This document discusses the history and key aspects of education policy in India. It outlines the following: - The National Policy on Education was first introduced in 1968 to promote education across India. Major policies were introduced in 1968, 1986, and a draft in 2017. - Key goals included compulsory education for all, improving teacher training, and increasing educational opportunities for women, scheduled castes, and tribes. - The Kothari Commission from 1964-1966 examined India's entire education system and recommended the 10+2+3 structure as well as increasing access to education. - The National Curriculum Framework was published in 1975 and revised in 1988, 2000, and 2005 to make learning more child-centered

3. • Primary education and elementary
education -- first stage of formal
education.
• In India, elementary Class -1 to Class 8,
aged between 6 and 15 years.
• NCERT is the apex body for school
education in India

4. National Policy on Education
• NPE -the Government of India- to
promote education amongst India's
people.
• The first NPE -1968 -Indira
Gandhi, $ Rajiv Gandhi in 1986
• K. Kasturirangan -Draft for the
new National Education Policy in
2017.
• “Radical restructuring" and
equalize educational opportunities -
achieve national integration and
greater cultural and economic
development.

5. FEATURE
S • Education is essential for all students .
• Compulsory education.
• Better training and qualification of teachers.
• “Special emphasis on the removal of
disparities and to equalise educational
opportunity," -Indian women, ST & SC
communities.
• Education for women’s equality.
• “Child-centred approach" in primary
education, and launched "Operation
Blackboard" to improve primary schools
nationwide.

6. • Large scale Vocationalization in
education.
• NPE recommend DIET’s to
organize pre –service and in-
service courses for elementary
education.

7. • Learning of regional languages-
“three language formula“ -secondary
education.
• Teaching of the ancient “Sanskrit“-
India's culture and heritage.
• Establishment of Navodaya
Vidyalayas

8. PROGRAMME OF ACTION
1986
Overhaul of teacher education
District Institutes of Education
Teacher training
Reorganization of elementary
education
Task force –DIET,SCERT
Computer based learning

9. Curriculum for teacher’s
training
Comprehensive institutions
In –service education of
teachers.
Distance in – service
education.
Cadre for teacher education
Reconstruction of
examination and evaluation
system.

10. KOTHARI COMMISSION
The “message” of the teacher to the
studentsis not merelyto impart
knowledge content of books which
is largely information fast getting
out of date.Thetotal message to the
students, and to the community, is
the total life of the teacher.

11. • National Education Commission (1964-
1966),-Kothari commission -Government of
India - to examine all aspects of the
educational sector in India.
• 14 July 1964 under the chairmanship of
Daulat Singh Kothari, then chairman of the
UGC.
• Formulate the general principles and
guidelines for the development of education
from primary level to the highest .
• Standardized national pattern of education in
India.
• The tenancy of the commission was from
1964 to 1966 and the report was submitted
by the commission on 29 June 1966.

12. Structure
• The chairmanship of - Daulat Singh
Kothari - 6th commission in India
post independence and the first
commission with comprehensive terms
of reference on education.
• Member secretary, an associate
secretary and fifteen members.
• Apart from the core group - twenty
and nineteen task forces, their sub
groups and special panels of
invitees.
• It has an international composition
with eleven Indian members and five
others –France, Japan, U.K, U.SA and
U.S.S.R.

13. four sub
sections
• Section I : General
issues
• Section II : Stages of
Education
• Section III :
Recommendations
and programmes
• Section IV : Additional
papers

14. four main
themes
• Increase in Productivity
• Promoting social and
National Integration
• Education and Modernization
• Developing social, moral and
spiritual values

15. recommendatio
ns• 10+2+3 pattern.
• The primary education (renamed as lower primary) to be
up to the 4th standard.
• Schooling as upper primary or higher primary and high
school (up to standard X).
• The under graduate education -XI and XII standards,
higher secondary or pre university.
• The graduate studies standardized as a three-year course.
• The educational system up to master's degree was
categorized as first (primary education), second (secondary
education up to XII) and third levels of education (higher
studies).
• The common public education system – vocationalized -
introducing work experience as a part of education.

16. • Reduction of national holidays.
• Utilization of school facilities 8 hours
a day all through the year.
• Establishment of book banks.
• Identification of talents and provision
of scholarships .
• Setting up of day study and
residential facilities.

17. • Free education up to and including lower
secondary level of education.
• Women education.
• Two sets of curricula -one at state level
and national level.
• Three or four text books to be prescribed
for each subject
• Moral and religious education be made a
part of the curriculum

18. • Guidance and counselling centres
• New approach in the evaluation
• Social, moral and sipiritual vales.
• Neighbourhood school
• State and national boards of examination.
• Standardization and revision of the pay
scales of the teaching, non teaching and
administrative staff - minimum pay levels
based on their locations.
• Standardization of pay scales working under
different managements such as government,
private and local bodies.
• The minimum scale was suggested to be in
the ratio of 1:2:3 for teachers in the primary,
secondary and higher levels of educational
sector.
• On job training of the teaching staff.

19. The curriculum prescribed
by the commission was:
• Lower primary level (1 to 4)
 One language (regional)
 Mathematical studies
 Environmental studies
 Creative studies
 Health studies
 Work experience

20. Higher primary level (5 to 8)
• Two languages (one regional and
one national) and preferably a third
language
• Mathematical studies
• Science studies
• Social studies
• Art
• Physical education
• Work experience
• Moral studies

21. • The position of the heads of schools
was left undecided by the
commission.
• The commission committed a mistake
in placing Sanskrit on par with
Arabic.
• Medium of instruction were not only
conflicting but controversial.
• Many of the recommendation had the
same plight as that of previous so
most of

22. NATIONAL CURRICULUM
FRAMEWORK [NCF]2005
• Published in 1975, 1988,
2000 and 2005-NCERT
• Making syllabii, textbooks
and teaching practices
• Translated -22 languages -
Syllabii in 17 States.
• SCERT,DIET

23. • To shift learning from rote method.
• Connecting knowledge to life outside
the school.
• To integrate examination -flexible.
• To enriching the curriculum /
multidisciplinary curriculum
• Learning without burden
• Develop a sense of self-reliance and
dignity .
• Child centered approach .
• Universal education

24. • Learning enjoyable
• Holistic development of the
students.
• Social and emotional support .
• Inclusive education .
• Constructive learning .
• Three language formula system -
medium of communication- home
language.
• Teacher plays a role of a
facilitator.

25. NATIONAL KNOWLEDGE
COMMISSION
• 13 June 2005, by the Manmohan Singh
• Website was launched in February
2006.
• Strengthen /domestic research and
innovation/communication technologies
/health, agriculture, and industry.
• Science and technology laboratories.