See How the World's Largest Network of Public Education was Given birth.

See How the World's
Largest Network of Public
Education was Given birth.

Policy Frame Work for
Public Education in India

For discussing the topic, we
have to have a great voyage
crossing decades in search
of the precious pearls upon
which the great chain of
public education in India
has been built just like a
necklace is built upon
diamonds and pearls

So shall we start
the great journey?

And see, we will have to go through
different aspects such as philosophies,
socio-cultural factors, political factors,
economic factors etc. of different eras,
as all these determine the education
system of a society.

There is no need for a
confusion. Yes, we
should start from the
ancient times itself…

I don’t want to go back to the
Dravidian era, as there are
controversies on the Arian
Invasion theory and such aspects

So let us start from the
great Vedic Age in India

Vedic Age is divided into two:
Early Vedic Age & Later Vedic Age

The Vedic Age is said
to have started
around 1700 B.C.
when Aryans came
from the central
Asian countries
(http://www.thought
dots.com/2009/09/1
0/indian-history-
vedic-period/)

Some people say that Aryans came from
countries like Iran and Southern
Russia(http://adaniel.tripod.com/aryans.htm).
Some others say that they came from
Europe. And some others say that they
had been Indians in Origin

Those who are in favor of the Aryan Invasion
Theory are of the view that Dravidians who
had been the inmates of India before the
arrival of Arians, were farmers who hadn’t had
any sort of warfare skills, and Aryans invaded
North India and forced Dravidians to move to
the southern parts of India. They also keep the
view that Dravidians had been worshipping
what ever they had seen like trees, stones etc.
and it was Aryans who introduced Gods and
Goddesses in India

Though some view that the early Vedic Age is
from 1700 B.C., most of the historians view
that Early Vedic Age is from 1500 B.C. to 1000
B.C. during which the four great Vedas were
written. Actually the Vedic Age itself has been
named so on account of the scripting of the
Vedas.

The later Vedic Period is said to be the age
between 1000 B.C. and 600 or 500 B.C. This
age is also called the Epic Period, as the two
great Epics called Ramayana and
Mahabharata were scripted during this
period.

And it is said that during the early Vedic
Age, there had been no social stratification
on the basis of cast, and even education
had been given to all. And it is regarded that
gradually there emerged the supremacy of
Brahmanas, and consequently the cast
system, too, during the later Vedic Age or
the Epic Period.

Social Stratification During Vedic Age
What is Social Stratification?
Social stratification is the
process of dividing different
categories of a society into
different strata or layers in
hierarchical order on the
basis of their origin, belief,
ideology or economic status.
During Vedic Age in India, it
is said to have existed social
stratification on the basis of
their origin or birth, and
different sections were
divided into four castes such
as Brahmana, Kshatriya,
Vishya and Sudra.

Brahmins: Priests & teachers-religious
rituals-giving advice to the rulers
Kshatriyas: Warriors & Rulers- Safe
guarding the Kingdom-ruling
Vishyas: Farmers-traders-merchants
Sudras: Laborers- Peasents-Serving the
Upper Caste People
Four Castes
of Vedic Age

Purusharthas were the concept which
was prevailing during Vedic Age the
objectives or aims of life that a human
being had to be kept during his life
time.( Purusha= Human being, Artha=
Purpose)
Ashramas are another concept during
the Vedic age which were the different
stages of life for a human being.
Purusharthas & Ashramas
During Vedic Age

Four Purusharthas
of Vedic Age DHARMA
ARTHA
KAMA
MOKSHA
Righteousness
Wealth
Desire
Salvation

Four Ashramas
of Vedic Age BRAHMACHARYA
GRIHASTHYA
VANAPRASTHA
SANYASA
Studentship
Family Life
Retired Life
Life Renunciation

Four Ashramas
of Vedic Age BRAHMACHARYAStudentship
At this stage, a person has to be
away from Artha and Kama i.e. all
the worldly pleasure and wealth.
At this stage one learns different
aspects of Dharma to be followed
during the later life, and
ultimately to reach Moksha .

Four Ashramas
of Vedic Age GRIHASTHYAFamily Life
At this stage, a person could have
wife and siblings. He can earn
wealth(Artha) and enjoy all the
pleasures including sexual
enjoyment(Kama). But, still he
has to follow Dharma even when
enjoying Artha & Kama

Four Ashramas
of Vedic Age VANAPRASTHARetired Life
This is when a person gradually
withdraws from Artha and Kama
i.e. from all the worldly pleasure
so that prepare for the next stage
called Sanyasa.

Four Ashramas
of Vedic Age
SANYASA
Life Renunciation
This is when a person completely
gives up all the worldly pleasure.

Education During
Vedic Age
And keeping all these factors in
our mind, let us look at the
educational scenario during the
Vedic age in India.

Was Education
that Much
Important During
Vedic Age?
Actually the word ‘Veda’ was
derived from ‘ Vid’ which means ‘
Knowledge’. Hence the age itself
is known as ‘ Age of Knowledge’.

Aims of
Education During
Vedic Age
ULTIMATE AIM
IMMEDIATE AIM
Preparation for
Moksha or Salvation
Preparation for having
Artha & Kama
Knowledge
Attainment
Attaining
Dharma
Warfare
Adminis-
tration
Trade
Craft

Preparation for Moksha or Salvation
So Different
Aims of
Education During
Vedic Age in
General are
Knowledge Attainment
Cultivation of Dharma
Preparation for Family Life
Acquisition of Warfare Skills
Acquisition of Administrative Skills
Character Development
Promotion of Vocational Efficiency
Inculcation of Civic duties

Vedas, Vedangas, Upanishads etc.
Archery, Horse-Riding, Other Warfare
Arts, Administrative Principles etc.
Agriculture, Trade, Crftmanship etc.
Brahmans
Curriculum of
Education During
Vedic Age
Kshatriyas
Vishyas

At the Age of 8
At the Age of 11
At the Age of 12
Brahmans
Upanayana
Ceremony
Kshatriyas
Vishyas
It is the initial ceremony of starting education
of a child during Vedic Age. The child takes
bath, wears the sacred thread and sits before
the Guru who makes the child chant the
Sarswathi Manthra. And it was considered the
second birth of the child whose parents would
be Guru and his wife throughout the
studentship period.

System of
Education:
Gurukula System
It was a single teacher- multi students
system. The students resided at the
home of the Guru. They had to offer
all the sorts services to the guru like
washing his cloths, cleaning his room
and home, fetching water, assisting his
wife in all the works etc. The students
would go for begging alms so that to
have the livelihood for the Guru as
well as themselves. Studentship period
often remained for 12 to 15 years and
for a maximum of 20 years

Methods of
Teaching During
Vedic Age
Oral Transaction was the Prime
Method of Teaching Learning
Process
Discussion
SeminarSravana-
Manana-
Nithidhyasana
The student would listen care fully when the Guru Recited
something. Then he would by-heart it by chanting it
several times. And finally he would indulge in deep
thinking by using his reasoning and thinking capacity

Status of the
Teacher During
Vedic Age
The Guru or the teacher enjoyed
high status during the Vedic Age.
The guru was placed just below to
God. The students used to respect
him in all the senses. The students
used to go to bed only after
ensuring that the Guru had slept.
The society also used to pay great
respect and honor to the Guru. The
Guru was addressed as ‘ Acharya’,
‘Guro’ etc.

Education and
People During
Vedic Age
It is said that all the people had got
opportunity to have education
during the early Vedic age. But,
during the later Vedic Age, the
lower cast people were not provided
education. Education was given in
the language of the upper caste
people i.e. Sanskrit. The common
folk were using ‘Pali’ a coloquial
version of Sanskrit during that time

Let’s Move Towards the
Buddhist Period, Shall We?

Siddhartha Gautama, the Lord
Buddha, was born in 623 B.C. in
the famous gardens of Lumbini,
which is now situated in Nepal. He
was the prince of Kapilavasthgu
and his real name was Siddhartha
Gautama. He became ‘Buddha’
after he got some enlightenment,
when he was sitting beneath a tree.
The period between 600 B.C. and
1100 A.D.

DHARMA
Four Noble Truths
in Buddhism
DHARMA
DHARMA
DHARMA
Life is Full of Sufferings
The Cause of
Sufferings is desire
The end of the
Suffering is Possible
This End is Possible by
Following Eight Fold Paths

DHARMA
Four Noble Truths
in Buddhism
Right View
DHARMARight Intension
DHARMARight Speech
DHARMARight Action
DHARMARight Livelihood
DHARMARight Effort
DHARMARight Mindfulness
DHARMARight Concentration

DHARMA
So the Core Aim of
the Human Life
According to
Buddhism is
Reaching the stage called
‘Nirvana’ i.e. liberation
from all sufferings through
liberation from desires and
greed by following Eight
Fold Paths. Buddhism was
against the concept of
Reincarnation chain, and
they believed that no need
for any reincarnation, if
human being reaches
Nirvana in the present life

Preparation for Nirvana or Liberation
Awareness on the Four Noble Truths
Enabling for Following Eightfold Paths
Spreading of the Concept of ‘ Ahimsa’
Character Development
Promotion of International Brotherhood
Imparting Practical Knowledge
Promotion Social service
Inculcation of Civic duties
Aims of
Education During
Buddhist Period

Core Ideas of Buddhism
Reading, writing and Arithmetic ( Three
R’s)
Grammar, Art, Medicine, Logic,
Philosophy etc.
Curriculum of
Education During
Buddhist Age
Agriculture, Astrology, Astronomy, Law

Pabbaja
Ceremony
It was the initial ceremony of starting education
of a child during Buddhist Age. It was a Buddhist
version of the Upanayana Ceremony of Vedic
Age. The meaning of the word ‘ Pubbaja’ is ‘to go
out’. So the child would go out of the home to
join ‘ Sangha Vihara’ or ‘ Buddha Vihara’. It was
held when the child became eight years old. The
child would shave his head, and would wear
yellow cloths. He would start the education by
taking the oath ‚ Buddham Sharanam Gachami’
Dharmam Sharanam Gachami
Sangham Sharanam Gachami‛
Which means
‚ I take refuge in Buddha
I take refuge in Dharma
I take refuge in Sangha‛

Upasampada
Ceremony It is convocational Ceremony or the
closing ceremony which would occur
after twenty years of education at the
Vihara. After this Ceremony the child
would become a perfect Buddhist
monk ( Bhikshu), and he would join
the Sangham as a teacher. So it tells us
that there was no relationship with the
family after joining the Sangha.

System of
Education:
Vihara System
It was a Multi teacher- multi
students system. The students
resided at Sangha Viharas where
thousands of teachers would teach
thousands of students. It was said to
be the first institutionalized
residential educational system in
India. It was also said to have
taught there religious as well as
secular subjects.

Methods of
Teaching During
Buddhist Age
Initial stage Higher stage
Lecture Self Study Meditation
Discussion Debate
With Oral Transaction , writing also
was introduced during this period

Life at Vihara
System
The teacher got prominence at Viharas,
too, though a little more democratic
attitude was there. The student had to
wake up early in the morning, and had to
assist the teacher in his daily routines.
Fetching water , serving food, cleaning the
vessels etc. were some of the duties of the
students. He had also to massage the feet
of teachers. Just like in Vedic Age, here
also they had to go for begging alms. They
were not allowed to go out side without
the permission of teachers. Teachers were
respected and honored by the students as
well as the whole society. The student was
called ‘ Sadhi Viharika’

Two Great
Universities
During the
Buddhist Period
It was an international university during the
Buddhist period in India. It is considered as
one of the first residential universalities in the
world. It is said that at some point of time ,
there were more than 10000 students and
hundreds of teachers. Tens of disciplines were
said to be provided there. It was said to be
demolished by Bakthiyar Khilgi. A Turkish
invader in 1197 A.D.
It was another great university during Buddhist
period, which was situated in Gandhara which
is now near to Ravalpindi of Pakisthan. It was
an international centre of education for
centuries, where more than 10000 students
studied at a time. The great Chanakya was a
student as well as a later teacher of this
university.
Nalanda
University
Thakshasila Or
Taxila University

Education and
People During
Buddhist Period
It is said that there was no caste
system during Buddhist period, and
hence all the people were fortunate
enough to have an education. The
medium of instr5uction was Pali,
and so education become more
common among all the sectors of
people.

Brahmanic Education
v/s
Buddhist education
 Moksha was the most importantaim
 Sanskrit was the medium of instruction
 Education was only for upper caste ones
 Gurukula system was prevailing
 It was single teacher-multistudents system
 Initial Ceremony was Upanyana Ceremony
 Individualistic Educationwas there
 Only the Brahmins were the teachers
 Only oral methods were used
 Nirvana was the most important aim
 Pali was the medium of instruction
 Education was provided to all
 Viharas were the Centres of Education
 It was Multi teachers-multi studentssystem
 Initial Ceremony was Pubbaja Ceremony
 Collective Education was there
 People from any caste could be teachers
 Oral as well as written methods were used
Brahmanic Education Buddhist education

Let’s Move Towards the Medieval
or Islamic Period, Shall We?

8th to 18th century A.D. is
regarded as the Medieval period in
India when the Muslim rulers were
on power in India. Medieval period
saw its end with the arrival of
Britishers on power in India.

Stratification
During Medieval
Period
People were divided broadly into
four strata during Medieval Period
in India, not on the basis of caste,
but on the basis of the status in
society.
Priests
Town People
Peasants
Aristocrats

Aristocrats
Aristocrat group were consisting of
he Sultan and his relatives, nobility
landholders, Hindu rajahs, chiefs,
Hindu merchants and bankers. The
wealth an power were centered
around them
Four Strata During
Medieval Period

Priests
Among the Hindus, they
were the Brahmans and Ulemas among the
Muslims. They were given grants of tax-free
land for their maintenance and were often
very powerful. The Ulemas wielded great
influence
on the Muslim Sultans and often influenced
their policies. Sometimes the priests were not
interested in religious affairs but were more
interested in worldly affairs
Four Strata During
Medieval Period

Town People
In the town lived the wealthy merchants,
traders and artisans. The nobility, the officers
and the soldiers also stayed in the towns, that
were the administrative and military centres.
Places where the Sufi and Bhakti saints lived
and places which housed important temples
and mosques had become pilgrim centres.
The artisans lived in their own special
Four Strata During
Medieval Period

Peasants
The peasants, of course, lived in
the villages and were often the
worst off. They paid huge taxes
to the state as land revenue. Any
change of dynasty had no effect
on their lives. Their life
continued as before.
Four Strata During
Medieval Period

Islamic Education is not
education on Islam and related
aspects
Islamic Education
It is the educational system
prevailed during the medieval
period i.e.. The period of
Muslim rulers in India.

Islam has given an
inevitable place for
knowledge and education.
See the following slides
which show before you
some of the teachings of
Islam to feel that inevitable
place of knowledge
Islam & Education

BE A SCHOLER
or A STUDENT
or A LISTENER
or A LOVER….
NEVER BE A FIFTH ONE
Islam & Education

“IT IS BETTER TO EDUCATE
ONE’S CHILD , than to GIVE
GOLD IN CHARITY”
Islam & Education

“KNOWLEDGE SHOULD BE
SOUGHT FROM THE
CRADLE TO THE GRAVE”
Islam & Education

“THE ALMIGHTY, AT FIRST
CREATED PEN AND
ORDERED IT “WRITE”, AND
IT WROTE ON THE SPOT
ALL THE ITEMS TO BE
WRITTEN TILL THE END OF
THE WORLD”
Islam & Education

The medieval period in India was, in
fact, a transitional period in India i.e.
from the traditional period to the
modern period. Hence, one can see
that their educational system was built
upon traditional as well as modern
traits. It is said that they established
thousands of institutions- religious as
well as secularist. They gave much
importance to music, art, architecture
etc.
Islamic Education
in India

General Aims of
Education
According to Islam
INCULCATION OF ISLAMIC FAITH
SELF REALISATION THROUGH WORSHIPPING
THE ALMIGHTY
PROMOTTING UNIVERSAL BROTHERHOOD
CHARACTER & MORAL DEVELOPMENT
SOCIO-ECONOMIC WELFARE
PREPARATION FOR LIFE HERE AFTER
INTELLECTUAL DEVELOPMENT

Aims of Education
During the
Medieval Period
INCULCATION OF CLERICKAL SKILLS
INCULCATION OF WAR RELATED SKILLS
PRPOGATION OF ISLAMIC PRINCIPLES &
CULTURE IN INDIA
CREATION OF POLITICAL EXPERTS
PROMOTION OF ART & LITERATURE
PROMOTION OF ARCHITECTURE

Educational
System during the
Medieval Period
There were two levels or stages of
education during the medieval period.
They are Makthab which was the
primary educational institution and
Madrassa which was the Higher
Educational Institution
MADRASSA
MAKTHAB
KATHABA( ARABIC) = TO WRITE
KATHABA( ARABIC) = TO STUDY

Educational
System during the
Medieval Period
MAKTHAB
READING & WRITING-RECITATION
OF HOLY QUR-AA-N & RELIGIOUS
PRAYERS.HINDUS LEARNED
PERSIAN-BASIC ARITHMATIC, MODE
OF CONVERSATION etc.

Educational
System during the
Medieval Period
MADRASSA
RELIGIOUS SECUALR

BISMILLAH
Ceremony during
the Medieval
Period
It was the initial ceremony of starting
education of a child during Medieval
Period in India. It was an Islamic version
of the Upanayana Ceremony of Vedic Age
and Pubbaja Ceremony of Buddhist Age.
The meaning of the word ‘ BISMILLAH’ is
‘(I) start with the name of GOD’. This
ceremony occurred, when the child reached
the age of 4years, 4months and 4 days. The
child, after taking bathe and wearing new
cloths, sits before ‘Molla’ or ‘Usthad’, and
recite ‘ BISMILLAHI RRAHMANI
RRAHEEM’ just after the usthad recited
so.

Educational
System during the
Medieval Period
Madrassa Makthab
Lecture Self Study Meditation
Memorizing Writing
Oral Transaction as well as writing
was used as methods of teaching

Teacher- Student
Relationship
During the
Medieval Period
The teacher enjoyed high status and
honored position among the students
as well as the society. Just as it was
during the Vedic Age and Buddhist
Age. Students were supposed to be
obedient and humble before the
teachers. And it is also said that
severe punishments were given to the
students for their faults and mistakes

Let’s Move Towards the British
Period, Shall We?

First of All, We can have a Glance at How the
British Became the Rulers in India

The East India Company, founded in 1600

They established their first factory at what
today is known as Madras in 1639

The British company employed Indian i.e. Soldiers under British
generals by giving them Europian training, to protect its trade, but local
rulers sought their services to overcome the regional power struggles.

Gradually they started interfering in this power struggle for themselves,
and after thousands of wars and struggles, finally they captured the
power of the whole country by 19th century. The turning point was the
War of Plassey of 1757 in which they defeated the Mughals and put an
end to the long-existed Mughal Empire in India

Indian
Education
During
British Rule

During their early ages in
India, the British did not
show any interest in
providing modern
education to Indians, as
they had come to India
only with business interest,
as we discussed earlier.

However, after the War of
Plassey in 1757, they
started thinking about
giving modern education to
Indians, as they were badly
in need of clerical
employees, and they
realized that it was a
Himalayan task to recruit
employees from Britain.

As per the Charter act of 1817
It was decided to increase the
allotment from Rs. 100,000 to
Rs. 200,00 to promote
education in Indian masses.

Oriental- Occidental Controversy
Mean while, there aroused a controversy
among the educationists. One group
argued that Indian literature and Indian
culture should be cultivated through
Indian languages while another group
argued that European literature and
culture should be cultivate through
English language. This is known as
Oriental- Occidental Controversy

Background
Macaulay’s
Minute of 1835 As the Oriental- Occidental
Controversy darkened the whole
educational scenario of the time,
William Bentinck, the then Governor
General of the company assigned Mr.
Macaulay, the law member of the
Governor general’s council, the duty
of submitting a strategy for solving
the problem. As a result, Mr.
Macaulay submitted his report in
1835, which is known as ‘ Macaulay’s
Minutes’

Major
Recommendations
Macaulay’s
Minute of 1835
1
English should be
the medium of
instruction at all the
levels of education
It is the Key to Modern Knowledge
It is the Language of Ruling Class
It would fetch renaissance in India
Indians are eager to learn English

Major
Recommendations
Macaulay’s
Minute of 1835
2
European Literature
should be taught at
educational
institutions.
A single shelf of a good
European library was worth
the whole native literature of
India and Arabia

Major
Recommendations
Macaulay’s
Minute of 1835
3
All regional
institutions should be
converted into
English Education
Grants given to such
institutions could be utilized
for the spreading of English
in India

Major
Recommendations
Macaulay’s
Minute of 1835
4
Downward
Filtration Theory
There is no need for educating
the mass, but by educating the
upper class, it will filtered down
to the lower class people, as it is
the human tendency that the
common folk always try imitate
the people of higher status

Merits Demerits
 Commencement of English Education
 Introduction of European Literature
 Introduction of Modern system
 Commencement of Science education
 Window to Democratic Ideas
 Awareness of Concepts like Nationalism
 Added Extra Fuel to the Burning Fire
 Neglected Regional Languages
 Neglected Indigenous Systems
 Neglected Eastern Literature
 Focused on Producing Clerks
 Severely Condemned the Native

Background
Wood’s Dispatch
of 1854 As it became essential to
renew the educational system
in India, Charles Wood, the
t5hen chairman of the board
of control of t he East India
Company was asked to submit
a report in 1853 . He
submitted a comprehensive
report in 1854. This report is
known as Wood’s Dispatch.

Background
Wood’s Dispatch
of 1854 Major
Recommendations
1
The aim of education
in India should be
the diffusion the arts,
science and
philosophy of Europe
so that to equip the
offices of the English
east India Company
with efficient people

Background
Wood’s Dispatch
of 1854 Major
Recommendations
2
Vernacular or
regional language
can be medium of
instruction at the
primary stage of
education, while
English should be at
the higher
educational scenario.

Background
Wood’s Dispatch
of 1854 Major
Recommendations
3
Separate department
of education should
be established at each
province under a
Director of Public
Instruction who
should be assisted by
Inspectors to schools.

Background
Wood’s Dispatch
of 1854 Major
Recommendations
4
Universities should be
established at Bombay,
Calcutta and madras
following the model
University of London .
These universities
should have a
Chancellor, Vice-
chancellor and members
who constitute a senate.

Background
Wood’s Dispatch
of 1854 Major
Recommendations
5
Vocational
schools, technical
institutions and
colleges should be
established at
different areas of
the country

Background
Wood’s Dispatch
of 1854 Major
Recommendations
6
Teacher training
institutions should
be established by
following the
model of London,
for giving
exclusive training
for teachers.

Background
Wood’s Dispatch
of 1854 Major
Recommendations
6
There should be
grant-in- aid
schemes for
private schools for
the spreading and
development of
education.

Background
Wood’s Dispatch
of 1854 Major
Recommendations
7
Special
arrangements
should be there for
women folk

Background
Wood’s Dispatch
of 1854 Known as
Magnacarta of Indian
Education
Why?
Because of two factors:
1.the report was passed by
the parliament and gained
a legal status
2. The recommendations
of the report were
influential enough to
create revolutionary
changes in the whole
Indian educational
scenario

Merits
 Known as Magnacarta of Indian education
 Discarded Downward Filtration Theory
 Establishment of Separate departments.
 Promotion of Private education
 Promotion of Women Education
 Promotion of teacher Training
 Establishment of Universities
 Promotion of Vocational & Technical
Education
 Blind Imitation of London Model
 Regional languages were neglected
even after the report for many years
 The grant-in aid system was not
successful
 It also aimed at producing
government employees
Demerits

As the Christian missionaries
in India forwarded a number
of complaints against the
existing policy, Lord Ripon,
the then Viceroy appointed
William Hunter as the
chairman of the commission
to study and submit a report
on the actions to be taken for
the development of
education. He submitted
report in 1882.
Background
Hunter Commission
Report of 1854

BackgroundMajor
Recommendations
1
Primary education should
be given more attention,
and a part of the provincial
revenue should be
exclusively reserved for the
development of this stage
of education. The district
or municipal council
should have the freedom to
design the curriculum and
tin the administration of
primary education
Hunter Commission
Report of 1882

BackgroundMajor
Recommendations
2
Government should
withdraw from the
secondary education
sector by leaving them
to be organized by
private agencies. There
should be two streams
i.e. literary as well as
vocational for
secondary education
sector
Hunter Commission
of 1882

BackgroundMajor
Recommendations
3
Private agencies
should be given
great encouragement
to come forward to
run educational
institutions
Hunter Commission
of 1882

BackgroundMajor
Recommendations
4
The grant –in-aid
for indigenous
system of education
should be on the
basis ‘ payment by
results’
Hunter Commission
of 1882

BackgroundMajor
Recommendations
5
The grant –in-aid
system should be for
private colleges, too.
Hunter Commission
of 1882

BackgroundMajor
Recommendations
6
Scholarships should
be provided for
students who
wanted to go outside
the country for
higher education.
Hunter Commission
of 1882

BackgroundMajor
Recommendations
7
Special care should
be given for giving
education for
children coming
from Muslim
community.
Hunter Commission
of 1882

BackgroundMajor
Recommendations
8
Native agencies
should be given
preference over the
Missionaries in
running educational
institutions
Hunter Commission
of 1882

Positive Effects Negative Effects
 The number of primary schools &
secondary schools increased in great
amount
 The number of high schools also
increased.
 Many new colleges were established.
 New universities were established in
Punjab and Allahabad
 The provision given to local bodies to
administer the primary education
hindered its progress.
 ‘The payment by result’ policy was a
failure.
 The withdrawal of govt. from the
secondary stage of education was also a
failure. .
 The Christian Missionaries were felt
insulted and disappointed.

Indian University Commission of 1902

Background
Indian University
Commission
of 1902
In 1901, the then Viceroy
Lord Curzon called an
Educational Conference at
Simla, and consequently, he
appointed a university
commission under the
chairmanship of Sir. Thomas
Raleigh, to conduct a deep
study on the conditions of
Indian Universities. The
commission submitted its
report in 1902.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
1
More new
universities should
be established, and
the prevailing
universities should b
e reorganized.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
2
The system of senate and
syndicate of universities
should be reorganized that
the senate should have the
members between 50 and
100 the term of a particular
senate should be 5 years
while the number of
syndicate members should
be between 9 and 15

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
3
Proper representation of
college teachers and
university professors
should be ensured in the
university senate.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
4
Rigid rules should be
produced for affiliation of
colleges to universities so
that to ensure quality of
education.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
5
Proper equipment of
libraries and laboratories
should be maintained.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
6
The universities should be
teaching universities.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
7
Properly selected and
constituted governing
bodies should be there for
colleges.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
8
Deserved and meritorious
students should be awarded
scholarships.

Background
Indian University
Commission
of 1902
BackgroundMajor
Recommendations
9
A minimum rate of fee for
college students was also
recommended by the
commission.

Background
Indian University
Commission
of 1902
BackgroundAfter Effect of the
Commission
Report
As a result, Lord Curzon
accepted the
recommendations and a
new act called Indian
University act was passed
in 1904,which is known as
Indian University Act of
1904.

Positive Impact Negative Impact
 More Centralization of the power
 Limiting the number syndicate and
senate members facilitated more govt.
grip on Universities.
 Strict rules for affiliation and
systematic inspection helped in the
improvement of quality.
 The syndicates were given statutory
status and teachers provided proper
representation
 The strict affiliation rules made most of
the private agencies withdraw from the
educational field
 Indian national leaders condemned
that it was for destroying the national
movements for freedom for India.

The Sadler Commission of 1917
( Calcutta University commission

Background
Sadler Commission
of 1917
As we Know, Lord Curzon introduced
some administrative restructuring of the
university education by appointing a
University Education Commission in
1902. Still, the problems related with
university education in India were not
solved. This and some other All
circumstances caused for the the
formation of the second university
commission. i.e., Calcutta University
Commission, 1917.

Features
Sadler Commission
of 1917
Though it was appointed for
submitting a report on university
education, it submitted a
comprehensive report by including
recommendations on secondary
education as well, as the nature of
secondary education provided to
the students would affect the
higher education

Background
Sadler Commission
of 1917
BackgroundBackground
1
The commission
recommended that
enough fund should be
provided for secondary
education.
Major
Recommendations

Background
Sadler Commission
of 1917
2
The medium of
instruction in the
secondary schools
should be the mother
tongue.
Major
Recommendations

Background
Sadler Commission
of 1917
3
The curriculum
of secondary
schools should
be diversified.
Major
Recommendations

Background
Sadler Commission
of 1917
4
A Board of
Secondary and
Intermediate
education should
be established in
each province.
Major
Recommendations

Background
Sadler Commission
of 1917
5
The Board should
be constituted with
representative of the
Government, the
university, the
secondary schools
and the intermediate
colleges.
Major
Recommendations

Background
Sadler Commission
of 1917
6
The intermediate
stage would be
between the stage
of matriculation
and the university
education.
Major
Recommendations

Background
Sadler Commission
of 1917
7
Admission to the
university should
take place after the
intermediate stage
Major
Recommendations

Background
Sadler Commission
of 1917
8
The duration of
degree course
should be three
years after
intermediate
stage.
Major
Recommendations

Background
Sadler Commission
of 1917
9
Honours courses
as distinct from
pass course,
should be
opened in the
universities.
Major
Recommendations

Background
Sadler Commission
of 1917
10
The medium of
instruction at the
university level
should be
English.
Major
Recommendations

Background
Sadler Commission
of 1917
11
Seminars and
tutorial classes
may be held
Major
Recommendations

Background
Sadler Commission
of 1917
12
A Director of
Physical Training
should be appointed
for paying greater
attention to the
health and physical
welfare of students.
Major
Recommendations

Background
Sadler Commission
of 1917
13
A Board of
Students’ Welfare
should also be
appointed in each
university to look
after their
wellbeing.
Major
Recommendations

Background
Sadler Commission
of 1917
14
Muslims should
be provided
special educational
facilities in order
that their
backwardness may
be removed.
Major
Recommendations

Background
Sadler Commission
of 1917
15
University teachers
should be appointed
by Selection
Committees
constituted specially
for the purpose.
Major
Recommendations

Background
Sadler Commission
of 1917
16
For the conduct of
examinations,
appointment of teachers
and curriculum
construction, a powerful
Academic Council with
faculties of different
subjects and Board of
Studies should be
formed.
Major
Recommendations

Background
Sadler Commission
of 1917
17
A full-time and
paid Vice-
Chancellor
should be
appointed.
Major
Recommendations

Background
Sadler Commission
of 1917
18
Education should
be taught as an
independent
subject in both
intermediate and
in BA Classes.
Major
Recommendations

Background
Sadler Commission
of 1917
19
Department of
education should be
created in Calcutta
and Dacca
universities for
teaching education
as an independent
subject.
Major
Recommendations

Background
Sadler Commission
of 1917
20
The Government
should start Purdah
schools for those
girls whose parents
have a desire to
educate their
daughters up to the
age of 15 or 16.
Major
Recommendations

Background
Sadler Commission
of 1917
21
Co-education should
be encouraged in
those places where
there were no
separate institutions
for the girls.
Major
Recommendations

Background
Sadler Commission
of 1917
22
A special Board of
Women’s Education
should be established in
the Calcutta University
and a special curriculum
should be provided
according to the
educational needs of
women.
Major
Recommendations

Background
Sadler Commission
of 1917
23
Women should
be given training
in medicine and
teachers’
training.
Major
Recommendations

Background
Sadler Commission
of 1917
24
Applied Science and
other allied subjects
should be included
in the university
courses and proper
arrangement should
be made for their
teaching.
Major
Recommendations

Background
Sadler Commission
of 1917
25
Professional and
vocational
courses should
be introduced in
the universities.
Major
Recommendations

Hartog Committee Report of 1929

Background
Hartog committee
Report of 1902
An educational committee
under the chairmanship of Sir
Philip Hartog, conducted a
deep study on education with
special reference to avoiding
wastage and stagnation, and
improving standards of
education. The committee its
report in 1929, in which
recommendations related to
all the stages of education
were produced.

Major Recommendations
on Primary Education

Background
Hartog committee
Report of 1902
1
Primary Education
should be made
compulsory
Major
Recommendations on
Primary education

Background
Hartog committee
Report of 1902
2
The Duration for
Primary Education
should be 4 Years
Major
Recommendations on
Primary education

Background
Hartog committee
Report of 1902
3
The Standard od
Primary schools
should be improved
by giving special
attention to
improving the
facilities of training
institutions.
Major
Recommendations on
Primary education

Background
Hartog committee
Report of 1902
4
Govt. should take
up the responsibility
of inspection and
control of primary
schools..
Major
Recommendations on
Primary education

Background
Hartog committee
Report of 1902
5
The service
conditions of the
primary school
teachers should be
improved.
Major
Recommendations on
Primary education

on Secondary Education

Background
Hartog committee
Report of 1902
1
There should be
selective system of
admission
Major
Recommendations on
Secondary education

on Higher Education

Background
Hartog committee
Report of 1902
1
Admission should
be made more strict
in colleges so that to
improve the quality
of higher education.
Major
Recommendations on
Secondary education

Background
Hartog committee
Report of 1902
2
the standard of the
secondary
examination should
be raised
so that to improve
the quality of higher
education.
Major
Recommendations on
Secondary education

Background
Hartog committee
Report of 1902
3
There should be a
well equipped
central library in
each university in
order to enable the
teachers to keep
themselves up to
date in the field of
education.
Major
Recommendations on
Secondary education

Background
Hartog committee
Report of 1902
4
Departmental
examinations should
be held to recruit
the graduates in
administrative
services.
Major
Recommendations on
Secondary education

Background
Hartog committee
Report of 1902
5
Efforts should be
concentrated on improving
university work culture, on
confining the university to
its proper function of
providing good advanced
education to students, who
are fit to receive it and to
make the university a more
fruitful agency in the life of
the community
Major
Recommendations on
Secondary education

Background
ABBOT WOOD
REPORT OF 1937
The lack of ample and accurate
vocational education made the
Government of India request in
1936-37 two British experts to come
to India and submit a strategy for
vocational education in the country.
A. Abott and S.H. Wood were the
two experts. Their report is known
as Abbot-Wood Report

Background
ABBOT WOOD
REPORT OF 1937
BackgroundBackgroundBackground
1
Major
Recommendations
Vocational education
should be organized
according to the
needs of various
vocational areas. No
vocational area
should be considered
less important

Background
ABBOT WOOD
REPORT OF 1937
2
Major
Recommendations
In the organization
of vocational
education the main
regional vocations
should be especially
considered.

Background
ABBOT WOOD
REPORT OF 1937
3
Major
Recommendations
Vocational
education should be
considered at par
with literary and
science education
and its standard
should be raised.

Background
ABBOT WOOD
REPORT OF 1937
4
Major
Recommendations
For general and
vocational education
there should be
separate schools, as
the purpose of the
two is different..

Background
ABBOT WOOD
REPORT OF 1937
5
Major
Recommendations
Skillful workers
engaged in small
industries should
also be given proper
vocational training...

Background
ABBOT WOOD
REPORT OF 1937
6
Major
Recommendations
In each province a
Vocational Education
Advisors' Council
should be established
for developing healthy
relationship between
vocational education
and various vocations.

Background
ABBOT WOOD
REPORT OF 1937
7
Major
Recommendations
There should be two types of schools
for vocational education. The first
should be the junior vocational school
and the second senior vocational
school. In the junior school after class
VIII there should be three years'
course for vocational education. In the
senior there should be two years'
vocational educations after the class
XI. The junior vocational school
should be considered at par with a
high school and the senior one should
be at par with an intermediate college.

Background
ABBOT WOOD
REPORT OF 1937
8
Major
Recommendations
In certificate to be
awarded after passing
a vocational course,
there should be a clear
mention of the quality
of work done by the
candidate during the
period of vocational
training..

Background
ABBOT WOOD
REPORT OF 1937
9
Major
Recommendations
As far as possible,
vocational school
should be established
near vocational
centers.

Background
ABBOT WOOD
REPORT OF 1937
10
Major
Recommendations
Part-time classes should be
opened for persons engaged
in various vocations. The
workers should be given
training in vocational schools
for 2-1/2 days per week and
they should be given full
wages for these 2-1/2 days. In
part-time schools provision
should be made for training
during day time..

Background
ABBOT WOOD
REPORT OF 1937
11
Major
Recommendations The Government should
open vocational institutions
in big cities and big
vocational centres.

Background
Sargeant Report
of 1944
Sir John Sargent, the Educational Adviser to
the Government of India was asked to
prepare a comprehensive report on education.
For the purpose, the government formed a
Committee of Enquiry with 22 members. The
report of the committee was submitted to the
Central Advisory Board of Education (CABE)
in 1944.. The scheme was known as ‘Sargent
Scheme of Education’ as it was prepared by
John Sargent. It is also known as ‘Report by
the Central Advisory Board of Education’ and
also as the plan for post-war educational
reconstruction in India.

Background
Sargeant Report
of 1944
1
Major
Recommendations It recommended Pre-
primary education for
children between 3 to
6 years of age.

Background
Sargeant Report
of 1944
2
Major
Recommendations
Universal, compulsory
and free primary or
basic education for all
children between the
ages 6—11 (junior
basic) and 11—14
(senior basic).

Background
Sargeant Report
of 1944
3
Major
Recommendations
Degree course for
three years beginning
after the higher
secondary
examination for
selected students

Background
Sargeant Report
of 1944
3
Major
Recommendations
Technical, commercial,
agricultural and art
education for full time
and part time students,
girls schools are to
teach domestic science.

Background
Sargeant Report
of 1944
4
Major
Recommendations
The liquidation of
adult illiteracy and the
development of public
library system in about
20 years.

Background
Sargeant Report
of 1944
5
Major
Recommendations
Full provision for the
proper training of
teachers.

Background
Sargeant Report
of 1944
6
Major
Recommendations
Educational provision
be made for the
physically and mentally
handicapped children.

Background
Sargeant Report
of 1944
6
Major
Recommendations
The organization of
compulsory physical
education.

Background
Sargeant Report
of 1944
7
Major
Recommendations
Provision be made for
social and recreational
activities.

Background
Sargeant Report
of 1944
8
Major
Recommendations
Provision be made for
social and recreational
activities.

Background
Sargeant Report
of 1944
9
Major
Recommendations
The creation of
employment bureaus.

Background
Sargeant Report
of 1944
10
Major
Recommendations
The creation of
department of
Education in the centre
and in the states.

Background
Sargeant Report
of 1944
11
Major
Recommendations
The use of mother
tongue is to be used as
the medium of
instruction in all high
schools.

RADHAKRISHNAN
COMMISSION
UNIVERSITY COMMISSION
OF 1948-1949

AIMS OF UNIVERSITY EDUCATION
DEVELOPMENT of
Leadership
Social Efficiency
Knowledge & Wisdom
Higher Values of life
Culture

TEACHING STAFF
QUALITY & QUALIFICATION
DESCENT PAY-SCALES
DIGNIFIED SERVICE CONDITIONS
PROVISION FOR HIGHER STUDIES

DURATION
&
WORKING DAYS
ADMISSION
-AFTER 12 YEARS AT SCHOOL
DURATION
-THREE YEARS
WORKING DAYS
-180 DAYS
STUDENTS IN A COLLEGE
-1500
STUDENTS IN A UNIVERSITY
-3000

RESEARCH
FACILITIES
The universities shall attract brilliant,
promising young men by offering them
decent salaries so that their creative faculties
are not blunted in the most productive
period of their lives by privation

REFORM OF
EXAMINATION SYSTEM
ESSAY TYPES
OBJECTIVES
&
ORAL TEATSA
+

PROFESSIONAL
EDUCATION
AGRICULTURE,
COMMERCE,
ENGINEERING,
TECHNOLOGY, LAW,
MEDICINE, BUSINESS
ADMINISTRATION,
PUBLIC
ADMINISTRATION,
INDUSTRIAL RELATIONS

MEDIUM OF
INSTRUCTION
ENGLISH
@!
HIGHER LEVEL

RELIGIOUS & MORAL
INSTRUCTION
BASIC PRINCIPLES OF ALL RELIGIONS
RELIGIOUS TOLERANCE & SECULARISM

OTHER
RECOMMENDATIONS
SCHOLORSHIPS
TALLENTED & HANICAPPED
RURAL UNIVERSITIES
EDUCATION FOR
WOMEN

AIMS OF SECONDARY EDUCATION
DEVELOPMENT of
Democratic Citizenship
Vocational Efficiency
Personality
Leadership
Culture

DURATION
STRTING
-AFTER4/5 YEARS OF PRIMARY
DURATION-3 YEARS[MIDDLE]+
4YEARS[HIGHER SECONDARY

MOTHERTONGUE/
REGIONAL LANGUAGE
SHOULD BE THE MEDIUM
OF INSTRUCTION
THROUGHOUT THE
SECONDARY STAGE
ENGLISH & HINDI CAN BE
INTRODUCED AT THE END
OF THE JUNIOR BASIC
STAGE
Three Language
formula

Diversification of Courses
CORE SUBJECTS
LANGUAGE,
GENERAL
SCIENCE, SOCIAL
STUDIES & CRAFT
OPTIONAL SUBJECTS
Humanities,
Science,
Technical
Subjects,
Agriculture, Fine
arts & Home
Science

Terminal Courses
In
Technical Subjects
Agriculture
Fine arts
Home Science

REFORM OF
EXAMINATION SYSTEM
INTERNAL
EXTERNAL
+

IMPROVEMENT OF
PRE-SERVICE & INSERVICE TRAINING
Better Conditions for Service
DYNAMIC METHODS
ACTIVITY METHOD
PROJECT METHOD
PROBLEM SOLVING METHOD

OTHER
RECOMMENDATIONS
CHARACTER TRAINING
EXPANSION OF LIBRARIES
&
LABORATARIES
INTRODUCTION
OF
AUDIO VISUAL AIDS

RECOMMENDATIONS
Kothari
Commission
of 1964-66

AS INDIA IS A MULTI RELIGIOUS
COUNTRY, THE TOLERANCE &
MUTUAL RESPECT AMONG THE
MEMBERS OF DIFFERENT
RELIGIONS ARE INEVITABLE FOR
THE OVER ALL DEVELOPMENT OF
THE COUNTRY

Even in the advanced countries,
vacation time is used usefully and
effectively. Hence, how can a country
like India waste the time with no use.
So instead of the concept ‘vacation’,
we should use the concept of ‘
Vacation Term’ during which teachers
as well as students can indulge in
extra studies like researches, diploma
courses, vocational courses.
Utilization of Vacations

Since it is very costly to provide and
maintain the physical plant of educational
institutions, it becomes necessary to utilize
it as fully as possible, for the longest time
on each day and for all the days in the year,
by making suitable administrative
arrangements. The libraries, laboratories,
workshops, craft sheds, etc., should be
open all the year round and should be
utilized for at least eight hours a day, so
that to be utilized by teachers, students
and local community.
Utilization of Institutional Facilities

It is a concept of building a
network among the schools
situated within the distance of
15 kmts by sharing the
resources mutually among
them.
The School Complex

The Structure of School Complex
First Tier
One Higher
Primary School
Eight Lower
Primary Schools
Second Tier
One Secondary School
Eight Higher
Primary Schools
HM of HPS HM of SS
Chairman of the Committee Chairman of the Committee
HMs of 8 LPS are Members HMs of 8 HPS are Members

BETTER CONDITIONS FOR SERVICE
IMPROVEMENT OF THE SOCIO-
ECONOMIC STATUS OF THE TEACHERS

that along with Mother
tongue English and Hindi
should be taught at non-
Hindi states while instead of
Hindi, any other modern
South Indian language
should be taught at Hindi
speaking states

TEXT BOOKS AND STUDY
MATERIALS SHOULD BE MADE
AVAILABLE BY IMPLIMENTING
A COMPREHANSIVE
PROGRAMME OF
PRODUCTION OF STUDY
MATERIALS AT NATIONAL
LEVEL

National Policies
on Education

Based on the report and
recommendations of the
Education Commission
(1964–1966), the
government of Prime
Minister Indira Gandhi
announced the first
National Policy on
Education in 1968
NPE of 1968

Major Components of NPE
of 1968

Ensuring free and
compulsory education for all
children up to the age of 14

Paying focus on regional
language learning for the
preservation of traditional
culture.

Giving great importance to
language education by
following the three language
formula so that to reduce
the gulf between
the intellectuals and the
masses

Promoting the teaching of
Hindi as a common
language for Indians

Encouraging teaching of
Sanskrit so that to preserve
our ancient culture and
heritage.

Giving great regard to
improve the status of
teachers by increasing pay
scale at all the stages;
providing better training
programmes and providing
better service facilities

Promoting girls education
with special provisions and
exclusive opportunities.

Providing special
consideration to backward
community people in giving
education.

Promoting science education
and research.

Giving special regard to
agriculture and industry.

Producing quality books
and study materials

Improving the validity and
reliability of examinations
by giving importance to
quality rather than to the
mere certificates.

Giving enough attention for
establishing more
universities.

Implementing part time
courses and correspondence
courses.

Spreading of literacy and
adult education.

Special regard to education
of the minorities.

Implementing a uniform
national structure
for education i.e. 10+2+3

The national policy on education of
1986 ( NPE 1986) is a mile stone in
the history of Indian education. In
1985 the then central government
under the prime minstership of
Rajive Gandhi published document
under the title ‘ The challenge in
Education’ which was discussed and
diagnosed among educationists and
officials, and finally passed by the
parliament in 1986
NPE of 1986

Major Components of NPE
of 1986

It recommended equal and
meaningful partnership
between state and central as
per the constitutional
amendment made in 1976
which had made education in
the concurrent list.
Meaningful
Partnership

The Policy laid down special
emphasis on the removal of disparities
so that to equalize educational
opportunity by attending to the
specific needs of those who have been
denied equality so far.
Equalizing
Educational
Opportunity
EDUCATION FOR WOMEN'S EQUALITY
THE EDUCATION OF SCHEDULED CASTES
THE EDUCATION OF SCHEDULED TRIBES
THE EDUCATION OF THE MINORITIES
THE EDUCATION OF THE DIFFERENTLY ABLED

As the participation of all the people
of different age levels is crucial for
national development, this policy
recommended a well planned and
systematic programme for educating
the adult ones. The result was the
birth of National Literacy mission in
1988.
Adult Education

A full integration of child care and
pre-primary education will be brought
about, so that to strengthen the
primary education and for human
resource development in general, by
establishing more and more day care
centres for children with nutricious
food and motherly serving. In
continuation of this stage, the School
Health Programme will be
strengthened.
Early Childhood
Care and Education
( ECCE)

For making the children
remain at schools, there
should be a child
centred approach which
may make the children
interested to stay at
schools even after the
school time is over.
Encouraging Child
Centred Approach

The policy put forth the scheme of
operation blackboard which proposed
immediate action for providing the
mo0st basic facilities for all the
primary schools so that to make
children as well as their parents
confident enough to continue the
education with peace of mind and
satisfaction.
Operation
Blackboard
Providing three reasonably large rooms
that are usable in all weather, and black
boards, maps, charts, toys, other
necessary learning aids and school
library. At least three teachers should
work in every school, the number
increasing, as early as possible, to one
teacher per class. At least 50 per cent of
teachers recruited in/future should be
women.

Non-formal education for
school dropouts
The Non-formal Education Programme,
meant for school dropouts, for children from
habitations without schools, working children
and girls who cannot attend whole-day
schools, will be strengthened and enlarged.
Talented and dedicated young men and
women from the local community will be
chosen to serve as instructors, and
particular attention paid to their training

Open universities &
Distance education
The Indira Gandhi National
Open University, established in
1985 in fulfillment of these
objectives, will be strengthened.
It would also provide support to
establishment of open
universities in the States

Delinking Degrees
from Job
De-linking will be applied in services for
which a university degree need not be a
necessary qualification. Its implementation
will lead to a re-fashioning of job-specific
courses and afford greater justice to those
candidates who, despite being equipped for
a given job, are unable to get it because of
an unnecessary preference for graduate
candidates.

Establishment of Rural
Universities
Rural universities would be established
by following Gandhian concepts of
education so that to give an opportunity
for the people of rural areas for
developing themselves.

Establishment of Pace
Setting Schools or
Navodaya Schools
Pace-setting residential schools, Navodaya Vidyalayas, intended to provide
opportunities for children with special talent or aptitude to proceed at a faster
pace, by making good quality education available to them, irrespective of their
capacity to pay for it would be established in most parts of the country on a
given pattern, but with full scope for innovation and experimentation. Their
broad aim will continue to be to serve the objective of excellence coupled with
equity and social justice (with reservation for the rural areas, SCs and STs),
to promote national integration by providing opportunities to talented children
from different parts of the country, to live and learn together, to develop their
full potential, and, most importantly, to become catalysts of a nation-wide
programme of school improvement.

Vocationalization of
Education
The introduction of systematic, well planned and rigorously
implemented programmes of vocational education is crucial in
the proposed educational reorganisation. These elements are
meant to develop a healthy attitude amongst students towards
work and life, to enhance individual employability, Efforts
would be made to provide children at the higher secondary level
with generic vocational courses which cut across several occupational
fields and which are not occupation specific.

Functional Literacy
It is a process of making the common people
able to use reading, writing and arithmetic in
their day to day life. It also aims at making
the untrained and uneducated farmers and
industrialists more skilled by providing them
proper training in using modern machineries
and modern trends in agriculture and
industry.

Minimum Level of
Learning
The need to lay down Minimum Levels of Learning
(MLL) emerges from the basic concern that
irrespective of caste, creed, location or sex, all
children must be given access to education of a
comparable standard. The MLL strategy for
improving the quality of elementary education is an
attempt to combine quality with equity. It lays down
learning outcomes in the form of competencies or
levels of learning for each stage of elementary
education.

Value Education
In our culturally plural society,
education should foster universal and
eternal values, oriented towards the
unity and integration of our people.
Such value education should help
eliminate obscurantism, religious
fanaticism, violence, superstition and
fatalism.

Providing Quality Books
The availability of books at low prices is
indispensable for people's education. Effort will be
made to secure easy accessibility to books for all
segments of the population. Measures will be taken
to improve the quality of books, promote the
reading habit and encourage creative writing.
Authors' interests will be protected. Good
translations of foreign books into Indian languages
will be supported. Special attention will be paid to
the production of quality of books for children,
including text books and work books.

Making Use of
Educational technology
Educational technology will be employed in the
spread of useful information, the training and re-
training of teachers, to improve quality, sharpen
awareness of art and culture, inculcate abiding
values, etc., both in the formal and non-formal
sectors. Maximum use will be made of the
available infrastructure. In villages without
electricity, batteries or solar packs will be used to
run the programme.

Promotion of
Environmentally
Education Environmental education
should be provided at each
stage of education so that to
create higher environmental
sense in children.

Population
Education
Population education must be viewed as an
important part of the nation's strategy to
contain the growth of population. Starting at
the primary and secondary levels with
inculcation of consciousness about the looming
crisis due to expansion of population,
educational programmes should actively
motivate and inform youth and adults about
family planning and responsible parenthood.

Sports and
Physical
Education
Sports and physical education are an integral part of the learning process,
and will be included in the evaluation of performance. A nation-wide
infrastructure for physical education, sports and games will be built into
the educational edifice. Available open spaces in urban areas will be
reserved for playgrounds, if necessary by legislation. Efforts will be made
to establish sports institutions and hostels where specialised attention will
be given to sports activities and sports-related studies, along with normal
education. Appropriate encouragement will be given to those talented in
sports and games. Due stress will be laid on indigenous traditional games.

Promotion of
Yoga
As a system, which promotes an integrated
development of body and mind, Yoga will
receive special attention. Efforts will be
made to introduce Yoga in all schools. To
this end, it will be introduced in teacher
training courses

Continuous and
Comprehensive
Evaluation (CCE)
Assessment of performance Is an
Integral part of any process of learning
and teaching. As part of sound
educational strategy, examinations
should be employed to bring about
qualitative Improvements In education.

Mathematics
Teaching
Apart from being a specific subject, it should be treated
as a concomitant to any subject involving analysis and
reasoning. With the recent introduction of computers in
schools, educational computing and the emergence of
learning through the understanding of cause-effect
relationships and the interplay of variables, the teaching
of mathematics will be suitably redesigned to bring it in
line with modern technological devices

Promotion of Science
Education
Science education will be strengthened so
as to develop in the child well defined
abilities and values such as the spirit of
Inquiry, creativity, objectivity, the
courage to question, and an aesthetic
sensibility.

Promotion of Teacher
status
 The government and community should work for making the
people attract towards teaching profession
 The recruitment of teachers should be on the basis of merit,
objectivity and conformity.
 Teachers' associations must play a significant role in upholding
professional integrity, enhancing the dignity of the teacher and in
curbing professional misconduct.
 District Institutes of Education and Training (DIET) will be
established with the capability to organize pre-service and in-
service courses for elementary school teachers and for the
personnel working in non-formal and adult education

Flexible and More
effective management
 Evolving a long-term planning and management perspective of
education and its integration with the country's developmental
and manpower needs.
 Decentralization of power in the field of education.
 Inducting more women in the planning and management of
education

Redress of
Grievances
Educational tribunals would
be established at the national
and state level

What should be the
future
The main task is to strengthen the base of the
pyramid, which might come close to a billion people at
the turn of the century. Equally, it is important to
ensure that those at the top of the pyramid are among
the best in the world. Our cultural well springs had
taken good care of both ends in the past; the skew set
in with foreign domination and influence. It should
now be possible to further intensify the nation-wide
effort in Human Resource Development, with
Education playing its multifaceted role.

In 1990, the Government of India
announced the appointment of a
Committee 'to review the National Policy
on Education (NPE), 1986 under the
chairmanship of Acharya Ramamurti

The committee made a
thorough analysis and
review of the policy on
the basis of the
following criteria
 Equity & Social Justice
 Decentralization of educational
management
 Establishment of participative
educational order
 Inculcation of values
 Empowerment of work

Ramamurti Committee
of 1990

Development of a common school system
For realizing the great goal of
social equity and social justice,
the committee recommended
establishment of common
school system all over the
nation.

Eradicating Disparities in Education
That immediate actions should
be taken for eradicating the
pathetic condition of the rural
areas and tribal areas in the case
of education so that to bring
them, too, into the mainstream
of the society

Enhancement of Women Education
Though different commissions had been
recommending for the same, still the educational
status of the women was pathetic. Hence there is
need for an integrated approach in designing and
implementing the schemes that would address
all the factors that inhibit their education.

Strengthening Value Education
Value education is to be conceived as a
continuous process. Value education should
ensure that education does not alienate the
students from the family, community and life.

State Controlee of Operation Blackboard
The power related to the implementation of
operation blackboard should be completely given
to the state governments

Restructuring Navodaya Vidyalayas
The power related to the implementation of
operation blackboard should be completely given
to the state governments

Programme of Action
or POA of 1992

The Central Advisory Board of Education, a committee
set up in July 1991 under the chairmanship of Shri N.
Janadhana Reddy, then Chief Minister of Andhra
Pradesh; considered some modifications in NPE
regarding to the report of the Rammurti Committee.
This Committee submitted its report in January 1992,
which is known as National Programme of Action of
1992

As the report carries only some
modifications, it is felt that
discussing the recommendations
of this committee would be
repetitive. So let’s Move into some
schemes of educations

Sarva Siksha Abhiyan
or
SSA of 2001

Sarva Shiksha Abhiyan (SSA) is Government
of India's flagship programme for
achievement of Universalization of
Elementary Education (UEE) in a time bound
manner, as mandated by 86th amendment
to the Constitution of India making free and
compulsory Education to the Children of 6-
14 years age group, a Fundamental Right.

All in school by 2005.
Complete 5 years of primary education by
2005 and 8 years of schooling by 2010.
Satisfactory Quality with emphasis on
education for life.
Bridge all gender and social gaps at primary
level by 2007 and elementary level by 2010.
Universal retention by 2010.
Major Aims of SSA

alternate schooling
facilities for needy ones

Providing fund for
additional classrooms

Providing fund for
additional toilets

Providing fund for
drinking water

Providing free
textbooks& uniforms

Providing fund for co-curricular
& extracurricular activities

Special privileges
for lower class people

Special consideration for
women education

Kasturba Gandhi Balika Vidyalaya
The main focus of this scheme was to
provide educational facilities for girls
belonging to Scheduled Castes, Scheduled
Tribes, Other Backward Classes, minority
communities and families below
the poverty line in Educationally Backward
Blocks.

Motivating the teachers to
create a fair classroom culture
by assisting the children
especially the segregated ones
in and out of the classroom

National
Knowledge
commission
of 2005

National
Knowledge
commission
National Knowledge
Commission, is a commission ,
constituted on 13 June 2005, by
the then Prime Minister of India,
Dr. Manmohan Singh for
discussing and advising the
prime minister’s office on the
possible policies that would
polish India's virtual advantage
in the education sector so that
to make India a forerunner in
the field of knowledge
economy.

What is
Knowledge
Economy?
The knowledge economy, a
term popularized by Peter
Drucker in his book The Age of
Discontinuity, the use of
knowledge to generate
tangible and intangible values
by making use of technology
to transform a part of human
knowledge to machines so that
to use such knowledge in
decision making in various
fields to generate economic
values.

The Real Motive behind
the Formation of NKC
could be read out of
these words of Dr.
Manmohan Singh
"The time has come to create a
second wave of institution building
and of excellence in the field of
education, research and capability
building so that we are better
prepared for the 21st century."

5. Dr. Jayati Ghosh, economist at JNU
6. Dr. Sujatha Ramdorai, professor of
maths, Tata Institute of Fundamental Research
7. Dr. Padmanabhan Balaram director of Indian
Institute of Science, Bangalore
8. Prof. Amitabh Mattoo, Former VC, Jammu
University
1. Sam Pitroda, Chairman
2. Dr. Ashok Sekhar Ganguly, Corporate leader
3. Nandan Nilekani Chairman of (UIDAI)
4. Dr. Deepak Nayyar, former Vice-
chancellor, University of Delhi
Members
of National
Knowledge
commission

Terms of
Reference of NKC
1. Build excellence in the educational system to meet the
knowledge challenges of the 21st century and increase India's
competitive advantage in fields of knowledge.
2. Promote creation of knowledge in S&T laboratories.
3. Improve the management of institutions engaged in intellectual
property rights.
4. Promote knowledge applications in agriculture and industry.
5. Promote the use of knowledge capabilities in making
government an effective, transparent and accountable service
provider to the citizen and promote widespread sharing of
knowledge to maximize public benefit.

Let us have
a look at
these
recommend
ations

A. Access to
Knowledge
Providing access to knowledge is the most
fundamental way of increasing the
opportunities of individuals and groups.
Therefore, it is essential to revitalize and
expand the reach of knowledge in society.
In this context NKC has submitted
recommendations on areas such as Right to
Education, libraries, language, translation,
portals and knowledge networks.
The
commission
made this
introductory
comment on
access to
knowledge

Access to Knowledge
R-1
Though there are constitutional provisions, to
increase universal access to quality education for
Indian children, there is a need for a central
legislation ensuring the Right to Education. This
must involve a financial provision requiring the
central government to provide the bulk of the
additional funds needed for realizing the Right to
Education. The legislation should also lay down
minimum standards of quality in school education
and for it to be effective, the responsibility of the
Government at different levels, must be recognized
and made justiciable.
Right to Education

Access to Knowledge
R-2
In the present international set-up knowledge
and expertise over the English language is one
of the a most important factors of access to
higher education , job opportunities and social
accessibility. Hence the teaching of English as
a language should be introduced, along with
the first language (either mother tongue or the
regional language) of the child, starting from
Class I. More over the pedagogy of English
language teaching should be reformed on the
basis of the current international situations
Language

Access to Knowledge
R-3
As a a multilingual country, in India
translation can s play a extreme role in
making knowledge accessible to different
linguistic groups. Hence translation can be
made an industry. More over a National
Translation Mission should be formed be for
promoting translation activities all over the
nations. This mission can be a source of
information on translation activities, provider
of the tools and opportunities for getting
trained in translation.
Translation

Access to Knowledge
R-4
For the reformation and betterment of libraries
all over the country, there should be a multi-
faceted survey of libraries. All the libraries
should be modernized in the case of
management so that to ensure larger
community participation. An independent
National Commission on Libraries should be
formed for monitoring and channelizing all the
developmental activities of libraries across the
nation coping with the latest international
trends in this field.
Libraries

Access to Knowledge
R-5
As live consultations, data and resource sharing
is an inevitable factor in successful research
the government should establish a high-end
National Knowledge Network connecting all
our knowledge institutions in various fields
and at various locations throughout the
country, through an electronic digital
broadband network with gigabit capacity.
National
Knowledge Network

Access to Knowledge
R-6
Government should create national web based
portals on some key sectors such as Water,
Energy, Environment, Teachers, Biodiversity,
Health, Agriculture, Employment, Citizens
Rights etc. , which would serve as a single
window for information on the given sector for
all stakeholders and would be managed by a
body consisting of representatives from a
different sectors of the society to ensure that
they have a national character.Portals

Access to Knowledge
R-7
As the advanced developments
in information and communication technology
have created new opportunities for enhancing
the efficiency of health care delivery the4
government would better create a web-based
network, connecting all health care
establishments, private as well as public .
Similarly a common Electronic Health Record
(EHR) based on open source solutions needs
to be created for storing the health related data,
and making them available for all.
Health
Information Network

B. Knowledge Concepts
Knowledge concepts are organized and disseminated
through the education system. Education is the key
enabler for the development of an individual and for
altering the socio-economic landscape of a country.
Therefore, NKC’s work has focused on revamping the
education sector. NKC’s concern with many aspects of
the Indian education system covers school education,
higher education, professional education, and vocational
education.
The
commission
made this
introductory
comment on
knowledge
Concepts.

Knowledge Concepts
R-1
For making access to good school
education the following steps should be taken
1. Decentralization of power and local autonomy in
management of schools.
2. Flexibility in disbursal of funds
3. Improving school infrastructure
4. Improving school inspection with a greater role
for local stakeholders.
5. More Accessibility Information and
Communication to teachers, students and the
administration.
6. Reforms in the curriculum and examination
systems by moving away from rote learning to a
critical understanding of concepts .
7. Faculty improvement
School Education

Knowledge Concepts
R-2
To improve vocational education and training (VET),
There should be flexibility of VET within the
mainstream education system. the need to
expand capacity through innovative delivery models,
including healthy public private partnerships. As the
organized sector of the country’s labour force
comprises only 7 percent, there should be
enhancement of training options available for the
unorganized and informal sector so that to increase
the productivity of the nation. There should be
proper certification of vocational education and
training.Vocational education
and training (VET)

Knowledge Concepts
R-3
In higher education ,the three key aspects of
expansion, excellence and inclusion should be
given preference. 1500 universities should be
created by 2015, partly by restructuring the
existing ones. An Independent Regulatory
Authority for Higher Education (IRAHE) which
would be approachable for all the people and
would accord degree granting power to
universities. For ensuring quality of the existing
universities, frequent and regular curricula
revisions, introduction of course credit system,
enhancing reliance on internal assessment,
encouraging research, and reforming governance of
institutions.
Higher Education

Knowledge Concepts
R-4
More students should be attracted to
maths and science to refresh science
education and research in the country.
To encourage this, a massive science
outreach program should be launched,
through the advancement available
infrastructure, revitalizing the teaching
profession and revamping teacher
training at all levels.
More Talented Students
in Maths and Science

Knowledge Concepts
R-5
The existing system of of regulation in all
professional education streams including medical,
legal, management and engineering education,
should be replaced by subgroups on different
streams under the proposed independent
supervisor. This would have to be accompanied by
independent multiple accreditation agencies that
provide reliable ratings. More better autonomy
should be granted to institutions. Reforming the
current examination system also an immediate
action to be taken in this regard. Developing
contemporary curricula and encouraging research,
too, an immediate measure to be taken.
Professional Education

Knowledge Concepts
R-6
Systematic efforts should be taken to improve
the quality of Ph.Ds. The government should
not hesitate to offer great investment in
education and research at all levels so that to
create a international outlook in research.
Forming a National Research Mission for
creating the required research ecosystem in the
country, is also something to be regarded for
the enhancement of quality of thw Ph.Ds.More Quality Ph.Ds

Knowledge Concepts
R-7
It deserves mentioning that more than one-
fifth of the students enrolled in higher
education are in the Open and Distance
Education stream. Setting up of a national
ICT infrastructure, improving regulatory
structures, developing web based common
open resources, establishing a credit bank and
providing a national testing service are some
measures to be taken for the revamping of
distance education. .
Open and Distance
Education and
Open Educational Resources

C. Creation of Knowledge
Producing new knowledge and protecting existing
resources is critical for a nation to compete in the
global knowledge economy. This makes it important
to consider all activities that lead to the creation of
knowledge directly or help in protecting the knowledge
that is created. NKC has therefore examined issues
such as innovation systems in the country, science and
technology activities and the regime of Intellectual
Property Rights.
The
commission
made this
introductory
comment on
Creation of
knowledge

Creation of Knowledge
R-1
For India to become a global knowledge leader,
we would need to be at the forefront of
creating knowledge. This requires a favorable
eco-system that not only protects the ingenuity
of the creator but also rewards knowledge
creation through commercial applications. For
the same, a world class IPR infrastructure,
including steps to modernize the patent offices
and building global standards. A Global
Technology Acquisition Fund should also be
established.
Intellectual
Property Rights

R-2
A legislation that would give
universities and research institutions
ownership and patent rights, should
be passed to make public funded
researches more accurate and useful.
Legal Framework for
Public Funded Research

R-3
A National Science and Social Science
Foundation (NSSSF) should be
founded to look at all knowledge as
one seamless entity. The objectives of
the NSSSF would be to suggest policy
initiatives to make India a leader in
the creation and use of new knowledge
in all areas of natural, physical,
agricultural, health, and social
sciences.
National Science and
Social Science Foundation

R-3
As innovation is an inevitable factor
for growth based on knowledge,
innovative strategies and trainings
should be encouraged and
appreciated.. There is also need for
more effective synergy between
industry, government, the educational
system etc.Innovation

R-4
In this modern era no one can deny the vital role
of entrepreneurship in wealth creation and
employment generation. Creation of a supportive
business environment is an import6ant step to be
taken in this regard. Further, Forming
entrepreneurship clubs and incubation centres at
educational institutions would also be useful. and
Introduction of entrepreneurship in school and
college syllabus has also been recommended by the
commission.Entrepreneurship

D. Knowledge Applications
Knowledge can be productively applied to promote
technological change, enhance quality of life and
facilitate reliable and regular flow of information. This
requires significant investment in goal-oriented research
and development along with delivery models that can
simplify processes within an industry. Initiatives in the
areas of agriculture, labour and traditional knowledge
can demonstrate that knowledge can be very effectively
applied for the betterment of the community.
The
commission
made this
introductory
comment on
knowledge
Applications

Knowledge Applications
R-1
As India has great and unprecedented
indigenous medical heritage, major efforts
should be undertaken to provide quality
education in traditional medicine. Evidence-
based approaches should also be introduced
into the current educational framework,
possibly through institutions of the standard
of IISc, IIT and AIIMS, with commensurate
financial outlays. Enough motivation Should
be offered for commercialization of
traditional medicines.
Traditional Health
Systems

R-2
For handling the challenges faced by
Indian agricultural sector, a
comprehensive package of measure that
includes an emphasis on enhanced
knowledge generation and application,
should be created.. Modernizing
agricultural research institutions,
coordinating research and making
research support more flexible would
also be recommended.
Agriculture

R-3
Knowledge applications for
enhancing the well being of common
people, especially in rural areas
should be given preference when
organizing educational systems. For
the same, the setting up of Panchayat
Gyan Kendras (PGKs) throughout
the country would also be
recommended by the
Enhancing
Quality of Life

E. Delivery of Services
For the creation of a true knowledge society, the
availability of efficient knowledge services for citizens
is critical, especially for enhancing citizen-government
interface. Technology provides us with an opportunity
to ensure accountability, transparency and proficiency
in government services. E-governance is one of the
ways in which citizens can be empowered to increase
transparency of government functioning.
The
commission
made this
introductory
comment on
Delivery of
Services.

Delivery of Services
R-1
To improve the effectiveness of
delivery of services by the
government, e-governance should be
established in all the fields of official
sectors.
E-governance

Right to
Education
Act of 2009

On 26th AUGUST 2009 the first UPA
Government under the leadership
of Manmohan Singh passed a right
to education law which is regarded
one of the most precious milestone
in the history of modern Indian
Education

The Act makes it mandatory for
every child between the ages of
6-14 to be provided for
education by the State. This
means that such child does not
have to pay a single penny as
regards books, uniforms etc…
too.

Any time of the
academic year, a
child can go to a
school and
demand that this
right be respected.

Private education
institutions have to
reserve 25% of their
seats starting from
class I in 2011 to
disadvantaged
students.

Strict criteria for the qualification
of teachers. There is a
requirement of a teacher student
ration of 1:30 at each of these
schools that ought to be met
within a given time frame.

The schools need to have certain
minimum facilities like adequate
teachers, playground and
infrastructure. The government
will evolve some mechanism to
help marginalised schools comply
with the provisions of the Act.

There is anew concept of ‘neighborhood schools’
that has been devised. This is similar to the model
in the United States. This would imply that the
state government and local authorities will
establish primary schools within walking distance
of one km of the neighborhood. In case of children
for Class VI to VIII, the school should be within a
walking distance of three km of the neighborhood.

Unaided and private schools shall
ensure that children from weaker
sections and disadvantaged groups shall
not be segregated from the other
children in the classrooms nor shall
their classes be held at places and
timings different from the classes held
for the other children

See How the World's Largest Network of Public Education was Given birth.

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