EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Transcript of EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
The Indian education commission is the sixth commission in the history of education commissions in India.
The earlier commissions – Hunter Commission (1882), Indian University Commission (1902), Calcutta University Commission (1917), University Education Commission (1948-1949), and Secondary Education Commission (1952-1953) did not deal with education as a whole.
• It relates education to the life; needs and aspiration
of the people and through it raise their productivity,
modernize their outlook, and inculcate values.
• It recommends all-round changes and improvement
in the entire system of education and presented a
new educational pattern of 10+2+3.
It emphasized equality to education for all
people without discrimination.
Quality, competence and character of
teachers are the most significant factors
OBJECTIVES
National system of education
New social order
Qualitative and quantitative education at all levels
Education as key to national prosperity and
welfare
National development
1.NATIONAL OBJECTIVES OF EDUCATION
Increase in Productivity Strengthening of Social and National Integration National ConsciousnessAcceleration of the Process Of Modernization Enhancement of Democracy Inculcation of Social, Moral and Spiritual Values
2. EDUCATIONAL PATTERN
• 10+2+3 Pattern of Education
3. CURRICULUM
Common curriculum of general education should be provided for the first 10 years.
Specialization and diversification should begin at the Higher Secondary level
4. COMMON SCHOOL SYSTEM
• Irrespective of Caste, Creed, Class, Community,
Religion and Social Status
• Common school will be a powerful step towards
equalization of educational opportunity
5. MEDIUM OF INSTRUCTION
• Regional languages should be the medium of
instruction at all stages of secondary education.
6. SCIENCE AND MATHEMATICS EDUCATION
• Learning of Science and Mathematics should
be made compulsory during the first 10 years
of schooling
7. SOCIAL SERVICE
8. GUIDANCE AND COUNSELING
9. VOCATIONALISATION OF EDUCATION
10. WORK EXPERIENCE
11. BACKWARD CHILDREN
12. EVALUATION
Evaluation should be a continuous process and should be closely related
to educational objectives
13.ADULT EDUCATION
• Facilities should be provided in the form
of part time education, correspondence
courses, extension education etc. for the
adult to continue their education.
14. STATUS OF TEACHERS
15. EDUCATION OF THE HANDICAPPED
MERITS
• It presented a comprehensive study of the
educational problems in the context of the
national needs and aspirations.
• Vocationalisation of education and work
experience
• International Understanding
The emphasis on the teaching of science in the curriculum rightly laid on the development of science.
The recommendation for providing work experience as an integral part of education is likely to encourage the new generation to participate in productive activities and earn while they learn.
DEMERITS
• The commission points out the educational goals but doesn’t adequately tell us how to reach them.
• The commission report kept silent about the position of the heads of the schools.
The report doesn’t provide adequate guidance in the actual steps that might be taken to make the transition of existing schools to the new type as envisaged by the commission.
The commission solicited a huge investment in the field of education which was not economically and socially feasible for a nation where majority were below the poverty level.
CHALLENGE OF EDUCATION: A POLICY PERSPECTIVES OF GOVERNMENT OF INDIA (1985)
The National Policy of 1968 marked significant step in the history of education in post-independence India.
However, the general formulations incorporated in the 1968 policy, did not get translated into a detailed strategy of implementation, accomplished by the assignment of specific responsibilities and financial and organizational support.
As a result, problems of access, quality, quantity, utility and financial outlay, accumulated over the years, assumed serious proportions.
Prime Minister Rajiv Gandhi, in his broadcast to the nation on January 5,1985, promised a new education policy that would equip the country both scientifically and economically to enter the 21st century
For preparing new policy, appraisal of the entire educational system was undertaken by the Ministry of Education.
Thereafter a status report entitled ‘Challenge of Education: A Policy Perspective’ was issued by the Ministry on August 20, 1985
1) Education, Society and Development2) An Over-View of the Educational
Development3) A Critical Appraisal4) An Approach to Educational Reorientation
CONTENTS OF NEW EDUCATION POLICY
PART I: INTRODUCTION
Individual GrowthPolitical and Social LifeRural and Urban DisparitiesControl Population GrowthHuman Values And Social Justice New ChallengesPromotes Socio-cultural IdentityEconomic And Technical Development
PART II: THE ESSENCE AND ROLE EDUCATION
All-round Development
Acculturing Role
Manpower Development
Education as Investment
PART III: NATIONAL SYSTEM OF EDUCATION
• Concept of National System of Education• Common Educational Structure (10+2+3)• International Understanding• Promotion of Languages• Equal Opportunity• Research and Development• Provide Resource Support• Life-long Education
PART IV: EDUCATION FOR EQUALITY
Adult Education
Education for Women’s Equality
Education of SC
Education of ST
Education for Educationally
Backward Sections and
Areas
Minorities
Education for the
Handicapped
PART VI: TECHNICAL AND MANAGEMENT EDUCATION
Research and Development
Promoting Efficiency and Effectiveness at all Levels
Innovations
PART VII: MAKING THE SYSTEM WORK
A better deal to teachers with greater accountability.
Provision of better facilities to institutions.
Creation of a system of performance appraisals of
institutions according to standards and norms set at
the national or state levels.
PART VIII: REORIENTING THE CONTENT AND PROCESS OF
EDUCATION
Cultural Perspective
Value Education
Books & Libraries
Media &Educational Technology
Work Experience
Education And Environment
Mathematics Teaching
Science Education
Sports and Physical Education
Role of Youth
Examination Reforms
PART IX: THE TEACHER
Recruitment of Teachers
Living and Working Conditions of Teachers
Teachers Association
PART X: THE MANAGEMENT OF EDUCATION
National LevelState LevelDistrict Level Local Level
PART XI: RESOURCES AND REVIEW
• 1. Resources: Investment of education will be gradually
increased to reach a level of expenditure of National Income as early as possible.
• 2. Review: The implementation of various parameters
by the new policy must be reviewed every five years.
PART XII: THE FUTURE
• It has been envisaged that notwithstanding the
complexity of the future shape given our tradition
which has, almost always, put a high premium on
intellectual and spiritual attainment, we are bound
to succeed in achieving our objectives.
POA (PROGRAMME OF ACTION)
Sl.No Subject
No. of Paragraphs
1 Early Childhood Care and Education 13
2 Elementary Education, Non-Formal Education and Operation Blackboard 33
3 Secondary Education and Navodaya Vidyalayas 5
4 Vocationalization of Education 59
5 Higher Education 30
6 Open University and Distance Education 2
7 Rural Universities and Institutes 5
8 Technical and Management Education 102
9 Making the System Work 10
10 Delinking of Degrees from Jobs and Manpower Planning 11
11 Research Development 22
12 Education for Women’s Equality 20
13 Education of SC/ST and others 8
14 Minorities of Education 3
15 Education of the Handicapped 33
16 Adult Education 20
17 Content and Process of School Education 6
18 Evaluation Process and Examination Reform 3
19 Youth and Sports 10
20 Language Development 10
21 The Cultural Perspective 22
22 Media and Educational Technology 9
23 Teachers and their Training 29
24 Management of Education 46
REFERENCE
• Aggarwal, J.C.(2002). Development and Planning of Modern Education, New Delhi: Vikas Publishing House Pvt.Ltd.
• Aggarwal, J.C.(2013). Landmarks in the History of Modern Indian Education, New Delhi: Vikas Publishing House Pvt.Ltd.
• Ravi,S.S.(2015). Education in Emerging India,Noida: PHI Learning Pvt.Ltd.