LEARNING WITHOUT BURDEN
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The document summarizes the report titled "Learning Without Burden" submitted by the Yashpal Committee to the Indian government in 1993. The committee, chaired by Professor Yashpal, studied the prevalent school curricula and textbooks in India. The report identified several problems with the curriculum load on students, including joyless learning, an excessive focus on examinations, and treating textbooks as the sole source of truth. It also examined the roots of these problems, such as the isolation of experts developing curricula from classroom realities. The report recommended greater involvement of teachers in curriculum development and reducing homework and tests for young students.
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KOTHARI COMMISSION(1964-1966)
The appointment of the education commission of 1964-1966 popularly known as ‘KOTHARI COMMISSION’ was a significant event in the history of education in free India.
In 1964, Dr. D.S Kothari was requested to give advise to the government on the action to be taken for the development of education at all the levels and he submitted a report in 1966.
Kothari Commission was an ad-hoc commission setup by the Government of India.
Kothari Commission was formed on 14 July, 1964.
It was formed under the Chairmanship Daulat Singh Kothari. He was the then chairman of University Grants Commission (UGC).
The Commission spent about 100 days in visiting universities,colleges and schools and held discussions with teachers ,educationists,administrators and students.
In a span of 21 months, the Commission had interviewed 9000 people who were working as scholars, educators and scientists.
The Report was submitted by the Kothari Commission on 29th June 1966 to
M.C.Chagla, the then minister of education.
It constituted 12 task forces and 7 working groups for studying the various problems of education in the country.
Task Forces:
1) Task Force on school Education
2) Task Force on Higher Education
3) Task Force on Technical Education
4) Task Force on Agricultural Education
5) Task Force on Adult Education
6) Task Force on Science Education and Research
7) Task Force on Teacher Training and Teacher’s Status
8) Task Force on Student welfare
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
The report is divided into four sections-
Section I : Deal with general problems
Section II : Deal with Education at different stages and in different sectors
Section III : Deals with implementation of the various recommendations and programmes suggested by the commission.
Section IV : Consists of supplementary papers.
1. The education system at the national level was aligned in 10+2+3 pattern, as
recommended by the Kothari Commission.
2. One of the most important recommendations of the Kothari Commission was the
National Policy on Education. The Bill was passed in the Parliament under the
leadership of former Prime Minister of India, Indira Gandhi.
3. It has been reported that even the National Policy on Education in 1986 (which was
formulated under the leadership of former Prime Minister of India, Rajiv Gandhi), was influenced by recommen
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The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to allow for integrated learning, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF 2009 focused on improving teacher education programs by emphasizing teaching skill development, reducing an exam focus, and providing flexible training for in-service teachers. Both frameworks aimed to better prepare teachers to drive national development through education.
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The document discusses the recommendations of the National Curriculum Frameworks of 2005 and 2009 in India. Some key recommendations of NCF 2005 included softening subject boundaries to allow for integrated learning, incorporating local knowledge and traditions into textbooks, and creating a stimulating school environment that responds to students' home and community. Recommendations of NCF 2009 focused on changing teachers' negative approaches to developing teaching skills, moving beyond an exam-oriented structure, and maintaining a flexible education system for in-service teachers to address changing perspectives. The frameworks aim to better prepare teachers to engineer national development and shape India's future.
Chitra ppt
The document discusses the recommendations of the National Curriculum Frameworks of 2005 and 2009 in India. Some key recommendations of NCF 2005 included softening subject boundaries to allow for integrated knowledge, incorporating local knowledge and traditions into textbooks, and creating a stimulating school environment that responds to students' home and community environments. Recommendations of NCF 2009 focused on changing negative teacher attitudes, moving beyond an exam-based focus in teacher education programs, and ensuring a flexible education system for in-service teachers to address changing perspectives.
National policies of Education, an overview
The document summarizes key aspects of the Kothari Commission report on education in India from 1964-1966. The commission was appointed to comprehensively review and reform India's education system. It recommended a 10+2+3 structure for education, with 10 years of schooling, 2 years of higher secondary, and 3 years of university education. It emphasized relating education more closely to people's lives, expanding opportunities, improving quality, and cultivating moral values. The National Policy on Education of 1968 was influenced by the commission's recommendations.
The recomendations of ncf 2005 and 2009
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Secondary Education commission for BEd course.pptx
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Aninda (autosaved)
The document provides an overview of the infrastructure of University Laboratory School & College, describing the buildings, classrooms, offices, and other facilities. It details the measurements and features of the classrooms, buildings, and grounds. The school has two three-storied buildings containing classrooms and laboratories, along with an office building housing administrative rooms.
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LEARNING WITHOUT BURDEN
- 2. The Human Resources development minister in 1992, constituted and eight members committee under the chairmanship of professor Yashpal called national advisory committee properly called after the name of its chairman. The committee chiefly studied the prevalent curricula and textbook as constructed by NCERT and CBSE. July 15, 1993 the commission render to report titled LEARNING WITHOUT BURDEN to the govt.
- 3. FIVE PARTS OF REPORT First Part: Introduction-it explains the objectives of constitute of the committee and discuss its method of working. Second Part: Problem of Curricula load. It discuss the prevalent school education and its problem. Third Part: Roots of the Problem. Fourth Part: Recommendation – Solution of the Problem. Fifth Part: Appendix.
- 4. EVALUATION OF YASHPAL COMMITTEE This report is lack of clarity and logical sequence. No member of committee had any experience of teaching at school level, it was the reason that it could understand neither the nature of problem not its causes nor it could suggest any worthwhile solution.
- 5. PROBLEM OF CURRICULUM LOAD Joyless Learning Examination System Textbook as the ‘TRUTH’ Language Textbooks Observation Discourage Structure of Syllabus Teaching Everything Starting Early Not Just an Urban Problem
- 6. ROOTS OF PROBLEM Knowledge v/s Information Isolation of Experts from Classroom Realties Centralised Character Convention of ‘Teaching the Text’ Competition Based Social Ethos Absence of Academic Ethos
- 7. RECOMMENDATION OF COMMITTEE Greater involvement of teachers in framing curriculum and preparing of textbook. Test or interview for admission in pre- school should not be perform. Homework should not be there and project work at primary stage. Extensive use of audio video material and enforcing teacher pupil ratio 1:40.