Unit vi POLICY FRAMEWORKS ON EDUCATION: POST INDEPENDENT INDIA

1 | DR.C.THANAVATHI V.O.C.C.E.
UNIT VI
POLICY FRAMEWORKS ON EDUCATION: POST INDEPENDENT INDIA
Major recommendations of Kothari Commission 1964-1966) – Iswar Bhai Patel Committee
1977) – Malcom Adisehiah Committee 1978) – New Education Policy 1986) - Programme of
Action 1992) – Sachar Committee 2005) – Salient features of National Curriculum Framework
2005) – National Knowledge Commission 2005).
6.1. THE KOTHARI COMMISSION (1964-66)
Appointment of the Kothari Commission
The Commission was appointed under provision of a resolution of the Government of India,
dated 14th July, 1964. The Commission included eminent educationists in diverse fields from
India and abroad. It consisted of total 17 members, where 14 members, 1 member - secretary, 1
Associate – Secretary and Dr. D.S. Kothari, chairman of the U.G.C. was appointed as the
chairman of the commission. Therefore, it is also known as the Kothari Commission. Among the
members of the commission 5 educationists were from England, America, France, Japan and
Russia. J.P. Naik was appointed as member secretary of the commission and J.F McDougall as
associated secretary. Unique Feature of the Kothari Commission, It is important for us to know
the features that have made this commission a unique commission from other earlier
commissions.
The Unique Features of the Education Commission 1964-66) were:
1) All the earlier commissions did not deal with education as a whole but focused attention
on different levels of education. But this commission was not to limit its enquiry to
specific sectors or aspects of education, but to have a comprehensive review of the Entire
Educational System.
2) Another unique feature of the Commission was its conviction that education is the most
powerful instrument of the national development. The crucial role of education in
national development appears in all its vividness on every page of the report. Never
before education was given such a niche of national honour, and never before was it
conceived as a pivot of national honour, and never before was it conceived as a pivot of
nation’s progress and the prosperity as revealed in the pages of the Commission’s Report.

3) The international composition of the commission is also significant. Education in India
must necessarily emerge from Indian experience, though, culture and local conditions.
But as education remains the common quest of mankind, it was found profitable to draw
upon the experience and thinking of educationists and scientists from other countries and
to take advantage of the latest developments in the educationally advanced countries. As
such the commission included 7 Indian members and 5 others; 1 each from Japan, France,
U.K., U.S.A. and USSR. Besides, 20 consultants from different countries of the world
were available.
Terms of Reference
The Commission was advice the Government on national pattern of education and on the
general principles and policies for the development of education at all stages and in all its
aspects. It need not, however, examine the problems of medical or legal education, but such
aspects of these problems as are necessary for its comprehensive enquiry may be looked into.
Making of the Report
The commission started its work on the birthday of Mahatma Gandhi, the father of the nation. It
constituted 12 task forces and 7 working groups for studying the various problems of education
in the country. It interviewed about 9000 men and women distinguished in public life, educators,
scientists, industrialists and scholars in different fields and others interested in education. The
Commission spent about hundred days in visiting universities, colleges and schools and held
discussions with teachers, educationists, administrators and students. It received and scrutinized
2,400 Memorandum and notes. The commission worked for 21 months and submitted it report
on June, 1966.
Report of the Kothari Commission
The report of the commission is an excellent document on education. In its report the
commission expressed its form belief that education is the most powerful instrument of national
development. The report of the commission has been appropriately entitled as ‘Education And
National Development’. Set up 12 task forces and 7 working groups. Interviewed 9000 men and
women. Spent 100 days. Begin its task on 2nd October, 1964. Report divided into four sections.
Programmes categorized into three.

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.
The programmes of educational reconstructions proposed in this report fall into three broad
categories:
1) Internal transformation of the educational system so as to relate it to the life, needs and
aspirations of the nation.
2) Qualitative improvement of education so that the standards achieved are adequate, keeping
continually rising and, at least in a few sectors become internationally comparable; and,
3) Expansion of educational facilities broadly on the basis of man power needs and with an
accent on equalization of educational opportunities.
Recommendations of the Kothari Education Commission
i) Education and National Objectives
Education has a very extensive role to play in changing the men and society. It has to be
entirely reformed and related to the life, needs and aspirations of the people so that it may serve
as a powerful tool of social, economic and cultural transformation. In order to relate education,
the commission recommended the following objectives;
1. Increase in Productivity
2. Promoting social and National Integration
3. Education and Modernization
4. Developing social, moral and spiritual values.
1. Increase in Productivity
The Commission suggested that education must be related to productivity to increase national
income. In order to link education and productivity the Indian Education Commission made the
following recommendations.

i) Science is the basic component of education and culture; so it should be made an integral
part of school education.
ii) To inculcate the value of manual work the commission recommended the introduction of
work experience in school education.
iii) To meet the increasing needs of technical personnel in Industry, agriculture and trade the
IEC recommended introducing vocational subjects in school curriculum. It also opined
that the vocationalisation will bring education into closer relationship with productivity.
2. Promoting social and National Integration
National and social integration is the precondition for the progress and development of a
country. According to the commission, Social and National Integration is an important objective
of a national system of education. The commission made the following recommendations for
strengthening social and national integration through education.
i) To make education a powerful instrument of national development, common school
system of public education should be adopted.
ii) Bridge the gulf between the educated and the uneducated, intellectuals and masses, social
and national service should be made an integral part of school education.
iii) A language is a firm adhesive for social and national integration, suitable provisions
should be made for teaching mother tongue, Hindi and other Modern Indian languages in
schools.
3. Education and Modernisation
The present society is the science based society. The present century has made tremendous
advancement in scientific and technical knowledge as a result of explosion of knowledge. In
such a situation one of the main functions of education is to keep pace with this advancement of
knowledge. Another feature of modern society is the rapid social change. In the situation of
change, the school must always be alert if it is to keep abreast of significant changes. An
education system which does not renovate itself continuously becomes out-dated and puts
hindrance to progress. To keep pace with modernisation the International Education Commission
IEC) is of the opinion that “greater emphasis must be placed on vocational subjects, science
education and research.”

4. Social, moral and spiritual values
The national system of education should emphasis on the cultivation of social, moral and
spiritual values among students. For this purpose, the commission made the following
recommendations.
i) The Central and State governments should adopt measures to introduce education in
moral, social and spiritual values in all institutions under their direct control on the lines
recommended by the University Education Commission on religious and moral
instruction.
ii) In order to develop social, moral and religious values, some periods should be provided
in the time table. Instruction of this type should be given by general teachers.
iii) The University departments should be especially concerned with the ways in which these
values can be taught wisely and effectively and should undertake preparation of the
special literature for use by students and teacher.
ii) Removing the Isolation of Teacher Training:
The commission recommended that in order to make the professional preparation of teacher’s
effective; teacher education must be brought into the main stream of academic life of the
universities on one hand and school life and educational developments on the other.
1) To remove the existing isolation of teacher education from university life.
a. Education should be recognized as an independent academic discipline and introduced as
an elective subject in courses for the first and second degree.
b. Schools of education should be established in selected universities to develop
programmes in teacher education and studies and research in education, in collaboration
with other University discipline.
2) To remove the existing isolation of teacher education from schools.
a. Extension work should be regarded as an essential function of a teacher training
institution and an extension service department should be established in each institution.
b. Effective alumni associations should be established to bring old students and faculty
together to plan programmes and curricula.
c. Practice teaching for teachers under should be organized in active collaboration with
selected schools, which should receive recognition from the education department as co-
operating schools and special grants for equipment and supervision.

d. Periodic exchange of the staff of the cooperating schools and of the teacher training
institutions should be arranged.
3) An intensive effort should be made to remove the existing separation among the institutions
preparing teachers for different stages of education or for special fields such as craft or
physical education.
a. Comprehensive colleges of education should be established in each state.
b. Establishing a state board of teacher education in each state to the responsible for all
functions related to teacher education at all levels and in all fields.
iii) Improving Professional Education:
The commission has emphasized the importance of improving the quality of teacher
education. It can be done through;
a. Organization of well-planned subject orientation or content courses in collaboration with
university departments.
b. Introducing integrated courses of general and professional education in universities.
c. Using improved method of teaching and evaluation.
d. Improving practice teaching and making it a comprehensive programme of internship.
e. Developing special programmes and courses.
f. Revising the curricula and programmes at all levels in the light of the fundamental
objectives of preparing teachers for their varied responsibilities in an evolving system of
education.
iv) Duration of Training Courses:
The duration of professional courses should be two years for primary teachers who have
completed the secondary school course. It should be one year for the graduate students; but the
number of working days in a year should be increased to 220.
v) Improving the Quality of Training Institutions:
Secondary Teachers:
a. The staff of secondary training colleges should have a double master’s degree in an
academic subject and in education. A fair proportion of them should hold doctorate
degrees. They should all have taken induction or orientation courses in teacher education.

b. Qualified specialists in subjects like Psychology, Sociology, Science or Mathematic may
be appointed on the staff even if they have not had professional training.
c. Summer institutes should be organized for the in-service training of staff.
d. No student should be allowed to specialize in the teaching of a subject unless he has
studied it for his first degree or obtained an equivalent qualification prior to training.
e. States and Union territories should adopt a rule that teachers in secondary schools will
ordinarily teach only those subjects which they had studied for a university degree.
f. Attempts should be made to recruit first and good second-class students to teacher
training institutions and adequate scholarships should be provided for them.
General
a. All tuition fees in training institutions should be abolished and liberal provision made for
stipends and loans.
b. Every training institution should have an experimental or a demonstration school attached
to it.
c. Adequate hostel facilities for trainees and residential accommodation for staff should be
provided.
d. Libraries, laboratories, workshops, etc., are very inadequate at present in most
institutions, especially at the primary level. These need to be improved.
e. Expansion of training facilities.
vi) In-service Education of School Teachers
a. The commission recommended a large scale and coordinated programme of in-service
education for teachers should be organized by universities, training institutions and
teachers’ organizations for teachers at all levels. The target should be that every teacher
be that every teacher would receive at least two or three month’s in-service education in
every five years of his service.
b. The programme of summer institutes for the in-service training of secondary schools
should be extended.
vii) Professional Preparation of Teachers in Higher Education
The commission recommended that the teachers should prepare themselves for higher
education. They should learn higher education for improve their profession.

viii) Standards in Teacher Education
For maintaining standards, the commission recommended that at the national level the UGC
should take the responsibility for the maintenance of standards in teacher education. The State
Board of Teacher Education should be responsible for the raising of standards at the state level.
ix) Educational Structure
The Commission recommended a new structural pattern of education. The new educational
structure should be as follows:
1. One to three years of pre-school education.
2. A primary stage of 7 to 8 years divided into a lower primary stage of 4 or 5 years and a
higher primary stage of 3 or 2 years.
3. A lower secondary stage of 3 or 2 years of general education or 1 to 3 years of vocational
education.
4. A higher secondary stage of 2 years of general education or 1 to 3 years of vocational
education, 50% of the total would be under vocational education,
5. A higher education stage of 3 years or more for the first degree course followed by
courses of varying durations for the second or research degrees.
6. The structural pattern thus recommended by the commission is commonly known as
10+2+3.
Let us know the structural pattern of education;
Pre-school education from 1 to 3 years should also be given.
General education should last for a period of 10 years;
4 years of lower primary,
3 years of higher primary
3 years of lower secondary education.
Higher secondary education should be fixed for 2 years. Degree course should be of 3 years.
The age of admission to class I should not be less than 6+. The first public external examination
should come at the end of the first 10 years of schooling. Secondary schools should be of two
types: higher schools providing a 10 years’ course and higher secondary schools providing a
course of 11 or 12 years. A new higher secondary course consisting of classes XI and XII should
be introduced. The pre-university courses should be transferred from Universities and added to

the secondary schools. The Commission has been suggested the re-organisation of the university
stage. At this stage, the three-year degree has been favoured by the Commission.
6.2. Iswar Bhai Patel Committee 1977)
Introduction
• To make our educational system more realistic and productive and to strengthen the link
between Education and Productivity, the need was felt for inclusion of work at all the
stages of school Education.
• It was perceived that work Education can be made a powerful tool in development of
skills and values and thereby promoting self-reliance among students which would be
helpful in accelerating the economic development of country through community service
and social work.
RECOMMENDATIONS OF COMMISSIONS ON WORK EDUCATION
The National Education Commission also known as Kothari Commission 1964-66)
• It was stated that the curriculum of school education should be directly linked with the
productivity so as to contribute to our National Development.
• So it was proposed to implement the concept of work experience in Indian schools.
• The Review committee also known as Ishwarbhai Patel committee was appointed in 1977
to examine ten year school system, in which the committee recommended the term
“socially useful productive work” SUPW) to work experience WE) and recommended
that SUPW to be an integral part of curriculum at all stages of school education.
• In the light of recommendations of committee SUPW was introduced at the school level
in different states and Union Territories.
• It has been introduced and implemented under different names, such as Craft education
1937), work Experience 1967) and then socially useful productive work 1977).

Meaning
“Socially Useful Productive Work”
• The term “Social” refers to the child who has attained a minimum level of education
would be able to work efficiently in his/her community in respect of social and work
skills and also in terms of adjustment to the immediate group.
• The term "useful" refers to the functional nature of the activities and the products
resulting from the activity. This means, the work should lead to something that is useful
to the child and also to the general group in terms of returns.
• The term “Productive work” Any learning activity acquisition of skills) in Education that
result in some product or service that is consumable by society.
Definition
The Review Committee in its report entitled 'The Curriculum for the Ten-Year School’
1977, p.10) defines SUPW as:
• Socially useful productive work is defined as purposive, meaningful, manual work
resulting in goods or services which is useful to the society.
• So according to above definition the education should be based on the principle of work –
centeredness and by incorporating SUPW in school education we can achieve goal of
production and social usefulness.
Characteristics of SUPW
• It is a purposive work
• It is a meaningful work
• Manual work is the essential component
• It results in either Goods or Services.
• It is useful to community

General objectives of SUPW / Work Experience according to NCERT
Knowledge and Understanding
To help the child:
• identify his needs and the needs of his family and his community with respect to food,
health and hygiene, clothing, shelter, recreation and social service.
• familiarize with the different productive activities in his community.
• Understand the scientific principles involved in various forms of work.
• To acquire knowledge of sources of raw materials and different tools and equipment
used in the production of goods and services.
• Understand utility of Productive work and services to community.
• Understand the needs and requirement of technologically advanced society in terms of
productive, processes and skills.
• Understand the process of planning and organization of productive work.
• Develop an awareness of social problems.
• Develops an understanding to solve the problems and come up with new ideas and
innovations.
• Develop his/her abilities for self- evaluation of perfomance.
Skills
To help the child:
• develop skills for the selection, procurement, arrangement and use of tools and materials
for different forms of productive work.
• develop his /her skills to observe, manipulate and participate in work practice.

• develop skills for the application of problem solving methods In productive work and
social service situations.
• develop his/her skills for greater productive efficiency.
• enhance his/her working competence sufficiently so as to enable him to earn while he
learns.
• use his/her creative faculties for devising innovative methods and materials.
Attitudes and Values
To help the child:
• develop respect for manual work and regard for manual workers.
• inculcate socially desirable values such as self-reliance, helpfulness, cooperativeness,
team-work, perseverance, tolerance, etc.
• develop proper work ethics such as regularity, punctuality, honesty, dedication,
discipline.
• develop self- esteem through achievements in productive work and service.
• develop a deeper concern for the environment and a sense of belonging, responsibility
and commitment for the society.
Place of Socially Useful Productive Work SUPW) In the School Curriculum
• The Review committee in its report entitled “The curriculum for 10 years school”
1977.p.11) recommended that SUPW be given a central place in school curriculum at all
stages of school education and the content of the academic subjects should be related to
as far as possible.
• According to NCERT while selecting SUPW activities following criteria may be kept in
view;

It should be educative and so activities should
• be according to the developmental level of children
• help to develop total personality of children
• involve problem solving skill and creative thinking.
• help in developing values.
• help children acquire relevant knowledge and skills
To be productive the activities should result in
• Products which are directly consumable by the students and the community, particularly
school community,
• If needed be saleable or Services having social and economic values.
To be socially useful, the work should be relevant to meet the needs of the community and
the individual child.
• In addition to the above criteria, the following criteria should also be considered:
i) Necessary tools, materials, techniques, facilities are readily available.
ii) Adequate resource persons should be available.
iii) It should be feasible to carry out the activity to useful completion
SUPW activities conducted at different stages of school education
At the lower primary Stage
• Paper folding and paper crafts, kitchen gardening, flower gardening, growing plants, use
of hand fork, shovels, etc., to cover a book, to make envelopes, school and campus
cleaning, clay work, paper cutting, Visits to various work situations where people are
engaged in in local community activities, like pottery, weaving, carpentry .. and also visit

to various service centers of community like bus stop, post office, farm house, dairy
farms etc.
SUPW activities conducted at upper primary stages
• Clay models, making dolls, stitching and knitting work, book binding, cleanliness drive,
preparation of teaching models, beautification of school campus, plantation in school,
home and community, maintaining scrap books stamp collection, seed collection,
collection of pictures of dresses of different regions)., participation in community service
programe, helping parents, classmates, school mates.
SUPW activities conducted at secondary
• The activities are now introduced under vocational education that includes knitting,
garment making, repair of domestic appliances, printing, book binding, pisciculture,
horticulture, sericulture, carpentry. Under “Earn while You Learn” scheme activities like
manufacture of coir door mats, dusters, file boards, preparation of squash, Jam, pickles,
candles, school bags, cloth dyeing and printing, stitching……
Three Phases of SUPW
• Exploration of the world of work with the help of observation, discussion and very
simple manipulation.
• Experimentation with material, tools and techniques.
• Work practice in the form of work projects or crafts/trades and services.
Importance of SUPW
• Prepares pupils to practice and perform manual work individually or in groups.
• Acquaints the children with work and services prevailing in the community.
• Develop sense of respect to manual workers.
• Develop a desire to work and contribute to the society.

• Inculcate positive attitudes of team work.
• Development of values like tolerance, cooperation and helpfulness.
• Belief in dignity of labour and self – reliance.
• Helps in understanding the principals involved in various forms of work.
• Motivates active participation of students in productive work in different stages of
school education and enable them to earn while they learn.
• Helpful in applying classroom learning and knowledge to solve day -to - day problems
of the community.
• Participate in Nation building activities.
• Realization of goals of the state and national development.
Educational Implications of SUPW
• SUPW is education in and through work.
• SUPW is an effective as well as cognitive and psycho-motor learning.
• SUPW is tool for inculcating Ghandhian values, viz, truth, non-violence, self-reliance,
dignity of labour, co-operation and class-less society, etc.
• SUPW helps the students to solve their problems by their own
• SUPW helps the students to understand the world by work and to respect manual
workers.
Conclusion
• SUPW will have great impact on student’s life if it is integrated with school curriculum
in such a way that the student develops his/her aesthetic sense, enjoys and feels pride in
participating in school and community activities.

• School along with their stakeholders can play an active role in imbibing the real spirit of
work culture among the students, which in future would facilitate in realization of goals
of National development.
6.3. Malcom Adisehiah Committee 1978)
To understand the learning components of higher secondary stage given by Dr.Malcolm
S.Adishesiah Committee.
To acquire knowledge on the recommendations given by Dr.Malcolm S.Adishesiah Committee
Introduction
In October 1977 - the Union Minister of Education, Government of India - National Review
Committee - chairmanship of Dr. Malcolm S. Adiseshiah - review the curriculum of the +2
Stage.
Biography of Dr. Malcom S. Adiseshiah
Born on18th April, 1910 in Vellore- Early education at Voorhees School - B.A.Economics at
Loyola College in Chennai. M.A at Kings College, Cambridge. Doctoral research in London
School of Economics 1937-40). After attaining his doctorate, he returned to India in 1940 and
joined as Professor of Economics at the Madras Christian College. He left the college in 1945
and worked with the World University Service in Geneva. In 1948, he joined UNESCO and
retired as Deputy Director in 1970.
On his retirement from UNESCO in 1970, he returned to India and settled in Tamil Nadu. In
1975, Dr. Adiseshiah became the Vice Chancellor of the University of Madras. In his tenure
1975-78) he started new departments such as econometrics, education, adult education, area
studies, molecular biology, polymer sciences and defense studies. The Government of India
conferred on him the Padma Bhusan in 1976.
Terms of Reference of this Committee
To review “Higher Secondary Education and its Vocationalization” and to suggest
modifications. To study the syllabi and courses of the central Board of secondary Education
and a few state Boards. To recommend a plan of action for introduction of Vocationalization
of the Higher Secondary Stage.

Other names of this committee
– Dr.Malcom S.Adishesiah Committee
– Adishesiah Committee 1978)
– National Review Committee
– Plus two curriculum committee
– Higher Secondary Education and its Vocationalization
– Committee on Vocationalisation
Committee
The Committee was asked to submit its Report within three months. This committee has one
chairman and 26 committee members
Report title: Learning to Do-Towards a Learning and Working Society.
Four Working Groups
Group No. I — To review the NCERT’s document on “Higher Secondary Education and its
Vocationalisation”. Group No. II — To study Vocational Courses for Agriculture and other
related areas with particular reference to syllabuses of the CBSE, Tamil Nadu, Maharashtra,
Karnataka and West Bengal. Group No. Ill — To study Vocational Courses in Non-
Agricultural areas. Group No. IV — To suggest plan of action for implementation of the
Vocational Courses.
Two Broad Learning components of the Higher Secondary Stage
The General Education spectrum.
The Vocationalised spectrum.
The General Education Spectrum
the general formation of the person and personality socially useful productive work
Combination of natural social or human sciences disciplines. to prepare the student for
university education This is also the phase of the educational systems in which there is a built-
in continuity with the past, the main innovation being learning acquired from socially useful
productive work.

Objectives of this Learning
To practise and perform manual work individually and collectively To acquaint with the
world of work and services to the community To develop in them a sense of respect for manual
workers To develop a desire to be useful members of society
Meaning of Vocationalisation
To indicate positive attitudes of team work and socially desirable values. To help in
understanding the principals involved in the various forms of work To participate increasingly
in productive work To enable them to earn while they learn.”
Aims of Vocational Education
To link education with productivity. To make students more employment-worthy To
provide the students with essential occupational background and familiarity with the tools,
materials, processes and technological knowledge . To provide more broad based occupational
experience rather than training for a specified job.
The Vocationalised Spectrum
The National Review Committee has made the Following recommendations: The student of
vocational agricultural should be given preference in admission in Agriculture
Colleges/Universities. The certificate awarded by the Board at the end of class XII should be
considered at equivalent to Agriculture Diploma.
Only certificate holders of these schools should be given licence for starting Agricultural
services. The student of these schools should be given preference in the allotment of agencies
of the National Seeds Corporation and Fertilizers Corporation of India. grant loans to the
students of these schools for self- employment.
They should be considered qualified for the post of field Assistant, Laboratory Assistant and
other equivalent posts. Vocational teachers of Agriculture may be given some extra-
remuneration. The state Department of Education may encourage setting up of the farm boys
and girls organisations, such as the “Future Farmers of lndia.” with the help of such
organizations agricultural leadership may develop among the students taking the vocational
course in agriculture.
A school having agricultural in IX and X classes may be given preference for opening the
Agriculture Vocational courses at +2 level. Funds may be provided to these schools.

Advertisements may be given through newspapers, radio, T.V. and other mass media regarding
the scope and objective of this vocational course.
Semester Pattern and Credit System
It recommended that the performance of a student be indicated by a grade awarded in each
semester course It was, however, made clear that the changeover to and adoption of the
Semester-Credit System should not be a pre-condition for the vocationalisation of education, but
a concomitant and parallel action to be undertaken. The question whether this stage of school
education should use the semester-credit system has been discussed at length.
The Central Board of Secondary Education found that the teacher are not familiar with it
there was the fear that it would involve multiplicity of examinations the residential schools felt
that their freedom to innovate programmes was hampered and the non-availability of the text-
books in time for each semester as another important factor which disfavoured the introduction
of the semester system.
Advantages of the Semester System
It provides for more flexibility in the choice of courses it helps to ensure regularity in
studies; the curriculum load is shed at the end of each semester. The credit system is
essential for those who wish to take more than one language and three elective subjects.
The states where the universities have already adopted the semester system, the same may also
be introduced in Classes X I and X II. The other States may study the experiences of the States
which have already introduced the semester system.
Curriculum
The curricula should be so structured that the courses lend themselves to imparting instruction
in terms of well-connected modules to enable the students to choose and combine them
according to their needs. Evaluation should be continuous and grades or marks should be
awarded on completion of every module. The minimum number of modules for the award of
certificates or diploma should be clearly indicated.
Textbooks
Suitable books and teaching aids are important inputs for the success of both the groups of
courses. General education and commercial subjects where text-books produced in other
countries are available, these books may be adapted and translated in Indian languages.

Counselling and Placement
In the Vocationalised Education Courses and their elective subjects, there is need to advise
students and parents on the choice of course. Counselling and Placement Officers be appointed
in clusters of 3 or 4 schools, particularly in rural areas. Their function will be to advise
students with a rural or urban poverty background on, the choice of elective subjects, organise
for them remedial courses promoting self-employment and entrepreneurship. These required
qualities have implications for the programmes where such counselling specialists are trained.
With the introduction of socially useful productive work at the higher secondary stage there is
need for reorganisation, of teacher-education. pre-service and in-service education to take up
these new challenges of education. Fresh look at the contents and methodology of teacher-
education, and call for orientation of existing teachers through in-service courses. It is
recommended that both pre-service and in- service teacher education.
Teacher education are requested to reorganise and reconstruct the teacher education curriculum
for graduate and post-graduate classes. The new emphasis on practical work and
vocationalisation of education has also to be incorporated in the teacher education curriculum.
The availability of suitable teachers to teach vocational courses may be ensured for the future.
Teacher teaching vocational agriculture.
Besides pre-service education, in-service courses for existing teachers in schools will have to
be organised on a mass scale. The Universities, the Teachers’ Training Colleges, State
Councils of Educational Research an,d Training SCERTs), State Institute of Education, State
Institutes of Science Education, NCERT, Boards of Secondary Education, Agricultural
Universities, institutions like ICAR, and all others who are engaged in the programme of
orientation, of teachers should be actively involved in this task.
Other recommendations
– Use of available facilities
– Teachers of vocational courses
– Recruitment of the basis of Job requirements
– National Council of Vocational Education
– Financial Resources; fund raise
– Preparation of educational stream

Merits of Vocationalization of Education
– Vocational education is related to productivity.
– Vocational education prepares individuals for jobs.
– Vocational education has adequate employment potentialities.
– Vocational education helps in the broadening of horizon.
– Vocational education leads to dignity of labour.
– Vocational education is helpful in the maximum utilization of the material resources of
the country.
Summary
One of the most important pre-requisites for the successful implementation of the
vocationalisation spectrum of the plus 2 stage is to bring about cooperation and co-ordination
for the purposes of employment and recognition, among all agencies and departments of the
government. Such co-ordination will also economise on our scarce financial resources by
preventing replication of efforts in various departments offering vocational education, and
making a well-planned effort possible to achieve the national goals more effectively and cheaply.
Conclusion
To explain the learning components of higher secondary stage given by Dr.Malcom
S.Adishesiah Committee. To explain the recommendations given by Dr.Malcom S.Adishesiah
Committee
6.4. New Education Policy 1986)
Description:
1. On independence in 1947, MAULANA AZAD, India's first education minister recommended
strong central government control over education throughout the country, with a uniform
educational system.
2. Prime Minister Indira Gandhi announced the first National Policy on Education in 1968
which called for a "radical restructuring" and equalize educational opportunities in order to
achieve national integration and greater cultural and economic development.

NPE’86 BACKGROUND NEED)
Problems of access, quality, quantity, utility and financial outlay
The general formulation is corporate in the 1968 policy did not get translated into detailed study
of implementation. This new policy called for "special emphasis on the removal of disparities
and to equalize educational opportunity,"
ENABLE COUNTRY TO ENTER 21ST CENTURY FOR STANDING AMONGST
THE COMMUNITY OF NATIONS
Background Post Independence)
1st Policy in 1968
2nd Policy in 1979
3rd Policy in 1986
NEP reviewed by
REVIEWED IN 1990- RAMA MURTY REVIEW COMMITTEE
TOWARDS AN ENLIGHTENED AND HUMANE SOCIETY)
RE- REVIEWED IN 1992- JANARDHAN COMMITTEE/ CABE
HISTORICAL PERSPECTIVE
i) JANUARY 5, 1985 PM RAJIV GANDHI PROMISED A NEW EDUCATION
POLICY
ii) APPRAISAL OF EDUCATIONAL SYSTEM BY MHRD
iii) AUGUST 20, 1985 STATUS REPORT "CHALLENGES OF EDUCATION: A
POLICY PERSPECTIVE"
Shaping Up of NPE 1986)
DOCUMENT TRANSLATED
POLICY DEBATED

RECOMMENDATIONS ANALYSED
MHRD:" NATIONAL POLICY ON EDUCATION 1986- A PRESENTATION"
PAPER DISCUSSED BY :
-STATE MINISTERS OF EDUCATION
-NATIONAL DEVELOPMENT COUNCIL
-CABE
MAY 1986 - NATIONAL POLICY ON EDUCATION 1986)
DRAFT LAID IN PARLIAMENT
MAY 7, 1986- LOK SABHA
MAY 13, 1986 - RAJYA SABHA
CONTENTS OF NPE, 1986
XII PARTS
157 PARAGRAPHS
PART SUBJECT NO.OF PARAGRAPHS
I INTRODUCTORY 15
II THE ESSENCE AND ROLE OF EDUCATION 04
III NATIONAL SYSTEM OF EDUCATION 13
IV EDUCATION FOR EQUALITY 13
V REORGANISATION OF EDUCATION AT DIFFERENT STAGES 42
VI TECHNICAL AND MANAGEMENT EDUCATION 20
VII MAKING THE SYSTEM WORK 03
VIII REORIENTING THE CONTENT AND PROCESS OF EDUCATION 25
IX THE TEACHER 06
X THE MANAGEMENT OF EDUCATION 09

XI RESOURCE AND REVIEW 05
XII THE FUTURE 02
RECOMMENDATIONS OF NPE, 1986
PART I – INTRODUCTORY
CATALYTIC ACTION OF EDUCATION PROCESS
NEEDS TO BE PLANNED METICULOUSLY
EXECUTED WITH GREAT SENSITIVITY
PART II-THE ESSENCE AND ROLE OF EDUCATION
ALL ROUND DEVELOPMENT
ACCULTURATION ROLE
MANPOWER DEVELOPMENT
A UNIQUE INVESTMENT
PART III- NATIONAL SYSTEM OF EDUCATION
1. COMMON STRUCTURE
2. NATIONAL CURRICULAR FRAMEWORK
3. MINIMUM LEVEL OF EDUCATION
4. LIFE LONG EDUCATION
5. EQUAL OPPORTUNITIES
6. CULTURAL AND SOCIAL SYSTEM
7. LINK AND REGIONAL LANGUAGE
8. RESEARCH AND DEVELOPMENT

9. NATIONAL SUPPORT
10. INTER- REGIONAL MOBILITY
11. INSTITUTIONS OF NATIONAL IMPORTANCE
PART IV : EDUCATION FOR EQUALITY
SCHEDULED CASTES
SCHEDULED TRIBES
EDUCATIONALLY BACKWARD AREAS & SECTIONS
HANDICAPPED
WOMEN
MINORITIES
V: REORGANISATION OF EDUCATION AT DIFFERENT STAGES
1. EARLY CHILDHOOD CARE AND EDUCATIONECCE)
2. ELEMENTARY EDUCATION
3. SECONDARY EDUCATION
4. HIGHER EDUCATION INCLUDING NON - FORMAL EDUCATION
5. VOCATIONALISATION
6. OPEN UNIVERSITY AND DISTANCE LEARNING
PART VI: TECHNICAL AND MANAGEMENT EDUCATION
- ROLE DEFINITION
- THE CHANGING ENVIROMENT: PLANNING AND PROGRAMMING
- INSTITUTIONAL THRUSTS
- INNOVATION, RESEARCH AND DEVELOPMENT

- PROMOTING EFFICIENCY AND EFFECTIVENESS AT ALL LEVELS
- TO PROMOTE EXCELLENCE
- MANAGEMENT FUNCTIONS TO COPE WITH CHANGE
PART VII: MAKING THE SYSTEM WORK
TEACHERS' GREATER ACCOUNTABILITY
IMPROVE STUDENTS' SERVICES
THRESHOLD OF FACILITIES TO INSTITUTIONS
PERFORMANCE APPRAISAL OF INSTITUTIONS AT NATIONAL OR STATE
LEVEL
PART VIII- REORIENTING THE CONTENT AND PROCESS OF EDUCATION
- THE CULTURAL PERSPECTIVE
- VALUE EDUCATION
-LANGUAGES
- BOOKS AND LIBRARIES
- MEDIA AND EDUCATIONAL TECHNOLOGY
- WORK EXPERIENCE
- EDUCATION AND ENVIRONMENT
- POPULATION EDUCATION
- MATHEMATICS TEACHING
- SCIENCE EDUCATION
- SPORTS AND PHYSICAL EDUCATION

-YOGA
- ROLE OF YOUTH
- THE EVALUATION PROCESS AND EXAMINATION REFORM
PART IX : THE TEACHER
TEACHER
- methods of recruiting teachers will be reorganised to ensure merit and objectivity
- Code of Professional Ethics for Teachers
- upgrading teacher training colleges
TEACHER EDUCATION
- overhauling of system of teacher education
- District Institutes of Education and Training DIET) to be established
- networking between university departments and teacher education institutes to be established
PART X: THE MANAGEMENT OF EDUCATION
- NATIONAL LEVEL
- INDIAN EDUCATION SERVICE
- STATE LEVEL
- DISTRICY AND LOCAL LEVEL
- VOLUNTARY AGENCIES AND AIDED INSTITUTIONS
- REDRESS OF GRIEVANCES
PART XI : RESOURCES AND REVIEW
EVERY 5 YEARS)

SOURCES
• MOBILISATION OF DONATIONS
• SAVINGS FROM EFFICIENT USE OF RESOURCES
• MOTIVATION OF ORGANISATIONS OF RESEARCH
• USE MONEY FOR FACILITIES
• RAISING FEE IN HIGHER EDUCATION SYSTEM
PART XII: THE FUTURE
TO ENSURE THAT THOSE AT THE TOP OF THE PYRAMID ARE THE BEST
CRITICAL APPRAISAL OF NPE, 1986
FAVOURABLE POINTS
1. HUMAN DEVELOPMENT THROUGH EDUCATION
2. COMMON STRUCTURE OF EDUCATION
3. HIGHER VALUES OF LIFE
4. LINK DEVELOPMENT WITH NATIONAL UNITY
5. FAIRNESS OF ADMISSION BY NTS
6. EQUALITY OF EDUCATIONAL OPPORTUNITIES
7. MINIMUM ESSENTIAL FACILITIES IN PRIMARY
SCHOOLS
8. PACE SETTING SCHOOLS
9. VOCATIONAL AND TECHNICAL EDUCATION
10. DELINKING JOBS FROM DEGREES

11.NEW PROGRAMMES FOR HIGHER EDUCATION
12.REORIENTING CONTENT AND PROCESS OF
EDUCATION
13.ESTABLISHMENT OF DIETS
14.RECRUITMENT OF TEACHERS ON MERIT BASIS
15.MANAGEMENT OF EDUCATION AT DIFFERENT
LEVELS
 UNION
 STATE
 DISTRICT
 LOCAL
LIMITATIONS OF NPE, 1986
 NEIGHBOURHOOD SCHOOL PROGRAMME IGNORED
 RESERVATION OF SC, ST CASUALLY MENTIONED
 ROLES OF AUTHORITIES NOT MENTIONED
 FINANCIAL MATTERS VAGUE
 TARGETS IN REFORMS NOT FIXED
 PRIVATE SECTOR - NOTHING MENTIONED
Implementation of NPE 1986
Operation blackboard
Restructuring & reorganization of teacher education
Non formal education

Vocationalisation of education
MERITS OF NPE’86
1) Deep concern had been shown by the prime minister in formulation of NPE.
2) The nation wide debate was conducted for the formulation of the policy.
3) The program of action was checked out.
4) The ministry of education was renamed as ministry of Human Resource Development HRD).
NPE is best policy for the development of education in remote areas especially for SC, ST,
Handicapped, backward, minorities and women. Indian govt. introduced it for the development
of nation and they got success on large extent.
People come closer by the help of education and now just because of this policy India’s
education system is third largest system among all nations.
PROBLEMS/ SUGGESTIONS
HALF HEARTED IMPLEMENTATION
 NEED OF MONITORING SUPERVISION AND SUPPORT
CONTRADICTIONS & CONTROVERSIES
 NEED OF SPELLING OUT POLICIES CORRECTLY
UNRELIABLE DATA
 NEED FOR RELEVANT FORECASTS AND PROJECTIONS
POOR LINKAGE AMONG DIFFERENT LEVELS
 NEED OF HOLISTIC APPROACH
SALIENT FEATURES OF NPE’86
1) Important role of education.
2) National system of education.
3) Education for equality.

4) Reorganization of education at different levels.
5) Making the system work.
1) Important role of education
All round development
Developing Man-Power
A unique investment
2) National system of education
Concept of national system
Common educational structure
Understanding cultural & social system
National support for implementing programs.
There is a common educational structure 10+2+3) followed all over the country.
School education 10+2
Pre primary FOR 1 YEAR) Primary GRADE 1-5)
Middle GRADE 6-8)
Secondary GRADE 9-10)
Senior Secondary GRADE11-12)
3) Education for equality.
For women
For SC & ST
For other educationally backward sections & minorities
For handicapped
This policy is especially for Indian women, Scheduled Tribes ST) and the Scheduled Caste SC)
communities. To achieve these, the policy called for expanding scholarships, adult education,
recruiting more teachers from the SCs, incentives for poor families to send their children to
school regularly, development of new institutions and providing housing and services

EDUCATION FOR ALL
The current scheme for universalization of Education for All is the SARVA SHIKSHA
ABHIYAN which is one of the largest education initiatives in the world.
The government is committed to providing education through mainstream schools for children
with disabilities.
The need for inclusive education arises precisely because it is now well understood that most
children with disabilities can, with motivation and effort on the part of teaching institutions,
become an integral part of those institutions
4) Reorganization of education at different levels
Early childhood care & education
Primary education
Secondary education
Vocationalisation of education
Higher education
The Indian government lays great emphasis to primary education up to the age of fourteen years
Education has also been made free for children for six to 16 years of age. Private schools shall
admit at least 25% of the children in their schools without any fee.
The Mid-day Meal Scheme is the popular name for school meal programmed in India. It involves
provision of lunch free of cost to school-children on all working days with an objective to:
increase school enrolment and attendance, improve socialization among children belonging to all
castes and addressing malnutrition.
Role of NPE in Secondary Education
The NPE), 1986, has provided for environment awareness, science and technology education,
and introduction of traditional elements such as yoga into the Indian secondary school system
5) Making the system work

A better deal to teachers with greater accountability
Provision of improved student services
Provision of better facilities of institutions
Creating of a system of performance as per the national level
6.5. Programme of Action 1992)
1. INTRODUCTION
When National Policy on Education 1986) began to be implemented in country, it was
opposed by non-congress parties but then Prime Minister Sh. Rajiv Gandhi continued
with its implementation. A committee was setup under the chairmanship of Acharya Ram
Murti in May 1990 to review NPE and to make recommendations for its modifications.
Then Chandra Shekar became Prime Minister in November 1990, he allowed committee
to continue its work and submit its report on 26th Dec 1990. The report was yet to be
debated in the parliament when once again congress came into power and wanted to
implement NPE 1986) in its original form but Rama Muthi Committee report was lying
for consideration.
So the central govt. constituted another committee- CENTRAL ADVISORY BOARD
OF EDUCATION under the chairmanship of Sh. N. Janardhana Reddy which submitted
its report in January 1992. θ Thereafter HRD minister Sh. Arjun Singh presented the
REVISED NATIONAL POLICY ON EDUCATION in the parliament on May 1992. θ
POA 1992 under NPE 1986 envisioned to conduct of a common entrance examination on
All India basis for admission to professional and technical programs in the country.
2. OBJECTIVE OF POA
Education must play a positive and interventionist role in correcting social and regional
imbalance, empowering women and in securing rightful place for the disadvantaged and
the minorities.
3. FEATURES
1. Role of Education
Education is responsible for the all-round development of the individuals. Education is
the light of life. Educated people can develop their knowledge and skill through
education. Develops international co-operation and peaceful co-existence.

2. NATIONAL SYSTEM OF EDUCATION A common education structure 10+2+3) for
whole of India. It is that system which is in accordance with the national needs and its
aspirations.
3. EDUCATION FOR EQUALITY This policy provides equal opportunities to all for
education. Navodaya schools have been opened not only for socially and economically
deprived but also for talented children. Aims at providing equal access and equal
condition of success to children.
4. EDUCATION FOR SCHEDULED CASTE Includes equalization of scheduled caste
population with others in matter of education. Insured by giving incentives to parents
who send their children schools. Scholarships, hostel facilities, adult education
programmes are being introduced.
5. WOMEN EDUCATION New Education Policy gave special emphasis to Women
Education. This statement owes that women are the keys to nation’s progress. 
Education of illiteracy vocational curriculum, nutrition and child care courses, home
management, etc., are given priority.
6. EDUCATION FOR TRIBES This policy gave main emphasis to the education of
tribes. Residential Ashram Schools have been opened for them; scholarships for higher
education are given. Curriculum & study material should be developed in the language
of tribal people.
7. ADULT EDUCATION Adult education initiation of NATIONAL LITERACY
MISSION for teaching illiterate people of age group 15-35 years. For this, adult schools,
libraries, distance education, T.V. programmes are being introduced.
8. EARLY CHILDHOOD EDUCATION Special emphasis on early childhood care and
education by opening up of day care centers, promotion of child focused programmes. 
Resulting in all round development of child.  It is a feeder and support for primary
education.
9. EDUCATION FOR MINORITIES
In pursuance of the revised Programme of Action POA) 1992, two new Centrally-
sponsored schemes, i.e., i) Scheme of Area Intensive Programme for Educationally
Backward Minorities. ii) Scheme of Financial Assistance for Modernization of Madarsa
Education were launched during 1993-94.

Under the scheme per cent assistance is given for: i) Establishment of new primary and
upper primary schools, non-formal education centres, wherever necessary; ii)
Strengthening of educational infrastructure and physical facilities in the primary and
upper primary schools; and iii) Opening of multi-stream residential higher secondary
schools for girls belonging to the educationally backward minorities.
10. OPERATION BLACK BOARD
The purpose of OB is to ensure provision of minimum essential facilities in primary
school.  The word 'OPERATION’ implies that there is an urgency in this programme,
that goals are clear and well defined. Govt. is determined to achieve these goals within a
predetermined timeframe. OB envisages: i) two reasonably large rooms that are useable
in all weather conditions. ii)necessary toys and games material. iii) blackboards iv) maps
v) charts and other learning materials.
4. Primary education
Primary education or elementary education often in primary school or elementary school
is typically the first stage of compulsory education, coming between early childhood
education and secondary education.  It provides a common platform for students.  It
shall be ensured that free and compulsory education of satisfactory quality is provided to
children up to 14 years of age before we enter 21th century.
5. Secondary education
It comprises of two years of lower secondary and two years of higher secondary
education.  The lower secondary level is for students aged 14 to 16 years.  Admission
requirement is the completion of upper primary school education.  Special emphasis on
backward areas, areas predominantly inhabitated by SC/ST and schooling facilities. for
girls under this programme.
6. Vocationalisation
Vocationalisation courses : meant to develop a healthy attitude amongst students towards
work and life, to enhance individual employability to reduce the mismatch between the
demand and supply of skilled manpower and to provide an alternative for those intending
to pursue higher education without particular interest. Coverage : It is proposed that
vocational courses cover 10 percent of higher secondary students by 1995 and 25% by
2000.

7. HIGHER EDUCATION
Higher education is the education beyond high school especially at ta college or
university. It is the stage of learning that occurs at universities, academies, colleges, etc.
At the end of a prescribed course of study, a degree, diploma, or certificate is awarded.
HIGHER EDUCATION & OPEN UNIVERSITIES
Autonomous commission : The revised policy has recommended the setting up an
autonomous commission to give boost and direction to higher education.  Open
university and distance learning: It is an instrument of democratizing education. The
flexibility and innovativeness of the learning system are particularly suited to the diverse
requirements of the citizens of our country including those who
8. Technical and Management Education
The All India Council for Technical Education AICTE) responsible for coordinated
development of technical education and maintenance of prescribed standards. 
Emerging technologies are vital to national development.  During the Sixth Five Year
Plan, 14 areas of emerging technology such as Microprocessors, environmental
engineering, laser technology, water resource management, etc. were identified and
financial support was given to selected
9. NEW EDUCATION POLICY UNDER INDIA GOVT The BJP-led NDA government
has on October 23 announced that the National Policy on Education NPE) will be rolled
out in December. The new policy envisages correcting the current education system that
has followed a colonial mindset, according to Union Minister of State for Railways Satya
Pal Singh. ϖ 1968 — First National Policy on Education under Indira Gandhi
government ϖ 1986 — National Policy on Education under Rajiv Gandhi govt ϖ 1992 —
National Policy on Education under PV Narasimha Rao government ϖ 2005 — National
Policy on Education under Manmohan Singh government ϖ 2017 — National Policy on
Education 2020 under Narendra Modi government.
10. ADVANTAGES OF INDIAN EDUCATION SYSTEM
By comparing with other countries only in India every student have a basic knowledge
about all the subjects. Only schools in India follow the regular attendance method, so that
students, will gain basic knowledge about their daily habitatin and life needs. Students go

through many edams in their learning years, it teaches them to analyse their own strength
and weakness consistently.
11. CONCLUSION
Now a days lot’s of positive changes are happening in the education system of india.
There is a definite need of revolutionary changes in the India education system. With the
effective learning system, India can successfully utilize its vast human resources, and by
that the dream of our youngsters hero “Dr.A.P.J.Abdul Kalam” dream of India 2020 will
get success.
6.6. SACHAR COMMITTEE 2005)
1. SACHARCOMMITTEE REPORT ON Social, Economic and Educational status of the
Muslim Community of India
2. APPOINTMENT AND COMPOSITION OF HLC ♦ A HLC was appointed by the Prime
Minister through a notification issued by his office on March 09, 2005 to prepare a report
on social, economic and educational status of Muslim community of India. ♦ The HLC
included the following: 1. Justice Rajender Sachar 2. Mr. Saiyid Hamid 3. Mr. M.A.
Basith 4. Dr. Rakesh Basant 5. Dr. Akhtar Majeed 6. Dr. Abu Saleh Sharif Member
Secretary
3. TERMS OF REFERENCE ♦ In Which states, Districts, Blocks do Muslims live ♦
Geographical pattern of economic activity ♦ Asset base and Income levels ♦ Levels of
socio economic development ♦ Educational Progress, Literacy rates, drop out ratios etc.
♦ Relative Share in Public and Private sector employment ♦ Proportion of OBC in
Muslim community and their problems.
4. SUBMISSION OF THE REPORT ♦ Presented to the Prime Minister on 17 Nov. 2006.
♦ Tabled in the Lok Sabha on 30th Nov. 2006. ♦ The report is spread to 403 pages in 12
Chapters. Main report is up to P.254. Supporting material is presented in the statistical
appendices.
5. Sources Of Data and Information ♦ Census of India 2001 ♦ National Sample Survey,
Round 61 ♦ Reserve Bank of India ♦ NABARD, SIDBI, NMDFC, ♦ Data from
government commissions and other government organizations such as Backward classes
Commission and NCERT

6. WARNINGS ! ♦ It is a Statistical Report. Should be interpreted with care. ♦ Statistical
Statements are measures of tendency and not of the facts. ♦ The findings may lead to
self-pity. ♦ It may also lead to complacency: The government will do some thing.
7. ESTABLISHED FACTS ♦ Relative Social and Economic backwardness of Indian
Muslims is well established through: ν HLC (Sachar Committee) 2006 ν Gopal Singh
Panel 1983 ν Research Studies Ahmad (1992), Khalidi(1993), Zakaria (1994) etc ν
Studies published by the IOS (1980s) ♦ HLC is not the first to bring out such findings.
Some have said it is old wine in new bottle
8. QUALITATIVE ANALYSIS AND PERCEPTIONS ♦ Discussions with Muslim groups
and intellectuals. The Chapter is based on the Perceptions of the Muslim Community. ♦
The Non implementation of several earlier commissions and committees has made
Muslim community wary of any new initiatives.
9. QUALITATIVE ANALYSIS AND PERCEPTIONS ♦ Markers of Muslims identity :
Beard, to pi, Burq a, ♦ Markers of Muslim identity while adding to the distinctiveness of
Indian Muslims have been a cause of concern for them in the Public Realm. ♦
Denominational institutions were not supposed to be only option available.
10. QUALITATIVE ANALYSIS AND PERCEPTIONS ♦ For large number of Muslim
women in India today the safe space is within the boundaries of her home and community
♦ Police high handedness: “Whenever any incident occurs, Muslim boys are picked up
by the Police.” “Every bearded person is considered an ISI Agent” etc. ♦ Migration and
Ghetto-isation.
11. POPULATION: SIZE, DISTRIBUTION AND HEALTH CONDITIONS ♦ CENSUS
2001: Muslim population: 138 million, Estimate for 2006 150 million ♦ Population
growth has been high for all major religious minorities. ♦ The rise in the share of
Muslims in total population has been less than one point a decade in the previous four
decades.
12. POPULATION: SIZE, DISTRIBUTION AND HEALTH CONDITIONS ♦ There has
been a decline in the Growth Rate of Muslims in 1991-2001 ♦ Of 593 districts, 9 districts
show more 75% concentration of Muslims. Muslim population ranges between 1-10% or

more in 458 districts. ♦ Muslim population is younger with better sex ratio than other
CRGs. Why? More research required on the issue.
13. POPULATION: SIZE, DISTRIBUTION AND HEALTH CONDITIONS ♦ Muslim
population is also predominantly rural but the level of Urbanization is higher than the
population as a whole. ♦ Infant and childhood mortality rates are slightly lower than the
average. ♦ Life expectancy for Muslims is higher than the average by about one year.
14. POPULATION: SIZE, DISTRIBUTION AND HEALTH CONDITIONS ♦ There has
been a large decline in fertility in all CRGs including the Muslims. ♦ Muslim fertility
rates are a little higher in some states and in some states it falls within the same range. ♦
Muslim Child experiences a significantly higher risk of being underweight than a child
belonging to other CRGs. ♦ More chances of Malnutrition.
15. POPULATION: SIZE, DISTRIBUTION AND HEALTH CONDITIONS ♦ Couples take
decisions on fertility in their own interests rather than for raising community’s share in
the population. ♦ Muslim population growth has slowed down, as fertility has declined
substantially clearly showing that Muslims are well into a demographic transition.
16. EDUCATIONAL CONDITIONS OF INDIAN MUSLIMS ♦ Data analyzed have been
obtained from Census 2001 ♦ The literacy rates among Muslims in 2001 were below
national average. ♦ The gap between Muslim and general literacy rates are higher in
Urban areas and among women. [In rural areas, both Muslims and non- Muslims are
illiterates.] ♦ Muslims Literacy rates are much lower than General and Other minorities
but almost equal to SC/ ST
17. EDUCATIONAL CONDITIONS OF INDIAN MUSLIMS ♦ A comparison across SRGs
reveals consistently lower levels of Mean years of schooling for the Muslim community.
♦ It is satisfactory to note that enrollment rations have risen lately. The increase in
enrollment has been highest among SC/ ST followed by Muslims. ♦ As many 25% of
Muslim Children in 6-14 age groups have either never attended a school or have dropped
out.
18. EDUCATIONAL CONDITIONS OF INDIAN MUSLIMS ♦ Attainment levels of
Muslims are close to or slightly higher than those of SC/ ST but much lower than those of

other CRGs. ♦ Primary education is the main hurdle.: Inverse Pyramid Hypothesis ♦
Drop out rates are higher at Primary, secondary, and higher level than other CRGs.
19. EDUCATIONAL CONDITIONS OF INDIAN MUSLIMS ♦ Setting up of JNVs in rural
areas was expected to reduce supply side constraints on good and quality education
…Muslim participation is not satisfactory. ♦ Technical training should be provided even
to those who have not completed schooling.
20. Economy and Employment ♦ Low Work Participation ratio for men and women ♦
Worker Population ratio for Muslim women are lowest among all CRGs.: A larger
proportion of Muslim women are non-workers. ♦ High Share of Muslim workers
engaged in self-employment. Also in Urban areas and for women. ♦ Participation of
Muslim workers in salaried jobs (both public and private Sectors) is quite low
21. Economy and Employment ♦ A significantly large proportion of Muslim workers are
engaged in SSE (proprietary ownership) ♦ Muslim Participation in the formal sector
employment is significantly less than the national average ♦ Percentage of Muslim
women workers undertaking work in their homes (70%) is much larger than for all
workers (51%).
Share of Muslim workers engaged in Agriculture is much lower than for other groups ♦
Participation of Muslims in traditional manufacturing and crafts is high. ♦ Among the
non manufacturing retail and wholesale trade has a large proportion of Muslim presence.
Apparel, Auto repair and Electrical machinery are important for Muslims. ♦ Participation
of Muslims in security related activities [Police, Army, Jail] is considerably lower than
their share in population. ♦ Bidi Workers, tailors, and mechanics need to provide with
safety nets and social security.
The participation of Muslims in professional and managerial cadre is low. ♦ Muslim
workers are vulnerable with no written contracts and lack of social security measures. ♦
Muslim workers get lower daily earning than other CRGs.
Among Urban male workers, the probability of Muslim workers taking up regular work is
the lowest while that of SC/ ST worker is the highest. ♦ Improvement requires skill
development and flow of credit in those sectors and regions in which Muslim
employment is concentrated.

22. ACCESS TO BANK CREDIT ♦ Iniquitous access to public and private banking
institutions across SRGs can perpetuate disparities. ♦ Share of Muslims on Amount
Outstanding is only 4.7% against 6.5% for other minorities ♦ On average, the amount
outstanding per account is half of that of other minorities.
RBI efforts under 15 point program to extend banking facilities benefited only other
minorities marginalizing Muslims. ♦ The share of Muslims in deposit account is also
much lower than their population share. ♦ Comment: Extent of Bank Use and Credit
Worthiness, Recent decisions of the RBI
23. ACCESS TO SOCIAL AND PHYSICAL INFRASTRUCTURE ♦ There are noteworthy
differentials in the availability, accessibility and utilization of infrastructure across SRGs.
♦ Inverse relationship between prop. of Muslim population and availability of
educational infrastructure in small villages.
Muslim concentration villages are not well served with asphalted approach roads and
local bus stops ♦ Concentration of Muslims in states with poor infrastructure (Assam,
Bihar, Jharkand, UP. WB) implies that a large portion of the community without access
to basic facilities.
In both, Urban and rural areas, the proportion of Muslim households living in Pakka
houses is lower than the total population. ♦ Over all, the access of Muslims to toilets is
low but better than that of both SC/ST and OBCs.
Compared to the Muslim majority areas, the areas with low Muslims concentration, had
better roads, sewage and drainage and water facilities. ♦ About a third of small villages
with high concentration of Muslims do not have any educational institution. ♦ About
40% of large villages with Muslim concentration do not have any medical facility.
24. POVERTY, CONSUMPTION AND STANDARD OF LIVING ♦ A substantially larger
proportion of the Muslim households in Urban areas are in the less than Rs 500 bracket.
♦ Inequality is higher in Urban areas than in the rural areas. ♦ Incidence of poverty is
found to be highest amongst Muslims. SC/ ST occupy next position. ♦ Economic
conditions of Muslims in Urban areas did not improve as those of SC/ST
25. GOVERNMENT EMPLOYMENT AND PROGAMS ♦ In a pluralistic society, a
reasonable representation of various communities in government sector employment is

necessary to enhance participatory governance. ♦ Presence of Muslims: I.A.S. 3%, IFS
1.8%, IPS 4% [Data on P.105]
Muslims constituted 4.9 % of candidates who appeared in the written examination of
Civil Services in the year 2003 and 2004 ♦ There is no diversion between all candidates
and Muslim candidates in percentages of those recommended for interviews and
appointments.
Share of Muslims in employment in various departments is abysmally low at all levels. ♦
Muslims have a representation of only 4.5% in Indian Railways. Almost all (98.79%) of
them are at lower levels. ♦ Share of Muslims in Security Jobs is around 4%.
In no State does the representation of Muslims in the government departments match
their population share. ♦ Muslim Share in Education Department 6.5%, in Home
Department 7.3%. Over all share of Muslims as police constables is only 6%
Muslim Shares: Health Departments 4.4% Transport Department 6.5% ♦ Muslim
representation in Judiciary: A source of concern ♦ Share of Muslims in recent
recruitments by State Public Service Commission 2.1% ♦ The share of Muslims as
beneficiaries in government programs in U.P. ranges between 3-14 % which is far less
than their share in the number of poor in the State 24%
26. MUSLIM OBC and Affirmative Action ♦ On the question of backward classes among
non-Hindus, the court held that they should be identified on the basis of their traditional
occupations. ♦ The Census of India 1901 had identified 133 Muslim social groups
reflecting social stratification amongst Indian Muslims.
Muslim OBC come from the non-ashraf category. ♦ The conference on Muslim OBC
agreed that Muslims are a differentiated group and policy initiatives must reflect it. ♦
The Mandal commission declared 82 groups among Muslims as part of the OBC.
Kerala and Karnataka extended reservation to their entire Muslim population ♦ Havanur
Commission, 1972 recommended a separate category reservation for minorities – 6% ♦
In Kerala, a separate Muslim share was fixed at 10% later raised to 12%.
Tamil Nadu Government has done away with reservation on ground of religion, yet
nearly 95% of the Muslims have been in included in the fold of Backward classes. ♦
Present situation of Reservation for Muslims [ See Table 10.1 p. 198]

There are many OBC groups irrespective of their religion that are present in the state list
but missing in the central list. ♦ The highest proportion of Muslims declared as ST is
found in Lakshadweep where Muslim constitute entire ST Population [99.74%]
Unemployment rates were the highest among Muslim OBCs as compared to the other
two SRGs within OBC category. ♦ Within the formal sector, the share of Muslim OBC
in the government /PSU jobs was much lower than those of Hindu OBC and Muslim-Gen
categories.
The bulk of women in all SRG work in their own dwellings. However, the proportion of
Muslim OBC Women working within their dwellings is much higher. ♦ Out of every 100
workers, about 11 are Hindu OBC, only three are Muslim-general and one is Muslim
OBC.
The abysmally low representation of Muslim OBC suggests that benefits of entitlements
mean for backward classes did not reach them. ♦ The conditions of Muslim –G are also
lower than the Hindu OBC who have the benefit of reservation.
27. Leveraging Community Initiatives: Waqf ♦ Encroachment by the State who is the
custodian of the Waqf interests is common across the country. ♦ The management of the
Waqf board is unsatisfactory due to inadequate empowerment of State Waqf Boards and
Central Waqf Council. ♦ New institutional support is recommended. ♦ Non
implementation of Recommendations
Case Study of Delhi: ⁄ A number of properties acquired without compensation. ⁄ Delhi
Waqf Board has effectively been deprived of the use of its valuable properties. ⁄
Legislative, Administrative and Judicial reforms required.
28. Looking Ahead: Recommendations ♦ While there is considerable variation in the
conditions of Muslims across states the community exhibits deficits and deprivation in
practically all dimensions of development. ♦ Mechanism to ensure equity and equality of
opportunity to bring about inclusion should be such that diversity is achieved and at the
same time, the perception of discrimination is eliminated.
National Data Bank to restore socio economic data on SRG ♦ Assessment and
Monitoring Authority ♦ Strengthen the Legal basis to remove discrimination. ♦ Equal

Opportunity Commission to look into grievances. ♦ Elimination of anomalies with
respect to reserved constituencies.
Continuous Revision and Monitoring of text books. ♦ UGC may directed to link the
disbursement of its funds to diversity of population. ♦ Alternate admission criteria for the
‘Most Backward’ in all CRG 60% weight to merit and 40% to backwardness (13% to
income, 13% backward district, 14% to backward classes). ♦ Hostel facilities at
reasonable cost to minorities.
Teachers training to be made compulsory ♦ State is required to run Urdu Medium
Schools. ♦ Workout mechanism whereby Madarsahs could be linked with higher
secondary boards. ♦ Recognition of Madarsah degrees for competitive exams. ♦
Promoting and enhancing access to Muslims in priority sectors. ♦ Policy initiatives
required.
29. WHERE DO WE GO FROM HERE? ♦ Reservation ♦ Special programs and affirmative
action ⁄ Special Urdu Medium Schools in Muslim dominated areas ⁄ Diversity Index,
Special admission formula, Linking grants to diversity index. ⁄ Equal Opportunity
Commission ♣ Special community action has to be based on the Correct understanding
of the situation and underlying social dynamics.
30. IMPORTANT MISSING FACTORS ♦ mind set …Communal identities and communal
attitudes ♦ Communal rioting and Security Concerns ♦ Historical factors: ¬ Partition
and its aftermath ¬ Zamindari Abolition
31. FRAMEWORK OF CUMULATIVE CAUSATION Fear Psychosis Majority aggressive-
Minority Ness Consciousness Minority Separatism
32. A SUGGESTED STRATEGY ♦ Protection of Identity ♦ Pursuit of Excellence ♦ Self
help and Cooperative efforts ♦ Enlightened Leadership
PROTECTION OF IDENTITY ♦ Articles 25 and 26 of the constitution guarantee
preservation of Minority Character. ♦ Protection of Muslim identity ♦ Who is be tte r in
spe e ch than the o ne who calls to Go d, wo rks in rig hte o usne ss and says, “ Iam the o
ne o f tho se who bo w in Islam (41 : 33) ♦ Hikm ah (Farasat alMo m in) : Cooperation
and not confrontation.

PURSUIT OF EXCELLENCE ♦ Pursuit of Excellence can break the vicious circle
though it may be a tall order. ♦ It has to pervade all walks of life. ♦ A minority can not
afford to be mediocre. ♦ Pursuit of Excellence has to be inculcated as a value from the
very childhood. ♦ Excellence is the result of hard work and positive frame of mind.
SELF HELP AND SOCIAL MOVEMENT ♦ Ve rily ne ve r willGo d chang e the co
nditio n o f a pe o ple untilthe y chang e it the m se lve s [ 1 3: 1 1 ] ♦ He lp ye o ne ano
the r in rig hte o usne ss and pie ty but he lp ye no t ano the r in sin and ranco r. [ 5: 2]. ♦
The social life of Muslims in India could be transformed through a Social Movement. All
Muslim Youths should unite and demand complete implementation of Sachar Committee
recommendation. ♦ Muslim NGOs could also be helpful in this context.
ENLIGHTENED LEADERSHIP ♦ Reconstruction requires sustained effort, persistence,
hard work and foresight. ♦ Vision for future ♦ Micro approach. ♦ Abstaining from
narrow and Parochial political gains. ♦ Spread of success story and change of mind set.
6.7. National Curriculum Framework NCF) 2005
Introduction
Curriculum is considered as an important element in bringing about educational reforms
and it therefore, must respond to the changing needs. It is always, in a state of influx all over the
world as observed by the Education Commission 1964-66). Thus curriculum framing with its
implications is an ongoing process.
The National Council of Educational Research and Training NCERT), an apex
organisaion of the Ministry of Human Resource Development, Government of India advises and
assists in formulating and implementing policies and programmes in the field of education,
particularly school education.
There are more than 40 Boards of School Education in India and each of these Boards in
an autonomous body. Each Board prepares its own curriculum. Of course it does keep in view
the NCF. The central Board of Secondary Education is usually considered as the pace setting
Board in the country. It, in general, adopts/adapts the curriculum prepared by the NCERT.
Out of nearly 1,40,000 Higher Secondary/Senior Secondary Schools in the country, only
about 6 per cent are affiliated to the Central Board of Secondary Education. The CBSE is very

dynamic and progressive. It does not wait for NCERT and keeps on constantly introducing
modifications.
The curriculum prepared by NCERT has no legal sanction behind it.
It may be recalled that the Central Advisory Board of Education is an advisory board. It
decisions may not be binding on all Boards which are autonomous.
All Boards of Education in the country are expected to include contents in accordance
with the changing requirements.
In response to the National Policy on Education NPE) 1986, the NCERT developed the
“National Curriculum for Elementary and Secondary Education: A Framework” in 1988. In
2000, it prepared the ‘National Curriculum Framework for School Education’. This curriculum
was prepared by the Government formed by the National Democratic Alliance NDA) led by the
B.J.P. Syllabi and Textbooks were prepared in the light of this curriculum. The curriculum came
into
In May 2004, the NDA Government was replaced by the United Progressive Alliance
UPA) led by the Indian National Congress. Immediately taking charge of the Ministry of Human
Resource Development, the Minister appointed a Committee to Screen History and Social
Studies textbooks. The textbooks introduced earlier during the NDA Government were replaced.
It was stated that these did not respond to the value of secularism. The Ministry of HRD asked
the NCERT to review the National Curriculum Framework for School Education NCFSE) 2000
in the light of the Report ‘Learning without Burden’ 1993). A 35- member National Steering
Committee was constituted under the chairmanship of Prof. Yash Pal, former Chairman
University Grants Commission. Out of 35 members, 15 were drawn from NCERT/Colleges of
Education.
A draft National Curriculum was prepared and circulated across different sections.
The Draft National Curriculum was placed before the Central Advisory of Education for
its approval in June 2005. Some members suggested a few changes. The DNC underwent
certain changes and came up for approval of the C.A.B.E. Discussions took place on September
6 and 7, 2005.

The BJP/State Government raised several objections to the curriculum and also staged a
walkout.
A few members of the CABE wanted some classification on a number of observations
contained in the NCF.
The human Resource Development Minister assured the members that a monitoring
committee would be set up while preparing the syllabi and textbooks and the committee would
give due consideration to the views expressed by some members. Thereupon the National
Curriculum was approved by the CABE on September 6 and 7, 2005.
Major Observations and Recommendations
Chapter 1: Perspective
• Knowledge should be connected to life outside the school.
• Learning should be shifted away from rote methods.
• Curriculum should be enriched to provide overall development of children rather than
remaining textbook centric.
• The national system of education in a pluralistic society should be strengthened.
• The curriculum load should be reduced.
• Curricular practices should be based on the values enshrined in the Constitution, such as
social justice and equality, and secularism.
• Quality education for all children should be ensured.
• A citizenry committed to democratic practices, values, sensitivity towards gender justice,
problem faced by the Scheduled Castes and the Scheduled Tribes, needs of the disabled,
and capacities to participate in economic and political process should be built.
Chapter 2: Learning and Knowledge
• Our perception of learners and learning should be reoriented.
• Holistic approach in the treatment of learner’s development and learning should be
adopted.
• Inclusive environment in the classroom for all students should be created.
• The learners should be made active through experiential mode.

• Adequate room for voicing children’s thinking, curiosity questions in curriculum
practices should be provided.
• Knowledge across disciplinary boundaries to provide broader frame for insightful
construction of knowledge should be connected.
• Forms of learner engagement – observing, exploring, discovering, analyzing, critical
reflection, etc should be considered as important as the content of knowledge.
• Activities for developing critical perspectives on socio-cultural realities need to find
space in curricular practices.
• Local knowledge and children’s experience are essential components of textbooks and
pedagogic practices.
• Children engaged in undertaking environment related projects may contribute to
generation of knowledge that could help create a transparent, public database on India’s
environment.
• School years are a period of rapid development with changes and shifts in capabilities,
attitudes and interests that have implications for choosing and organizing the content and process
of knowledge.
Chapter 3: Curriculum Areas, School and Assessment
Language
• Language skills-speech and listening, reading and writing-cut across school subject and
disciplines. Their foundational role in children’s construction of knowledge right from
elementary classes through senior secondary classes needs to be recognized.
• A renewed effort should be made to implement the three-language formula, emphasizing
recognition of children’s mother tongues) as the best medium of instruction. These
include tribal language.
• English needs to find its place along with other Indian languages.
• The multilingual character of Indian society should be seen as a resource for enrichment
of school life.

Mathematics
• Mathematization ability to think logically, formulate and handle abstraction) rather than
‘knowledge’ of mathematics formula and mechanical procedures) is the main goal of
teaching mathematics.
• The teaching of mathematics should enhance the child’s ability to think and reason, to
visualize and handle abstractions, to formulate and solve problems. Access to quality
mathematics education is the right of every child.
Science
• Content, process and language of science teaching must be commensurate with learner’s
age-range and cognitive reach.
• Science teaching should engage the learner in acquiring methods and process that will
nurture their curiosity and creativity, particularly in relation to the environment.
• Science teaching should be placed in the wider context of children’s environment to
equip them with the requisite knowledge and skills to enter the world of work.
• Awareness of environmental concerns must permeate the entire school curriculum.
Social Sciences
• Social sciences content needs to focus on conceptual understanding rather than lining up
facts to be memorized for examination and equip children with the ability to think
independently and reflect.
Chapter 4: School and Classroom Environment
• Availability of minimum infrastructure and material facilities, and support for planning a
flexible daily schedule are critical for improved teacher performance.
• A school culture that nurtures children’s identities as ‘learners’ enhances the potential
and interests of each child.
• Specific activities ensuring participation of all children – able and disabled – are essential
conditions for learning by all.
• The value of self-discipline among learners through democratic functioning is as relevant
as ever.

• Participation of community members in sharing knowledge and experience in a subject
area helps in foreign a partnership between school and community.
• Reconceptualization of learning resources in terms of:
- Textbooks focused on elaboration of concepts, activities, problems and exercises
encouraging reflective thinking and group work.
- Supplementary books, workbooks, teachers’ handbooks, etc. based on fresh thinking
and new perspectives.
- Multimedia and ICT as sources for two-way interaction rather than on-way reception.
- School library as an intellectual space for teachers, learners and members of the
community to deepen their knowledge and connect with the wider world.
• Decentralized planning of school calendar and daily schedule and autonomy for teachers
professionalism practices are basic to creating a learning environment.
Chapter 5: System Reforms
• System’s capacity to reform itself by enhancing its ability to remedy its own weaknesses
and to develop new capabilities.
• It is desirable to evolve a common school system to ensure comparable quality in
different region of the country and also ensure that when children of different background
study together it improves the overall quality of learning and enrich the school ethos.
• A broad framework for planning upwards, beginning with schools for identifying focus
areas and subsequent consolidation at the cluster and block levels could from a
decentralized planning strategy at the district level.
• Meaningful academic planning has to be done in a participatory manner by headmasters
and teachers.
• Monitoring quality must be seen as a process of sustaining interaction with individual
schools in terms of teaching-learning processes.
• Teacher education programmes need to be reformulated and strengthened so that the
teacher would play the roles of being an:
- Encouraging, supportive and humane facilitator in teaching-learning situations to
enable learners students) to discover their talents, realize their physical and

intellectual potentialities to the fullest, to develop character and desirable social and
human values to function as responsible citizens; and
- Active member of a group of persons who make conscious effort for curricular
renewal so that it is relevant to changing social needs and personal needs of learners.
• Reformulated teacher education programmes place thrust on active involvement of
learner in the process of knowledge construction, shared context of learning, teacher as a
facilitator of knowledge construction, multidisciplinary nature of knowledge of teacher
education, integration theory and practice dimensions, and engagement with issues and
concerns of contemporary Indian society from a critical perspective.
• Centrality of language proficiency in teacher education and integrated model of teacher
education for strengthening professionalization of teachers as well assume significance.
• In-service education needs to become a catalyst for change in school practices.
• Panchayati Raj system should be strengthened by evolving a mechanism to regulate the
functioning of parallel bodies at the village level so that democratic participation in
development can be realized.
• Reducing stress and enhancing success in examination necessitate:
- Shift from content-based testing to problem-solving and understanding. For this to
happen the present typology of the question paper must change.
- Shift toward shorter examinations.
- Examination with a ‘flexible time limit’ can be considered as a positive move.
- Setting up of a single nodal agency for coordinating the design and conduct of
entrance examinations.
• Institutionalisation of work centered education as an integrated part of the school
curriculum from pre-primary to +2 stage is expected to lay the necessary foundation for
reconceptualising and restructuring vocational education to meet challenges of globalised
economy.
• Vocational Education and Training VET) need to be conceived and implemented in a
mission mode involving the establishment of separate VET centres and institutions from
the level of village clusters and blocks to sub-dividional/district towns and metropolitan
areas in collaboration with the nation-wide spectrum of facilities already existing in this
sector.

• Availability of multiple textbooks to widen teachers’ choices and provide for the
diversity in children’s needs and interests.
• Sharing of teaching experiences and diverse classroom practices to generate new ideas
and facilitate innovation and experimentation.
• Development of syllabi, textbooks and teaching learning resources could be carried out in
a decentralized and participatory manner involving teachers, experts from universities,
NGOs and teachers’ organizations.
Evaluation of the NCF 2005
In the evaluation of the NCF, an attempt is made to give in brief the views of some of its
supporters and critics.
Supporters of the NCF
Chapter 6: Learning Lessons
The NCF creates room for a curriculum that talks to children rather than talks at them
The National Curriculum Framework 2005) should be commended for its forward
looking interventions in education. Designing a curriculum framework for India is not easy. But
this document has broken new ground by adhering to some sound basic principles. It foregrounds
the fact that curriculum reform must be about pedagogy as much as it is about content. It
recommends a range of pedagogical innovations that should be applauded. It emphasizes
creativity and critical abilities at the expenses of rote learning. It creates room for a curriculum
that talks to children rather than talk at them. And it recognizes that the rich work knowledge
base of students from marginalized communities can be turned into a source of learning and
dignity. Second, the framework follows for a nuanced appreciation of pluralism and diversity.
But it does this not by wielding some ideological shibboleth called “diversity”. Instead it follows
for the curriculum to be adapted and modified in the light of diverse needs of many different
kinds. Third, while allowing for pluralism and diversity, assets down some basic norms that the
curriculum will have to comply with. Striking a balance between pluralism and standardization,
autonomy and adequate monitoring, local variations and global requirements, is not an easy task.
But this framework has the foresight to acknowledge these tensions and suggest a constructive
balance.

The framework has been criticized largely by those who are used to looking upon the
state as a vehicle for simple-minded ideological indoctrination. The state has an important role
in ensuring that all schools met certain standards. The state also has a role in promulgating our
basic constitutional values among future citizens. But it does not follow from these aspirations
that the state should exercise monopoly control over textbooks, or confuse maintaining standards
with complete standardization.
The debate over textbooks, especially in the social sciences and humanities, has been
reduced to a one-dimensional debate over the meaning of secularism. The NCF, while
displaying fidelity to our constitutional aspirations, moves the debate considerably beyond
conventional parameters. It seeks to produce self-reliant, confident, creative students. And more
importantly, it reposes trust in their abilities. The NCF should be, broadly, endorsed. Indian
Express, September 8, 2005)
2. Take the Option
Phase out Class X Board Exams. The approval, by the Central Advisory Board of
Education of the proposal to make the Class X board examinations optional should be
commended. This move will ensure that there is less stress on school children, who have to take
two Board examinations in the last three years of schooling. However, since education is a state
subject, the implementation of this decision is likely to be diluted. Already, Delhi, Maharashtra,
West Bengal and Uttar Pradesh have protested against the idea of making the Class X
examinations optional for students who wish to continue studying for Class XII. Students who
opt for professional or vocational courses after Class X will, however, have to take the board
examinations, as will the students who would want to change school after Class X.
For all practical purposes, today, it is necessary to have passed the Class XII
examinations.
The Council of the Board of School Education had, on May 1, also exhorted all State
Boards to adopt a standardized evaluation system and make examinations stress-free. Towards
this, the National Curriculum Framework had also suggested a shorter duration of examinations
and papers that comprised well-designed multiple questions and short-answer queries. The
NCERT had suggested that English be made the second language and learning it should be

mandatory for all classes in all streams of education. These suggestions have merit and should
be implemented.
Hundreds of thousands of students all over India take the Board examinations primarily
because it is the critical benchmark for entry to higher education. It is up to the Boards to ensure
that what should be an important milestone in every child’s development does not become a
nightmare. Tribune, September 9, 2005).
3. Stick to the Text
The big challenge to education has only just begun. The Draft National Curriculum
Framework NCF), approved by the Central Advisory Board of Education is a document with the
potential to bring about a radical shift in the approach towards school education in India. Yet,
the worry lies in its implementation. It’s best not to forget the fiasco that followed the adoption
of the last NCF that was drawn up by the NCERT in 2000. Both the latest documents as well the
NCF 2000 had their foundation in the 1993 Yash Pal report, ‘Learning without Burden’.
Unfortunately, the then HRD Ministry led by Murli Manohar Joshi translated the document’s
suggestions into action by deleting ‘objectionable’ portions of history textbooks and rewriting
them to create new nationalistic paradigms.
The strength of the new NCF lies in the fact that it sees the classroom as part of the larger
secular, pluralistic society envisaged in the Constitution. It seeks to address the socio-economic
distortions that have created an imbalance in the transfer of knowledge. Its vision is to make
learning a participative process, where knowledge is gained and enriched by connecting it to the
experiences of child’s life and his social and cultural reality.
The NCF has outlined the aims of education in India. The major task at hand is to
develop concrete strategies to implement its recommendations at the ground level. There are
many aspects to creating this systemic change from changing the mindset and improving the
skills of school teachers, to making examinations more flexible. The focus should not remain
concentrated on revising school textbooks they are, after all, merely facilitative tools), as has
been the disturbing trend. The HRD Ministry must make sure that the reforms aren’t allowed to
disintegrate into yet another shallow exercise driven by political compulsions. Hindustan Times,
September 10, 2005)

4. How They Know What They Know
A primary guiding principle in the NCF is to connect knowledge to life outside school. It
speaks of “the need to recognize the child as a natural learner, and knowledge as the outcome of
the child’s own activity.” Accordingly, great emphasis is placed on incorporating local
knowledge, on encouraging “intelligent guessing” – that zone between what an idea and child
knows and what he almost knows – and on making the child pose questions.
“These are forward-looking reforms to make education more relevant and more joyful,”
says Ramachandara Guha, member of the National Steering Committee NCM) for repairing the
Framework. Indian Express, September 18, 2005)
Critics of the National Curriculum Framework
1. Pastoral Fantasy or Pedagogic Responsiveness
The duly approved and still heatedly debated National Curriculum Framework 2005
comes laden with many gotcha illustrations where the world outside is ushered into the child’s
classroom. For instance: “On a winter morning, teacher asked children to draw a ‘morning
scene’.
One child completed the drawing and then darkened the background, almost hiding the
sun. ‘I asked for a morning scene! The sun should be bright!’ teacher exclaimed. She didn’t
notice the child’s eyes darting to the window: it was still dark; the sun was behind heavy wintry
grey clouds.”
There is, also, young Janabai who lives in a small hamlet in the Sahyadri hills. She
assists her parents with chores related to rice and tuar farming and her brother in taking the goats
to graze. Secondary school is an 8 km walk away, a daily stretch redolent with the diversity of
loval flora and fauna. This spurs the drafters of the NCF to ask: “Can we help Janabai translate
her rich understanding into formal concepts of biology? Can we convince her that school biology
is not about some abstract world coded in long texts and difficult language: it is about the farm
she works on, the animals she knows and takes care of, the woods that she walks through every
day? Only the will she truly learns science.”
And, in another example of teaching innovativeness, the NCF teaching shows how to
combat standardization and rote. Here’s how teachers could frame questions; it suggests: “if the

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