of knowledge and intervention endeavor to: 1) impact access, governance, pedagogical approaches, curriculum reform and; 2) deepen an understanding of how this interplays with the challenges of inclusivity, equality, quality, equity, achievement and progression in Indian secondary education provision.

AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS

AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS

Beware Of the Consequences of Continuous and Comprehensive Evaluation Implications for Students’ Learning

Beware Of the Consequences of Continuous and Comprehensive Evaluation Implications for Students’ Learning

Inclusive Education: Challenges and Prospects in India

Inclusive education stands for improvement of schools in all dimensions to address the educational needs of all children. Recommendations to send children with disabilities to mainstream schools were first made in the Sargent Report in 1944, and again in 1964 by the Kothari Commission (Julka, 2005). Despite this, the change has been slow, with segregation in special schools dominating the scene until recently. There is no need of reinforcing the fact that teacher education remains a very weak link with respect to equipping teachers to be prepared for an inclusive classroom environment. The teacher education diplomas and degrees offer “Education of children with special needs” as an optional subject, in order to prepare teachers to identify and diagnose disability. However it gives them a holistic perspective with respect to dealing with diversity or challenge negative attitudes. The challenges and prospects in India are elucidated in the present paper.

Library and Information Science Education in India: Some Government Initiatives

Library and information sceience education in India is completing a century of its existence. A lot of progress has been made during this period. Many government initiatives taken by different agencies have been instrumental in this development. The larger initiatives like Radhakrishnan Commission; Kothari Commission; National Policy on Education-1968, 1986, 1992; National Knowledge Commissiion and functioning of institutions such as UGC, NAAC, DEC have influenced the entire higher education sector. The Government of India has also taken keen interest in library matters through Advisory Committee for Libraries; Working Group of Planning Commission; National Policy on Library and Information System, etc. UGC has shown keen interest in LIS education through its various committees and subject panels. The Library Committee; Review Committee and the two CDCs constituted in 1990 and 2000 have been largely responsible for the present state of LIS education in India. This paper reviews the various initiatives taken by Government of India in respect of LIS education in India.

‘The power of mantras’: postcoloniality, education and development

The discourse of development or modernization and of ‘national integration’ or ‘nation‐building’ in India is inseparable from issues surrounding education and culture and their incorporation in definitions forged during colonialism. In this article I look primarily at the Kothari Commission Report (KCR) of 1964–66 and the New Policy on Education (NPE) proposals of 1986. These two documents, between them, chart the entire discursive territory of projected developments in postcolonial India. Ambitious in conception, they are blueprints for the transformation of a society. I focus on the relation between the NPE and KCR as evidence of policy and education in India, and attempt to relate them to previous proposals by Gandhi and others and to my own theoretical preoccupations, particularly those regarding discourse and counter‐players.

Center-State Relations in Financing Education in India

Previous articleNext article No AccessFocus on Federal-State Relations in Educational FinanceCenter-State Relations in Financing Education in IndiaJandhyala B. G. TilakJandhyala B. G. Tilak Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 33, Number 4Nov., 1989 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446880 Views: 14Total views on this site Citations: 16Citations are reported from Crossref Copyright 1989 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Jandhyala B. G. Tilak Economics of Human Capital in India, (Sep 2018): 3–32.https://doi.org/10.1007/978-981-13-0250-3_1Jandhyala B. G. Tilak State, Households and Markets in Education: Government’s Unwillingness and Households’ Compulsion to Pay for Education vis-à-vis the Exploitative Markets, (Sep 2018): 357–387.https://doi.org/10.1007/978-981-13-0250-3_12Jandhyala B. G. Tilak Political Economy of External Aid for Education in India, (Sep 2018): 413–442.https://doi.org/10.1007/978-981-13-0250-3_14Jandhyala B. G. Tilak The Kothari Commission and Financing of Education, (Sep 2018): 255–282.https://doi.org/10.1007/978-981-13-0250-3_8Akshay Mangla Elite strategies and incremental policy change: The expansion of primary education in India, Governance 47 (Jun 2017).https://doi.org/10.1111/gove.12299Jandhyala BG Tilak Union-State Relations in India's Higher Education, SSRN Electronic Journal 23 (Jan 2017).https://doi.org/10.2139/ssrn.3881037Bilal Barakat Education Trends in India: Recent Census Results in Context, (Dec 2015): 177–193.https://doi.org/10.1007/978-3-319-24783-0_11Latika Chaudhary, Manuj Garg Does history matter? Colonial education investments in India, The Economic History Review 68, no.33 (Nov 2014): 937–961.https://doi.org/10.1111/ehr.12078S. Venkatanarayanan Economic Liberalization in 1991 and Its Impact on Elementary Education in India, SAGE Open 5, no.22 (Jun 2015): 215824401557951.https://doi.org/10.1177/2158244015579517Latika Chaudhary, Manuj Garg Does History Matter? Colonial Education Investments in India, SSRN Electronic Journal (Jan 2013).https://doi.org/10.2139/ssrn.2295600Anindya Chaudhuri Out of Sight, Out of Mind? - Proximity, Attainment and Inequities in Secondary Education, SSRN Electronic Journal (Jan 2012).https://doi.org/10.2139/ssrn.2154462Graham K. Brown The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity, PROSPECTS 41, no.22 (May 2011): 191–204.https://doi.org/10.1007/s11125-011-9186-6Jandhyala B.G. Tilak Political economy of external aid for education in India, Journal of Asian Public Policy 1, no.11 (Feb 2008): 32–51.https://doi.org/10.1080/17516230701835898Joseph Zajda Introduction, International Review of Education/ Internationale Zeitschrift fr Erziehungswissenschaft/ Revue inter 50, no.33 (Jul 2004): 199–222.https://doi.org/10.1007/s11159-004-2620-8Jeni Klugman Decentralisation: A Survey of Literature from a Human Development Perspective, SSRN Electronic Journal (Jan 1994).https://doi.org/10.2139/ssrn.2294658Cheng Kai Ming Commonality among diversity, Prospects 21, no.11 (Feb 1991): 69–82.https://doi.org/10.1007/BF02333641