The Indian education commission is the sixth commission in the history of education commissions in India.

The earlier commissions – Hunter Commission (1882), Indian University Commission (1902), Calcutta University Commission (1917), University Education Commission (1948-1949), and Secondary Education Commission (1952-1953) did not deal with education as a whole.

• It relates education to the life; needs and aspiration

of the people and through it raise their productivity,

modernize their outlook, and inculcate values.

• It recommends all-round changes and improvement

in the entire system of education and presented a

new educational pattern of 10+2+3.

It emphasized equality to education for all

people without discrimination.

Quality, competence and character of

teachers are the most significant factors

OBJECTIVES

National system of education

New social order

Qualitative and quantitative education at all levels

Education as key to national prosperity and

welfare

National development

1.NATIONAL OBJECTIVES OF EDUCATION

Increase in Productivity Strengthening of Social and National Integration National ConsciousnessAcceleration of the Process Of Modernization Enhancement of Democracy Inculcation of Social, Moral and Spiritual Values

2. EDUCATIONAL PATTERN

• 10+2+3 Pattern of Education

3. CURRICULUM

Common curriculum of general education should be provided for the first 10 years.

Specialization and diversification should begin at the Higher Secondary level

4. COMMON SCHOOL SYSTEM

• Irrespective of Caste, Creed, Class, Community,

Religion and Social Status

• Common school will be a powerful step towards

equalization of educational opportunity

5. MEDIUM OF INSTRUCTION

• Regional languages should be the medium of

instruction at all stages of secondary education.

6. SCIENCE AND MATHEMATICS EDUCATION

• Learning of Science and Mathematics should

be made compulsory during the first 10 years

of schooling

7. SOCIAL SERVICE

8. GUIDANCE AND COUNSELING

9. VOCATIONALISATION OF EDUCATION

10. WORK EXPERIENCE

11. BACKWARD CHILDREN

12. EVALUATION

Evaluation should be a continuous process and should be closely related

to educational objectives

13.ADULT EDUCATION

• Facilities should be provided in the form

of part time education, correspondence

courses, extension education etc. for the

adult to continue their education.

14. STATUS OF TEACHERS

15. EDUCATION OF THE HANDICAPPED

MERITS

• It presented a comprehensive study of the

educational problems in the context of the

national needs and aspirations.

• Vocationalisation of education and work

experience

• International Understanding

The emphasis on the teaching of science in the curriculum rightly laid on the development of science.

The recommendation for providing work experience as an integral part of education is likely to encourage the new generation to participate in productive activities and earn while they learn.

DEMERITS

• The commission points out the educational goals but doesn’t adequately tell us how to reach them.

• The commission report kept silent about the position of the heads of the schools.

The report doesn’t provide adequate guidance in the actual steps that might be taken to make the transition of existing schools to the new type as envisaged by the commission.

The commission solicited a huge investment in the field of education which was not economically and socially feasible for a nation where majority were below the poverty level.

CHALLENGE OF EDUCATION: A POLICY PERSPECTIVES OF GOVERNMENT OF INDIA (1985)

The National Policy of 1968 marked significant step in the history of education in post-independence India.

However, the general formulations incorporated in the 1968 policy, did not get translated into a detailed strategy of implementation, accomplished by the assignment of specific responsibilities and financial and organizational support.

As a result, problems of access, quality, quantity, utility and financial outlay, accumulated over the years, assumed serious proportions.

Prime Minister Rajiv Gandhi, in his broadcast to the nation on January 5,1985, promised a new education policy that would equip the country both scientifically and economically to enter the 21st century

For preparing new policy, appraisal of the entire educational system was undertaken by the Ministry of Education.

Thereafter a status report entitled ‘Challenge of Education: A Policy Perspective’ was issued by the Ministry on August 20, 1985

1) Education, Society and Development2) An Over-View of the Educational

Development3) A Critical Appraisal4) An Approach to Educational Reorientation

CONTENTS OF NEW EDUCATION POLICY

PART I: INTRODUCTION

Individual GrowthPolitical and Social LifeRural and Urban DisparitiesControl Population GrowthHuman Values And Social Justice New ChallengesPromotes Socio-cultural IdentityEconomic And Technical Development

PART II: THE ESSENCE AND ROLE EDUCATION

All-round Development

Acculturing Role

Manpower Development

Education as Investment

PART III: NATIONAL SYSTEM OF EDUCATION

• Concept of National System of Education• Common Educational Structure (10+2+3)• International Understanding• Promotion of Languages• Equal Opportunity• Research and Development• Provide Resource Support• Life-long Education

PART IV: EDUCATION FOR EQUALITY

Adult Education

Education for Women’s Equality

Education of SC

Education of ST

Education for Educationally

Backward Sections and

Areas

Minorities

Education for the

Handicapped

PART VI: TECHNICAL AND MANAGEMENT EDUCATION

Research and Development

Promoting Efficiency and Effectiveness at all Levels

Innovations

PART VII: MAKING THE SYSTEM WORK

A better deal to teachers with greater accountability.

Provision of better facilities to institutions.

Creation of a system of performance appraisals of

institutions according to standards and norms set at

the national or state levels.

PART VIII: REORIENTING THE CONTENT AND PROCESS OF

EDUCATION

Cultural Perspective

Value Education

Books & Libraries

Media &Educational Technology

Work Experience

Education And Environment

Mathematics Teaching

Science Education

Sports and Physical Education

Role of Youth

Examination Reforms

PART IX: THE TEACHER

Recruitment of Teachers

Living and Working Conditions of Teachers

Teachers Association

PART X: THE MANAGEMENT OF EDUCATION

National LevelState LevelDistrict Level Local Level

PART XI: RESOURCES AND REVIEW

• 1. Resources: Investment of education will be gradually

increased to reach a level of expenditure of National Income as early as possible.

• 2. Review: The implementation of various parameters

by the new policy must be reviewed every five years.

PART XII: THE FUTURE

• It has been envisaged that notwithstanding the

complexity of the future shape given our tradition

which has, almost always, put a high premium on

intellectual and spiritual attainment, we are bound

to succeed in achieving our objectives.

POA (PROGRAMME OF ACTION)

Sl.No Subject

No. of Paragraphs

1 Early Childhood Care and Education 13

2 Elementary Education, Non-Formal Education and Operation Blackboard 33

3 Secondary Education and Navodaya Vidyalayas 5

4 Vocationalization of Education 59

5 Higher Education 30

6 Open University and Distance Education 2

7 Rural Universities and Institutes 5

8 Technical and Management Education 102

9 Making the System Work 10

10 Delinking of Degrees from Jobs and Manpower Planning 11

11 Research Development 22

12 Education for Women’s Equality 20

13 Education of SC/ST and others 8

14 Minorities of Education 3

15 Education of the Handicapped 33

16 Adult Education 20

17 Content and Process of School Education 6

18 Evaluation Process and Examination Reform 3

19 Youth and Sports 10

20 Language Development 10

21 The Cultural Perspective 22

22 Media and Educational Technology 9

23 Teachers and their Training 29

24 Management of Education 46

REFERENCE

• Aggarwal, J.C.(2002). Development and Planning of Modern Education, New Delhi: Vikas Publishing House Pvt.Ltd.

• Aggarwal, J.C.(2013). Landmarks in the History of Modern Indian Education, New Delhi: Vikas Publishing House Pvt.Ltd.

• Ravi,S.S.(2015). Education in Emerging India,Noida: PHI Learning Pvt.Ltd.