The Education Commission of 1964-66 was appointed by the Government of India to advise on developing education at all levels to meet national objectives. It was chaired by Prof. D.S. Kothari and had 17 total members. The Commission collected data through visits, interviews, and memoranda. Its report made recommendations in 3 parts: relating education to productivity, social cohesion and modernization; restructuring education and improving standards; and raising teacher status through better pay, benefits, and working conditions. Key proposals included increasing vocational education; adopting a common school system and language policy; lengthening higher secondary education; and upgrading salaries and welfare for teachers.

1. Assignment
On
Education Commission: 1964-66
(Indian Education needs a drastic reconstruction, almost a revolution.)
Subject: History, Status, Politics & issues in Secondary Education
Submitted By: Submitted To:
Waheeda Bushra Dr. Arshad Ikram Ahmad
M.Ed. 4th Semester Dept. of Educational Studies

2. EDUCATION COMMISSION 1964-66
“The destiny of India is now being shaped in her classroom.”
DETAILS:
The Education Commission was appointed by the Government of India by a Resolution, dated 14th
July 1964, to advise the government on the national pattern of education and on the general
principles and policies for the development of education at all stages an in all aspects.
Chairman: Prof. D. S. Kothari (Chairman, University Grants Commission, New Delhi.)
Member Secretary: Shri J. P. Naik (Head, Department of Educational Planning, Administration
and Finance, Gokhale Institute of Politics and Economics, Poona.)
Associate Secretary: Mr. J. F. McDougall (Assistant Director, Department of School and Higher
Education, UNESCO, Paris.)
Total Members: 17 (including all of the above)
The Commission set up Twelve Forces on:
1. School Education
2. Higher Education
3. Technical Education
4. Agricultural Education
5. Adult Education
6. Science Education and Research
7. Teacher Training and Teacher Status
8. Student Welfare
9. New Techniques and Methods
10. Manpower
11. Educational Administration
12. Finance
In addition, it set up seven Working Groups on:
1. Women’s Education
2. Education of Backward Classes
3. School Buildings
4. School Community Relations
5. Statistics

3. 6. Pre-Primary Education
7. School Curriculum
Data Collection:
About one hundred days were spent in going around all the States and some Union Territories.
Universities, collages and schools were visited and the discussions were held with teachers,
educationists, administrators and students. Two conferences of university students’ representatives
were convened to have the advantage of personal discussion with them about student welfare and
discipline and these conferences were found the real values.
About 9,000 persons from different fields like; scientists, industrialists, scholars and other
interested in education (including both men and women) were interviewed altogether.
They invited written evidence, memoranda and replies to the questionnaires, organized seminars
and conferences, commissioned a number of special studies and also conducted a few special
enquiries such as the socio-economic background of students admitted to educational institutions
and working days in schools and colleges. The total number of memoranda and notes sent to the
Commission was over 2,400.
Report is divided into three parts:
The first part covers Chapters I-VI. It deals with general aspects of educational reconstruction
common to all stages and sectors of education. These include reorientation of the educational
system to national objectives, structural reorganization, improvement of teachers, enrolment
policies and equalization of educational opportunity.
The second part covers Chapters VII-XVII. It deals with the different stages and sectors of
education. Chapters VII-X deal with some aspects of school education such as problems of
expansion, curriculum, teaching methods, textbooks, guidance, evaluation, administration and
supervision. Chapters XI-XIII deal with problems of higher education which include, amongst
others, the establishment of major universities, programmes of qualitative improvement,
enrolment and university governance. Chapters XIV and XV deal respectively with education for
agriculture and technical and vocational education. Chapter XVI discusses programmes of science
education and research. Chapter XVII deals with problems of adult education.
The third part deals with problems of implementation. It covers two chapters- Chapter XVIII
which deals with educational planning and administration and Chapter XIX which deals with
educational finance.

4. INTRODUCTION:
At the time of Independence, there was no single identifiable and acceptable model of national
education that could be implemented as a national system of education in the country. There was,
of course, great enthusiasm for the idea. In addition, there was considerable societal pressure and
expectation regarding the benefits that would accrue from such a system of education.
Immediately after Independence, the Government if India launched programmes aimed at
improving the condition of the educational system in the country. The appointment of two
commissions by the Central Government, namely the University Education Commission (1948-
49) and the Secondary Education Commission (1952-53), were significant steps in this direction.
However, the post-Independence approach to the reconstruction of the educational system still
remained fragmentary. Consequently, there was continued criticism of the educational system as
not being responsive to the people’s needs and aspirations, all the more so because education was
now under national control. This dissatisfaction increased in the late 1950s and the early 1960s. it
generated a widespread demand that the Government of India should appoint an Education
Commission to look at education as a whole, including adult education.
THE EDUCATION COMMISSION (1964-66)
The Central Government appointed the Education Commission (1964-66) and entrusted it with the
task of looking at the entire spectrum of education, except medical and legal education. The task
assigned to the Education Commission was stated as follows:
“The Commission will advise Government on the national pattern of education and on the general
principles and policies for the development of education at all stages and in all its aspects. It need not,
however, examine the problems of medical or legal education, but such aspects of these problems as
are necessary for its comprehensive enquiry may be looked into.”
RECOMMENDATIONS:
1. Education & National Objectives
The most important and urgent reform needed in education is to transform it, to endeavor to relate
it to the life, needs and aspirations of the people and thereby make it the powerful instrument of
social, economic and cultural transformation necessary for the realization of the national goals.
For this purpose, education should be developed so as to increase productivity, achieve social and
national integration, accelerate the process of modernization and cultivate social, moral and
spiritual values.

5. 1) Education and Productivity; The following programmes are needed to relate education
to productivity:
i. Science Education: Science education should become an integral part of school
education and ultimately become a part of all courses at university stage also.
ii. Work Experience: Work experience should be introduced as an integral part of all
education. Every attempt should be made to orient work-experience to technology and
industrialization and to the application of science to productive processes, including
agriculture.
iii. Vocationalization: Secondary education should increasingly and largely
vocationalized, and in higher education, a greater emphasis should be placed on
agriculture and technical education.
2) Social and National Integration; The achievement of social and national integration is an
important objective of the educational system and the following steps should be taken to
strengthen national consciousness and unity:
i. The Common School System: The common school system of public education should
be adopted as a national goal and effectively implemented in a phased programme
spread over 20 years.
ii. Social and National Service: Social and national service should be made obligatory
for all students and at all stages. These programmes should be organized concurrently
with academic studies in schools and colleges.
a. Every educational institution should try to develop a programme of social and
community service of its own in which all its students would be suitably involved.
b. Labour and social service camps should be organized by creating a spatial
machinery for them in each district.
c. N.C.C. should be continued on its present basis.
iii. Language Policy: The development of an appropriate language policy can materially
assist in social and national integration.
a. Mother-tongue has a pre-eminent claim as the medium of education at the school
and collage stages. Moreover, the medium of education in school and higher
education should generally be the same. The regional languages should, therefore,
be adopted as the media of education in higher education.
b. The UGC and the universities should work out a programme for the adoption of
these recommendations suitably for each university or groups of universities.
c. All-India institutions should continue to use English as the medium of education
for the time being. The eventual adaptation of Hindi should, however, be considered
in due course, subject to certain safeguards.

6. d. The regional languages should also be made the languages of administration for the
regions concerned as early as possible so that the higher services are not barred to
those who study in the regional medium.
iv. Promotion of National Consciousness: Promoting national consciousness should be
an important objective of the school system. This should be attempted through the
promotion of understanding and re-evaluation of our cultural heritage and the creation
of strong driving faith in the future.
a. Creation of a faith in the future would involve an attempt, as a part of the courses
in citizenship, to bring home to the students the principles of the Constitution, the
great human values referred to in its Preamble, the nature of the democratic
socialistic society which we desire to create.
b. The educational programme in schools and colleges should be designed to
inculcate democratic values.
3) Education and Modernization:
i. There is a need of radical transformation in the educational system. Education is
concerned primarily with the awakening of curiosity, the development of proper
interests, attitudes and values and the building up of such essential skills such as
independent study and the capacity to think and judge for oneself. This also involves a
radical alteration in the methods of teaching and in the training of teachers.
ii. To modernize itself, a society has to educate itself. It must try to create an intelligentsia
of adequate size and competence, which comes from all strata of society and whose
loyalties and aspirations are rooted to the Indian soil.
4) Social, Moral and Spiritual Values; The education system should emphasize the
development of fundamental social, moral and spiritual values. From this this point of
view:
i. The Central and State Government should adopt measures to introduce education in
moral, social and spiritual values in all institutions under their (or local authority)
control.
ii. The privately managed institutions should also be expected to follow suit.
iii. Apart from education in such values being made an integral part of school programmes
generally, some periods should be set apart in the time-table for this purpose.
iv. It should be one of the important objectives of training institutions to prepare teachers
for this.
5) Education about Religions:
i. It is necessary for a multi-religious democratic State to promote a tolerant study of all
religions so that its citizens can understand each other better and live amicably together.

7. ii. A syllabus giving well chosen information about each of the major religions should be
included as a part of the course in citizenship or as part of general education to be
introduced in schools and colleges up to the first degree. It should highlight the
fundamental similarities in the great religions of the world and emphasis their moral
and spiritual values.
iii. It would be a great advantage to have a common course on this subject in all parts of
the country and common textbooks which should be prepared at the national level by
the component and suitable experts in each religion.
2. The Educational System: Structure and Standards
Mainly the structure or the pattern of the educational course, the duration of the total course and
of its different stages, better utilization of time and other educational facilities, the necessity of
continually raising standards at all three stages and the provision of all the three channels of
education – full-time, part-time and ‘own-time’ – on an adequate scale.
1) Structure and Duration; The immediate efforts on which attention should be
concentrated at the school stage are two: increasing the intensity of utilization and
improving the quality of inputs, other than time. In addition, it is also necessary to increase
the duration of the higher secondary stage to two years under a phased programme which
will begin in the Fifth Plan and be completed by 1985.
i. The new educational structure should consist of:
Pre-School Education 1-3 years
Primary Stage • Lower primary stage; 4-5 years
• Higher primary stage; 2-3 years
Lower Secondary Stage • General education; 3 or 2 years
Or
• Vocational education; 1 to 3 years
(the enrolment in vocational courses being raised
to 20% of the total)
Higher Secondary Stage • General education; 2 years
Or
• Vocational education; 1 to 3 years

8. (the enrolment in vocational education being
raised to 50% of the total)
Higher Education Stage 3 years or more for the first degree
ii. The age of admission to class 1st
should ordinarily be not less than 6+.
iii. The first public external examination should come at the end of first 10 years of
schooling.
2) Lengthening the Duration of the Higher Secondary Stage: The efforts should be
concentrated on securing a better utilization of existing facilities, on making the necessary
preparation for implementing the programme and on lengthening the duration of the course
in a few selected institutions as pilot projects.
3) Recognition of the University Stage:
i. The duration of the first degree should not be less than three years. The duration of the
second degree may be 2 to 3 years.
ii. Suitable bridges should be built between the existing courses and the new (longer)
courses.
iii. Incentives in the form of scholarships, etc., should be provided for those who take the
longer courses.
4) Utilization of Facilities: Emphasis should be laid, in plans of educational reconstruction,
on programmes of intensive utilization of existing facilities.
i. The number of instructional days in the year should be increased to about 398 weeks for
schools and 36 weeks for colleges and pre-primary schools.
ii. The standard calendar should be worked out by the Ministry of Education and the UGC
in consultation with State Governments and universities respectively.
iii. Vacations should be utilized fully through participation in studies, social service camps,
production experience, literacy drives, etc.
iv. Steps should be taken to ensure full utilization of institutional facilities such as libraries,
laboratories, workshops, craft-sheds, etc., all the year round.
5) Part-time Education: Part-time and own-time education should be developed on a larger
scale at every stage and in every sector of education and should be given the same status
as full-time education.
3. Teacher Status
Intensive and continuous efforts are necessary to raise the economic, social and professional status
of teachers and to feed back talented young persons into the profession.

9. 1) Remuneration: The most urgent need is to upgrade the remuneration of teachers
substantially, particularly at the school stage.
2) Implementation of the Scales at the University Stage: The scales for teachers in higher
education is approves by Government. To facilitate their introduction, assistance from the
centre should be provided to meet additional expenditure on a sharing basis of 80% from
Central and 20% from State funds. In case of private colleges, Central assistance may even
be provided on a 100% basis.
3) Implementation of Scales for School Teachers: Three main scales of pay should be
recognized for school teachers:
a. for teachers who have completed the secondary school stage and are trained;
b. for trained graduates;
c. for teachers with post graduate qualifications.
i. There should be no teacher at the primary stage who has not completed the secondary
school course and has not had two years of professional training.
ii. Pay scale of teachers at primary and secondary stages should be raised to the teachers
in affiliated colleges and universities.
iii. The scale of pay of headmasters should be the same as that for lecturers, readers, or even
professors, depending upon the size, function and quality of the school.
iv. Teachers with first- or second-class B.A./B.Sc. or M.A./M.Sc. or with M.Ed. degree
should be given advance increments in the scale.
v. Professional training should be obligatory for all secondary teachers.
4) Promotional Prospects: It is necessary to improve promotional prospects in the teaching
profession in order to attract and retain men of talent.
5) Relating Salaries to Costs of Living: All teachers’ salaries should be reviewed every five
years and the dearness allowance paid to teachers should be the same as that paid to
government servants with the same salary.
6) Welfare Services: A general programme of welfare services for all school teachers should
be organized in each State, Union Territory, the funds being contributed by teachers (at
11
/2 % of the salaries) and an equal amount being given by the state. The fund should be
administered by joint committees of representatives of teachers and government.
7) Retirement Benefits: The retirement benefits given to employees of the Government of
India should be extended automatically to teachers in the service of the State Governments
in the first instance and then to teachers working under local authorities and private
management.
i. The normal retirement age for teachers in schools, colleges and universities should be
made 60 years with provision for extension up to 65 years.

10. ii. A higher rate of interest should be given to teachers on their provident fund and for this
purpose, a better system of investing these funds should be devised.
8) Women Teachers: The employment of women teachers should be encouraged at all stages
and in all sectors of education.
i. Opportunities for part-time employment should be provided for them on a large scale.
ii. Whenever necessary, special allowances should be given to women teachers working
in rural areas.
9) Teachers for Tribal Areas:
i. Teachers for tribal areas should be given special allowances, assistance for the
education of their children and residential accommodation.
ii. Provision should be made for giving special training to teachers who are to work in
tribal areas.
10) National Awards: The Ministry of Education should consider the following suggestions:
i. The number of national awards should be increased;
ii. The selection committees should be strengthened;
iii. Travelling allowance given to the awardees should be similar to that sanctioned for
Class 1st
officers of Government.
4. Teacher Education
The professional preparation of teachers, being crucial for the qualitative improvement of
education, should be treated as a key area in educational development and adequate financial
provision should be made for it, both at the State and National levels.
1) Removing the Isolation of Teacher Education
i. To remove the existing isolation of teacher education from university life.
ii. To remove the existing isolation of teacher education from schools.
iii. An intensive effort should be made to remove the existing separation among the
institutions preparing teachers for different stages of education or for special fields such
as craft or art or physical education.
2) Improving Professional Education:
i. Organization of well-planned subject-orientation or content courses, in collaboration
with university departments, leading to insight into basic concepts, objectives and
implications of subjects to be taught;
ii. Introducing integrated courses of general and professional education in universities.
iii. Vitalizing professional studies through the development of educational research.
iv. Improving practice-teaching and making it a comprehensive programme of internship.

11. 3) Duration of Training Course: The duration of the professional courses should be two
years for primary teachers who have completed the secondary school course. It should be
one year for the graduate students; but the number of working days in a year should be
increased to 230
4) Improving the Quality of Training Institutions:
i. The staff of secondary training colleges should have a double Master’s degree in an
academic subject and in education. A fair proportion of them should hold doctorate
degrees. They should all have taken induction or orientation courses in teacher education.
ii. The staff in institutions for training primary teachers should hold a Master’s degree either
in an academic subject as well as B.Ed. and should have undergone special induction
courses in teacher education at the primary level.
5) Expansion of Training Facilities: The training facilities should be expanded on a priority
basis. The objective should be to ensure that every teacher in a primary or secondary school
is either already trained at the time of his appointment or receives such training within three
years of his appointment.
6) In-Service Education of School Teachers: A large-scale and coordinated programme of
in-service education for teachers should be organized by universities, training institutions
and teachers’ organizations for teachers at all levels. The target should be that every teacher
receives at least two or three months of in-service education in every five years.
• The programme of summer institutes for the in-service training of secondary school teachers
should be extended, with systematic follow-up and active collaboration among the agencies
concerned.
7) Professional Preparation of Teachers in Higher Education: Some orientation to
professional education is necessary for junior lecturers in higher education and suitable
arrangements should be made for the purpose.
8) Standards of Teacher Education: At national level, the UGC should take the
responsibility for the maintenance of standards in teacher education. The State Boards of
Teacher Education should be responsible for the raising of standards at the State level.
5. Enrolment and Manpower
1) A National Enrolment Policy: National enrolment policy should have the following
broad objectives:
i. Provide seven years of free and compulsory education to every child and expand
secondary education on large scale.
ii. Provide higher secondary and university education to those who are willing to do so, and
train manpower with the demand.
iii. To identify the talent and help them to grow.

12. iv. To strive continuously to equalize educational opportunities.
2) Raising the Educational Level of the Average Citizen: High priority should be given to
programmes of raising the educational level of the average citizen.
3) Relating Manpower Estimates to Output of Educational Institutions
i. National level: Planning at the national level should be done by the Centre in consultation
with the States and should cover all sectors crucial for national development, where the
mobility of trained personnel is or should be high, where it is very costly to set up
institutions for training personnel or where the very high level staff required for such
institutions is in short supply.
ii. State level: The planning of remaining sectors should be done at the State level by State
Government.
4) Education and Employment: We should move in the direction of giving every graduate
an offer of employment along with his degree or diploma. The system of one year
internship now prescribed for medical graduate should be extended to other categories of
graduates.
6. Towards Equalization of Educational Opportunity
One of the most important social objectives of the education is to equalize opportunity, enabling
the backward or underprivileged classes and individuals to use education as a lever for the
improvement of their condition.
1) Fees in Education: The country should work towards a stage when all education would
be tuition-free.
2) Scholarships:
i. Primary Stage: a scholarship of an adequate amount will have to be provided to every
child that may need it. It has been assumed that the target should be to provide
scholarships for 2.5 % of the enrolment at the higher primary stage by 1975-76 and to
5 % of the same enrolment by 1985-86.
ii. Secondary Stage: Steps should be taken to ensure that the top 15 % of the children in
the age group do get scholarships from higher primary to secondary stage.
iii. University Stage: Scholarships should be available to at least 15 % of the enrolment at
the undergraduate stage by 7976 and to 25% of such enrolment by 1986.
iv. National Scholarships: The scheme of national scholarships should be expanded. The
target to be reached should be to cover the top 5% of the students who pass out
examinations by 1975-76 and 10% of such students by 1985-86.
v. University Scholarships: To supplement the above, a scheme of university scholarship
should be instituted and implemented through the UGC. The target to be reached should

13. be to cover 10% of the enrolment at the undergraduate stage and 20% of the enrolment
at the postgraduate stage by 1976.
vi. Scholarships in Vocational Education: At school stage, about 30% of the syudents
should be given scholarships; and this proportion should be increased to 50% at the
college stage.
vii. Scholarships for Study Abroad: There should be a national programme for the award
of scholarships to the best talented students for study abroad. About 500 scholarships
should be awarded each year.
viii. Loan Scholarships: It is necessary to institute a programme of loan scholarships to
supplement the outright grant of scholarships.
3) Handicapped Children: The progress in providing educational facilities to handicapped
children will be limited by two main considerations: lack of teachers and financial
resources. A reasonable target will, however, be to provide, by 1986, education for about
15% of the blind, deaf and orthopedically handicapped children and to about 5% of the
mentally retarded ones. This will mean the provision of educational facilities for about 10%
of the total number of handicapped children.
4) Education of Women: Special schemes should be prepared for women education and the
funds required for them should be provided on the priority basis. In addition, it will also be
necessary to give adequate attention to the education of girls at all stages and in all sectors.
5) Education of the Backward Classes:
i. The existing programme for the education of the Schedules Castes should continue and
be expanded.
ii. Greater efforts are needed to provide educational facilities for the nomadic and semi-
nomadic groups.
iii. Hostels should be provided for the children of the denotified communities.
6) Education of the Tribal People: The education of tribal people deserves great
emphasis and attention.
i. At primary stage, Ashram schools will have to be established in sparsely populated areas
ii. At secondary stage, provision of schools, hostel facilities and scholarships have to be
greatly expanded.
iii. In higher education, the administration of the scholarships programme will have to be
decentralized for the programme to be efficient.
7. School Education: Problems of Expansion
1) An Integrated approach to School Education:

14. The entire pre-university period of education should be treated as one single and continuous
unit. It may be subdivided into sub-standards such as pre-primary, lower and higher primary,
and lower and higher secondary. But it has to be noted that the similarities between the
problems of the different sub-stages are more significant than the differences.
2) Pre-Primary Education: An enrolment of 5% of the population in the age-group 3 to 5 in
the pre-primary schools proper and 50% in the age group 5-6 in pre-school classes will be
a reasonable target to be attained by 1986.
3) Universal Provision of Schools: The expansion primary schools should be so planned that
a lower primary school is available within a distance of about a mile from the home of
every child. A higher primary school should be available within one to three miles from
the home of every child.
4) Education for Girls: The education of girls requires special attention in fulfilling the
constitutional directive and should be accelerated on the lines of the measures
recommended by the National Committee on Women’s Education.
5) Improvement of Quality: Expansion of the facilities at the primary stage and programmes
of universal enrolment and retention should be accompanied by qualitative improvement.
6) Vocationalizing Secondary Education: Secondary education should be vocationalized in
a large measure and enrolment in vocational courses raised to 20% of total enrolment at
the lower secondary stage and 50% of total enrolment at the higher secondary stage by
1986.
7) Part-time Education: Facilities for part-time education should be provided on a large
scale at the lower and higher secondary stages, in general and vocational courses. A
desirable target would be 20% of the total enrolment, at the lower secondary stage and 25%
at the higher secondary stage.
8. School Curriculum
In recent years, the explosion of knowledge and the reformulation of many concepts in science
have highlighted the inadequacy of existing school programmes and brought about a mounting
pressure for a radical reform of school curriculum. A unified approach should be taken to the
framing of the entire school curriculum, a new definition of the content of general education and
a new approach to the place of specialization.
1) Essentials of Curricular Improvement: school curricula should be upgraded through
research in curriculum development undertaken by University Departments of Education,
training colleges, state Institutes of Education and Boards of School Education.
2) Organization of the Curriculum: In non-vocational schools, a common curriculum of
general education should be provided for the first ten years of school education, and

15. diversification of studies and specialization should begin only at the higher secondary
stage.
At the lower primary stage, the curriculum should be simple with reduced load of formal
subjects and emphasis on language, elementary mathematics and environmental studies.
3) Study of Languages
i. Hindi as the official language of the Union enjoys an importance next only to that of the
mother tongue.
ii. A working knowledge of English will continue to be an asset to the student.
iii. Proficiency in language depends as much on the types of teachers and facilities as on
the length of time in which it is learned.
iv. The most suitable stage for learning three languages is the lower secondary (classes
VIII-X) where smaller number of teachers will be needed.
v. The introduction of two additional languages should be suggested.
vi. Hindi or English should be introduced at the point of greatest motivation and need.
vii. At no stage should the learning of four languages be made compulsory.
viii. The Three Language Formula; An Operation:
➢ Classes I-IV: One language should be compulsory. It will naturally be the mother-
tongue.
➢ Classes VII-VIII: Two languages (Regional or mother tongue) and official (Hindi or
English) language.
➢ Classes IX-X: Three languages should be obligatory.
➢ Classes XI-XII: The study of no language should be compulsory.
4) Science and Mathematics Education: Science and mathematics should be taught on a
compulsory basis to all pupils as a part of general education during the first ten years of
schooling.
5) Social Studies and Social Sciences: The purpose should be to develop good citizenship
and emotional integration.
i. The syllabus should stress the idea of national unity and the unity of man.
ii. The scientific spirit and method of the social science should be permeate the teaching
of social studies at all stages.
6) Work-experience: Simple handwork in the lower primary classes and of craft in the upper
primary classes should be done. At the lower secondary stage, it will be in the form of
workshop training and at the higher secondary stage, work-experience will be provided in
the school workshop, farm or commercial and industrial establishments.
7) Social Service: Programmes of social service and participation in community development
should be organized at all levels as suited to the different age-groups, in a phased manner.

16. 8) Physical Education: Physical education is important for the physical fitness and
efficiency, mental alertness and the development of certain qualities of character. The
programmes of physical education, as it is in force today, needs to be re-examined and re-
designed in the light of certain basic principles of child growth and development.
9) Education in Moral and Spiritual Values: Organized attempt should be made for
imparting moral education and inculcating spiritual values in schools through direct and
indirect methods with the help of the ethical teachings of great religions.
9. Teaching Methods, Guidance and Evaluation
1) Teaching Methods: Discovery and Diffusion: The continual deepening of the curricula
should be accompanied by an equally vigorous improvement in the method of teaching an
evaluation.
2) Textbooks, Teachers’ Guides and Materials: Provision of quality textbooks and other
teaching-learning materials is a key programme for raising standards at comparatively low
cost.
A comprehensive programme of textbook production at the national level should be
implemented by mobilizing the best talent in the country on the lines already being
attempted by NCERT.
3) Class Size: Pupils admitted to each class to a maximum of 50 in lower primary, 45 in the
higher primary and lower secondary, and 40 in higher secondary classes.
4) School Buildings: It is necessary to take steps to clear the backlog of unconstructed school
buildings as well as to provide additional buildings for new enrolment.
5) Guidance and Counselling: Guidance and counselling should be regarded as an integral
part of education, meant for all students and aimed at assisting the individual to make
decisions and adjustments from time to time.
6) Search for and Development of Talent: The search for talent must be a continuous
process, pursued at all stages, but the secondary stage is the most crucial.
7) The Backward Child: In particular, attention has to be given to the under-achievers who
represent a loss of potential manpower often of high abilities.
8) Evaluation: Evaluation is a continuous process, forms an integral part of the total system
of education and its intimately related to educational objectives. It exercises a great
influence on the pupil’s study habits and teacher’s methods of instruction and thus helps
not only to measure educational achievement but also to improve it.
➢ This internal assessment or evaluation conducted by the schools is of greater significance
and should be given equal importance. It should be comprehensive, evaluating all those
aspects of students’ growth and development that are measured by the external examination
and also those personality traits, interests and attitudes which cannot be assessed by it.

17. 10.Higher Education: Enrolment and Programmes
The problems relating to expansion of higher education and allied questions are discussed. These
will include the regulation of the expansion of the university system in terms of manpower needs
for national development; the section of students; the establishment of new universities and
colleges; and the development of new courses in higher education. And also, some problems
relating to the development of educational research.
1) Expansion of Facilities: The expansion of facilities in higher education should be planned
broadly in relation to manpower needs and employment opportunities.
2) Selective Admission: On the basis of manpower needs, a selective admission system will
have to be adopted.
3) Part-time Education: Opportunities for part-time education should be extended widely
and should include courses in science and technology.
4) College Size: The bigger institutions should be established which tend to be more efficient
and economic. A college should have normally minimum enrolment of 500 and it would
be preferable to raise it to 1,000 or more in as many colleges as possible.
5) Postgraduate Education and Research: Postgraduate education and research work
should ordinarily be organized in the universities or in university ‘centres’ where a good
programme can be developed co-operatively by a group of local colleges.
11.Vocational, Technical and Engineering Education
A concerted and sustained programme is needed to ensure that by 1986, some 20 per cent of all
enrolments at the lower secondary level and some 50 per cent beyond class 10th
are in part-time or
full-time vocational and professional courses.
Vocational education courses at school stages should be predominantly terminal in character,
with adequate opportunities, for the exceptionally gifted child, to rejoin the mainstream and move
higher, through further study.
12.Science Education and Research
Strengthening of university science and research should be conceived as a fundamental goal of
national science policy.
1) Science Education: Science and mathematics need to be expanded several-fold in the
coming decades to meet the demands of rapidly expanding secondary and higher education
and of research and industry.
2) Investment in Research: The investment in the research has to be stepped-up.

18. 3) University Research in Science: Deliberate support and encouragement of advanced
study and research in the universities should become a fundamental goal of our national
policy.
4) Equipment: A special unit should be set up to study and do research in laboratory design.
5) Administration of Science Department: The administration of science departments
needs to be radically reorganized, and without delay. If it is to make the fullest use of its
resources, it is necessary to associate its staff with administration an decision-making in
the department.
6) Expenditure on University Research: By the end of the decade, something like a quarter
of the total university expenditure should be devoted to research.
7) Fellowships for Overseas Training: There is a real need for institution by the government
of a limited number of research fellowships, say about 100, to be awarded every year for
study and research abroad.
8) National Science Policy: In determining our priorities for research, we should be guided
by our own national needs and not be unduly influenced by what may happen to be the
current fashion in science.
9) Science Academy: India is almost the solitary case of a country which is not represented
on ICSU by a professional Academy but by the Government. This function should be a
responsibility of the Academy.
13.Adult Education
Education does not end with schooling but it is a life-long process. The adult today has need of an
understanding of the rapidly changing world and the growing complexities of society. Even those
who have had most sophisticated education must continue to learn; the alternative is obsolescence.
1) Liquidation of Illiteracy: Every possible effort should be made to eradicate illiteracy from
the country as early as possible and in no part of the country, however backward, should it
take more than 20 years. The national percentage of literacy should be raised to 60 by 1971
and to 80 by 1976.
2) Continuing Education: Educational institutions of all types and grades should be
encouraged and helped to throw open their doors outside the regular working hours to
provide such courses of instruction as they can to those who are desirous of receiving
education. A parallel part-time system of education should be created to provide adults
with opportunities for taking the same diplomas and degrees as students in schools and
colleges.

19. 3) Correspondence Courses: In order to bring education to those who are unable even to
attend part-time courses, widespread organization of correspondence courses should be
organized.
4) The Libraries: The recommendations of the Advisory Committee on Libraries relating to
the establishment of a network of libraries throughout the country should be implemented.
i. School libraries should be integrated in the system of public libraries.
ii. The libraries should be dynamic and set out to educate and attract the adults to use them.
5) Role of Universities: The universities in India should assume a much larger responsibility
for educating the adults.
6) Organization and Administration: A national Board of Education on which all relevant
Ministries and agencies would be represented should be established.
➢ Voluntary agencies working in the field of adult education should be given every
encouragement, financial and technical.
14.Educational Finance
A few major issues related to the financing of education are examined. These mainly include a
survey of the growth of educational expenditure in India in the post-Independence period and of
the sources of educational finance.
1) Total Expenditure on Education: If education is to develop adequately, educational
expenditure in the next 20 years should rise from Rs. 12 per capita in 1965-66 to Rs. 54 in
1985-86 (at constant prices).
2) Sources of Educational Finance: A total centralization of all financial responsibility for
education in the Government will not be desirable. Attempt should, therefore, be made to
raise contributions from local communities, voluntary organizations and the local
authorities for this purpose.
3) Grant-in-Aid to Zila Parishads: The system of grant-in-aid from the State Government
to Zila Parishad should be reformed on the following lines:
i. 100% grant for salaries and allowances of teachers and other administrative and
supervisory staff sanctioned by the Government.
ii. For non-teacher costs, a block grant per child in attendance should be given.
iii. The resources raised locally by a Zila Parishad as well as the State grant.
4) Grant-in-Aid to Municipalities: It should be made obligatory for the Municipalities to
bear a certain proportion of the cost of education. For this purpose, they should levy a cess
on lands and buildings.
5) The Role of the Centre: The Central Government should assume a larger financial
responsibility for education by expanding the Central and Centrally sponsored sectors.

20. 6) Economies and Utilization: It would be necessary to adopt measures for economy, for
eradication of wastage and for most efficient utilization of funds.
7) Research: Studies conducted in some other countries indicate the importance of education
for economic growth, but no such studies have been conducted in India so far. In view of
the importance of the subject, the UGC should encourages studies to be conducted in a few
universities.
CONCLUSION:
The blueprint of a national system of education was available for the first time in the form of the
Report of the Education Commission in 1966. The Report was well received (on its face value) by
those interested in educational reconstruction, who were eager to go through the document and
witness the educational fruits that its implementation would yield. The Report was released to the
press in June 1966, and its main recommendations were widely circulated, initiating an intense
nationwide debate on the subject. In September 1966, copies of the report were circulated to all
State Governments and universities for information and necessary action.