Post independent education commissions 1968 1993

1. z
Ms.kalpana Singh
Assistant professor
Dev Sangha Institute of professional studies and
Educational Research
Post independent Education commissions/
committees of India
NPE1968-Yashpal committee1993

2. z National policy of Education 1968
 The Government of India has
formulated the National Policy on
Education (NPE) to promote
education amongst India’s people.
The policy covers basic education to
colleges in both rural and urban
India.

3. z
 Free and Compulsory Education
 Statuss, Emoluments and Education of Teachers
 Development of Languages.
 Equalisation of Educational Opportunities.
 Identification of Talent
 Work – Experience and National Service.
 Science Education and Research.
Education for Agriculture and Industry.
Production of Books.
Objective of the commission
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4. z Examinations
 Secondary Education
 University Education
 Part time education and correspondence
courses
 Spread of Literacy and Adult Education
 Gamess and Sport
 Minorities Education
 The Educational Structure.

5. z
Extracts of the commission
 A radical reconstruction of education on the broad lines
recommended by the Education Commission, which will
involve –
 A transformation of the system to relate it more closely to
the life of the people
 A continuous effort to expand educational opportunity
 A sustained and intensive effort to raise the equality of
education at all stag
 An emphasis on the development of science and
technologyy
 Ephasissis on the cultivation of moral and social values.

6. z
Evaluation of the national policy of education
 It was an important historical event for education in
Independent India because this was the first, when an
attempt was made to give some sense of direction to the
country’s educational system.
 The three lanquage formula proposed in this policy was very
important from the point of view of national integration.
 Ensuring equality of educational opportunity was
praiseworthy.
 Through the policy since 1968 accountability of the Central
Government with regard to education has been fully
recognized. Continue…..

7. z
 Raising the standard of education at all stages has been
fully recognized.
 The policy is criticized on the ground that it is very vague,
giving important on too many things at a time.
 Policy has given important on creating educational
faciltities for minorities. But as long as the word ‘minority’
is applied, it will continue to hamper their progress and
they should be regarded ad ordinary citizens.
 The three lanquage formula is criticized as ‘political
compromise’. It is said that no one has accepted it in his
heart and the students will accept the third lanquage
merely as a burden thrust upon them.

8. z
Iswar Bhai Patel Committee (1977)
 The All India Council of Technical
Education at a meeting held during the
year 1974-75, made important
recommendations relating to the
establishment of appropriate links between
industry and educational research
institutions, programmes of vocational
education and the establishment of teacher
training centres in the field of management
education.

9. z
With the passage of time, the Review Committee on the
curriculum, for the ten years schooling, popularly known as
Ishwar Bhai Patel Committee (1977), categorically recommended
in its report for the compulsory introduction of Socially Useful
Productive Work (SUPW) at the secondary schools.
 Accordingly, the scheme SUPW was introduced in almost all
the secondary schools of the country and a period was
allotted in the time-table for this purpose.
 The main purpose of this scheme was to inculcate in learners,
the liking and love for the dignity of labour. To begin with,
there was much enthusiasm for the implementation of SUPW.
But, as time went on, initiative and zeal gradually slackened.
In-fact, tangible result was not achieved.

10. z
Macolm S. Adiseshiah Committee (1978)
 In the year 1978, a Committee was appointed
under the Chairmanship of Macolm S.
Adiseshiah for +2 stage and the report was
entitled ‘Learning to do, towards the Learning
and Working socially. This Committee was
appointed specially for higher secondary
education with special reference to
vocationalisation. It also recommended for
SUPW at the school level and vocationalisation
of the higher secondary education. It also
pleaded eloquently for the effective
implementation of relating education to
productivity.

11. z
Major recommendations of the Committee
 (Learning must be based on Socially Useful Productive
Work (SUPW) or through vocationalised courses;
 (ii) Vocational courses should be in agriculture and
related rural occupational areas;
 (iii) In the general and vocationalised educational
spectrum there should be no rigid streaming of courses.
In accordance with the availability of facilities and the
demand of the area, each school should be allowed to
offer such general and vocational courses;
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12. z
(iv) The higher secondary stage should comprise of a general
education spectrum and a vocational spectrum;
(v) The curriculum should be so structured that the courses lend
themselves for imparting instruction interns of well-connected
modules to enable the students to choose and combine them
according to their needs;
(vi) On a priority basis books should be written suiting to the local
needs for imparting instruction in vocational courses;
(vii) Semester pattern and credit system should be introduced in
classes XI and XII;
(viii) To start with counselling and placement officers be appointed in
clusters of 3 or 4 schools, particularly in rural areas;
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13. z
 (ix) Services of persons who have had actual
experience of on the job may be fruitfully utilized
to teach vocational courses. Wherever
necessary part-time teachers may be appointed.
In respect of teachers of vocational courses
there should not be insistence on post-graduate
qualification; and
 (x) For bringing about proposed changes at this
stage of education both pre-service and in-
service teacher education programme should be
properly organised

14. zNational policy of education 1986
 The national policy on education 1986 is popularly known as
new education policy it is a landmark on the road of the
socialistic pattern of society and a magna Carta of education
for the days to come.the national policy on education was
adopted by the Lok Sabha on May 8 ,1986 and the rajya
Sabha on May 13 ,1986 the document contains nearly 10,000
words read over 29 pages and is divided into twelve parts
with 157 articles is article conceived in the context of human
resource development keeping in view the challenge of the
21st century.

15. z
Contents of new education policy
 Part 1 introduction
 Individual growth ,political and social life, rural and urban
disparities, control population growth, human values and Social
Justice ,new challenges, promotes socio cultural identity,
Economic and technical development.
 Part 2 The essence and role of education
 All round development, Acculturing role,Manpower development
Education as investment.
 Part 3 National system of education
 Concept of national system of education
Continue…..

16. z
 Common educational structure, national curriculum
framework, international understanding ,Equal
opportunity, Understand diverse culture of India
,Promotion of national pride ,Promotion of languages
,Facilitate inter-rigional mobility ,Research and
development ,Provide resource support, life-long
education Institutions strengthen national system of
education.
 Part 4 Education for equality
 Disparities , Education for women’s equality, Education
of scheduled caste ,Education of scheduled tribes
,Education for educationally backward sections and
areas, Minorities, Education for the handicapped adult
education.
Continue…

17. z
 Part v organisation of education at different stages
 Early childhood care and education:-child oriented program of ECCE,
integration of childcare and pre-primary education proposed programs
elementary education
 Child centred approach School :school facilities non formal education
Secondary Education ,Pace setting schools, programs and implementation,
Navodaya vidyalaya .
 vocationalisation of education:-. Distinct stream, health planning and
health service Management ,Diversification of vocational education,
Responsibility of government , Professional growth through bridge
learning,Vocational programs for youth, Coverage
 Higher education:-open University and distance learning , delinking of
jobs from degrees
Continue…..

18. z
Part 6 Technical and management education
 Research and development promoting efficiency and
effectiveness at all levels management function and
change
 Part 7 Making the system work
 Part 8 Reorienting the content and process of
education:
 Cultural perspective, value education ,Books and
libraries ,Media and educational technology ,Work
experience ,Education and environment, Mthematics
teaching, Science education ,sports and physical
Education ,Role of youth , Examination reforms

19. z Part 9 The Teacher:- Teacher’s status
,Recruitment of teachers, living and working
conditions of teacher Teachers association
,Elementary teacher education, Secondary
Education
 Part 10 The management of education:-
 Naional level,
 State level
 District level
 Part 11 Resource and Review
 Part12 The Future

20. zMerits of new policy on education
 National system of education
 Navoday School
 Operation blackboard
 Economic development
 Delinking degrees from jobs
 Decentralization of the management of education
Continue……

21. z National testing service
 Reducing rular urban disparities
 Achieve socialism secularism and democracy
 Arresting population growth
 Manpower development
 Education as investment
 Human valueS
 Education of SC /ST
 Raising resources

22. z
Revised education policy 1992
 The implementation and parameters of the new
policy must be divided reviewed every file the
implementation was reviewed by two committee
ramamurti committee 1990 and janardhan
committee 1992 accordingly the national policy
on education 1986 was revised in 1992
 The ramamurthy committee was appointed on
May 7,1990 and it’s submitted its report to the
MHRD December 26 1990.

23. z
 Purpose of Ram murti committee
 To critically examine old education policies
 to suggest new measures for promoting industrialisation and
development of rural areas.
 To suggest suitable measures for decentralization of the
educational system.
 To make the operation blackboard scheme of new education
policy 1986 most successful.
 .

24. z
Main concern of the committee
 Education for equality and Social Justice
 Decentralization of educational management at all
levels
 Establishment of participate in educational order
 Empowerment of work
 Vocational And job oriented education
 Reorientation of higher Education
 Inculcation of values indispensable for the
creation of an enlightened human society

25. z
Recommendations of Ramamurti committee
 Common School system
 Remove disparities in education
 Vocationalisation
 Decentralized planning and management of education
 Universalisation of elementary education
 Autonomous college ,Nationall testing service
 Adult education , teacher education, women education
 Value education
 Scholarship and loans
 Raising resources

26. zJanardhan Reddy committee report
1992
 The central advisory board of education (CABE)
appointed a committee on national policy of
Education under the chairmanship of janardhan
Reddy. The Janardhan Reddy committee was
appointed in July 1991And it submitted its report
in January 1992. it concluded that very little
change was required in the national policy of
education 1986.The CABE considered the report
as the revised national policy may 5 ,6 ,1992

27. zModified program of action 1992
 Common School system
 Navoday vidyalay
 Universal education
 Secondary Education
 University education
 Open education
 TeachersTraining
 Women Education
 Education of SC /ST
Continue…

28. z
 Education Of handicapped
 Early childhood care and education
 vocationalEducation
 Technical education
 Physical education
 Examination
 Rural institution
 Delinking degrees from jobs
 Financial provision

29. zYashpal committee 1993
 The National advisory committee former chairman
man with 6 other members
 Dr .G.L.Arora director SCERT was appointing
member secretary
 The National advisory committee presented its
report in title learning without burden on 15 July
1993

30. z
Terms of reference
 The above factors (and more can be added) compelled the ministry
of human Resource development government of India to constituted
National advisory committee with the following terms of reference:
1. To advise the ways and means to reduce the load on school
students at all levels ,particularly the young students while
improving quality of learning including capability for life learning self
learning and skill formulation.
2. In doing this, the committee may examine all aspects related to
curricula,entrance criteria and exit attainments at various levels and
also look at the impact of examinations, admission to higher
education institutions including professional courses.

31. z
Root problems
 According to the report the following points
Institute the roots of the problem:
1. Knowledge versus information
2. Centralised character of curriculum construction
3. Convention of teaching the text
4. Competition based social ethos
5. Absence of academic ethos.
6. Isolation of experts from classroom realities.

32. z
Recommendations of yashpal committee in
the report in titled learning without burden
Before making Substantial recommendation the committee
raises two vital points
1. A major problem is connected with the Notions of
knowledge explosion and catching up syndrome . The
committee agrees that these problems need wider
discussion because they are centrally connected with
images of our Civilization. self-esteem and society goals
academic thinkers need to pour over the basic problem.
2. The question of medium of instruction particularly in early
life will not be fully resolve till the time our dominant and
extremely connected sections of society continue to give
more importance to elementary gtaces in a foreign
language than the intimate connections with the
vernacular knowledge which our children gain during
every week of their growing up before they go to school.

33. z
 The process of framing of the curriculum and writing of
textbooks should be decentralised and involve more
teachers.
 Education committees should be constituted at the
village, block and district levels.
 The jurisdiction of CBSE should be restricted to KVs
and the Navodaya Vidyalayas only, and all other schools
should be affiliated with the respective state boards.
 Interview tests and interviews for nursery admissions
should be done away with.
 The norms for giving private schools recognition need
to be more stringent, to avoid commercialisation.

34. z
 The norms for giving private schools recognition
need to be more
 There should be no compulsion for school
children to carry heavy books to school.
 Primary school children should not be given any
homework. And even for the higher classes, it
should be non-textual.
 The teacher – pupil ratio should be reduced to at
least 1:30.
 Greater use of electronic media.
 It also recommended many steps for improving
teacher training.

35. z
Thank you