This PPT prepared by Teacher Educators from Thiagarajar College of Preceptors- Madurai for B.Ed trainees.

1. Mrs.R.Kohila Devi
Asst. Prof. in Education
Thiagarajar College of Preceptors
Madurai -9

2. HARTOG COMMITTEE, 1929
 Planning to make primary education compulsory:
Primary education should be made compulsory, but there
should be no hurry about it. Environment and
circumstances of the locality should be carefully studied
while making education compulsory

3.  Quality Development: Policy of consolidation should be adopted and
haphazard expansion should be dropped. Qualitative development should be
made instead of increasing the number of primary schools.
 Duration: The minimum duration of the primary course should be of four
years.
 Timetable: The time table of the schools should be drawn up in accordance
with the environment and the circumstances of the schools.
 Curriculum: The curriculum of primary schools should be liberalised. It
should be based on the needs and conditions of village life.
 Standard of teachers: Standard of the primary teachers should be
improved. Training institutions should have better equipment and efficient
staff. Refresher courses should also be arranged from time to time. Salary
conditions of the service should be made attractive.


4.  Reduction of wastage and stagnation: Special attention should be given to
the lowest class in primary schools and determined effort should be made to
reduce the large extent of stagnation and wastage that prevail therein.
 Government inspection: The inspecting staff of the Government should be
considerably strengthened both in quality and quantity.
 Centres for rural welfare: Primary schools should serve as centres for
rural uplift works, medical relief, adult education, mass literacy, sanitation,
recreation etc
 Finance: The Hartog committee opined that primary education should be a
national concern and imperial Government should not entirely withdraw
from the field of educational finance. It should provide necessary funds to
meet financial deficiencies in the interest of India as a whole.

5. Sargent Committee in 1944
 The report had maintained that in a period of not less than
40 years, the standard of Indian education will be made
equivalent to that of England. It had made certain policy
decisions, the implications of which may have far
reaching consequences.

6.  Pre-primary education for children between 3 to 6 years of age.
 Universal, compulsory and free primary or basic education for all
children between the ages 6—11 (junior basic) and 11—14 (senior
basic).
 High school education for six years for selected children between the
years 11—17.
 Degree course for three years beginning after the higher secondary
examination for selected students
 Technical, commercial, agricultural and art education for full time
and part time students, girls schools are to teach domestic science.
 The liquidation of adult illiteracy and the development of public
library system in about 20 years.
 Full provision for the proper training of teachers.

7.  Educational provision be made for the physically and
mentally handicapped children.
The organisation of compulsory physical education.
Provision be made for social and recreational
activities.
The creation of employment bureaus.
The creation of department of Education in the centre
and in the states.
The use of mother tongue is to be used as the medium
of instruction in all high schools.

8. Aims of Secondary Education
 Development of democratic citizenship
Since India has decided to make itself a democratic republic, the citizens have to be trained to uphold and practice the values
of the democratic social order. This can be possible only when the qualities of discipline, tolerance, patriotism, co-operation,
equal opportunities for thought, speech and writing, the essence of the world citizenship are inculcated and developed in the
students. Secondary education, according to the Mudaliar Commission, should develop all these qualities in the students.
Citizens with these qualities can grow into ideal - citizens capable of making Indian democracy a success. In short, the aim of
secondary education should be to develop ideal democratic citizens in the country.
 Improvement of Vocational efficiency
One of the urgent needs of the country is to increase the productive efficiency of its people and to increase the national
income. For this, education must aim at increasing the productivity or vocational efficiency of the young students. To achieve
this goal, the Secondary Education Commission recommended for fostering the dignity of manual labour and for the
promotion of technical skills for the advancement of industry and technology through secondary education. Therefore,
secondary education is to be freed from purely theoretical education system and emphasis is to be placed on agricultural,
technical, commercial and other practical courses.

9.  Education for leadership
Secondary education is a terminal point for majority of the students. Therefore, at
the end of the school education, each pupil must be able to enter into various
professions independently. “A special function of the secondary school, in the
context, is to train persons who will be able to assume the responsibility of
leadership - in social, political, industrial or cultural fields - in their own small
groups of community or locality.”
 Development of personality
The secondary education must aim at the development of the personality of the
students. It should be so organised that the creative energy in the students should
find proper expression. They should also be trained to appreciate their cultural
heritage and acquire constructive and valuable interest. They should also be trained
to preserve and conserve their cultural heritage. An all-round development of the
personality of the student is an essential aim of secondary education.

10. KOTHARI EDUCATION COMMISSION
1. i) The Commission tried to cover every field and aspect of Education.
ii) Its firm belief that education is the most powerful instrument of national
development.
2. (i) Kothari Commission (ii) July 14, 1964 (iii) Dr. D.S. Kothari (iv) 29th June; 1966
(v) 19, four.
3. i) For increasing productivity education should be job - oriented and greater
importance should be given to education in agriculture, science, industrial and
technical subjects. In place of bookish education greater importance should be
attached to the acquisition of practical knowledge and skill.
ii) Society may be modernised through modernisation of education. Thus new ideas
will be developed in society and narrow ideas will disappear. The expansion of
science and technical education is necessary for modernization of society.
4. One to three years of pre - school education should be given. General education
should last for a period of 10 years. Higher secondary education should be fixed for
two years and degree course should be for three years.

11.  The stage wise school curriculum of 1975 Primary Stage (Classes I to
V) :
 The stage wise school curriculum of 1975 Primary Stage (Classes I to V)
Class I-II (Areas of School Work and Time allocation) First Language 25%
Mathematics 10% Environmental Studies (Social Studies and General
Science) 15% Work Experience and the Arts 25% Health Education and
Games 25% Total 100%
Class-III-V (Areas of School Work and Time allocation) :
 Class-III-V (Areas of School Work and Time allocation) First Language
25% Mathematics 15% Environmental Studies – I (Social Studies) 10 %
Environmental Studies-II (General Science) 10% Work Experience and the
Arts 20% Health Education and Games 20% Total 100%

12.  Upper Primary Stage (Classes VI to X):
 Upper Primary Stage (Classes VI to X) Upper primary and lower
secondary schools should work for six days in the week. Assuming
that there would be 48 periods per week, each of 30-40 minute
duration
First Language 8 Second Language 5 Mathematics 7 Science (Life
Science and Physical Science) 7 Social Science (History, Geography,
Civics and Economics ) 6 Arts 4 Work Experience 5 Physical
Education, Health Education & Games 6 Total 48 Class-VI -VIII
(Areas of School Work and Time allocation )
Class-IX-X(Areas of School Work and Time allocation) :
 Class-IX-X(Areas of School Work and Time allocatio n) First
Language 6 Second Language 5 Third Language 2 Mathematics 7
Sciences (Life Sciences and Physical Sciences) 7 Social Sciences
(History, Geography, Civics and Economics etc .) 7 Arts 3 Work
Experience 5 Physical Education, Health Education and Games 6
Total 48