Overview of Kothari Commission's Educational Recommendations

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KOTHARI COMMISION
 
Presented by
Dr. P. SUBRAMANIAN
Assistant Professor
Department of Educational Planning and Administration
Tamil Nadu Teachers Education University
Karapakkam, Chennai – 600 097.
 
INTRODUCTION
 
 
The National Education Commission was
appointed in 1964 and it reported in 1966.
Its chairman was Dr. D. S. Kothari,
Chairman, University Grants Commission.
 
The terms of reference were to 
advice
government on national pattern of
education
 and on the 
general principles
and policies for the development of
education at all stages
 and all its aspects.
 
 
SALIENT FEATURES OF
KOTHARI COMMISSION
 
The recommendations laid down aims of
education – economic, political, emotional,
social, scientific, and personal.
It recommended qualitative improvements and
quantitative expansion.
Educational pyramid was to be built from pre-
primary to the university levels.
 
 
 
 
 
Professional preparation of teachers was
considered crucial to the qualitative
improvement of education.
Salary scales were fixed and improved.
Curriculum was laid down from pre-primary to
university stages.
New teaching methods were to be used.
 
 
 
 
Guidance and counseling were to be the
integral part of education.
Recommendations were made to ensure
equality in educational opportunities
between male and female population and
between advanced and backward sections of
society.
Work experience was recommended for
students at all levels.
 
NATIONAL AIMS
 
Education was to be related to productivity and
national integration.
It was to strengthen social integration and
consolidate democracy as a form of government
and help the country to adopt it as a way of life.
It was to hasten the process of modernization.
It was to strive to build character by activation of
social, moral and spiritual values.
 
STRUCTURE OF EDUCATION
 
It was recommended that the educational pyramid
required division into stages and their
interrelationship,
the duration of different stages,
the quality of teachers,
Curriculum,
Methods of teaching and evaluation equipment
and building and utilization of available facilities.
 
 
STRUCTURE OF PRIMARY
EDUCATION
 
 
 
 
 
Pre-primary education – pre-primary, pre-
basic, kindergarten, Montessori.
Primary education – class I to VII or I to VIII
which included lower primary classes (I – IV)
or (I to V) in some States, lower primary in
some other states and lower elementary still in
some states.
Higher primary education – Classes V-VII or
VI – VIII.
 
LOWER PRIMARY STAGE
 (CLASS I – IV)
 
One language – the mother tongue or the
regional language
Mathematics
Study of environment (covering science and
social studies in class III or IV)
Creative activities
Work experience and social service
Health education
 
HIGHER PRIMARY STAGE
 (CLASS V-VIII)
 
Two languages
Mother tongue or the regional language
Hindi or English
A third language (English, Hindi, or the regional language)
might be studied on an optional basis.
Mathematics
Science
Social studies
Art or craft
Work experience
Physical education
Education in moral and spiritual values
 
LOWER SECONDARY STAGE
(CLASS IX- X)
 
Three languages
Mathematics
Science
History, geography and civics
Art and craft
Work experience and social service
Physical education
Education in moral and spiritual values
 
HIGHER SECONDARY STAGE
(CLASS XI – XII)
 
Any two languages,
including any modern
Indian language, any
modern foreign language
and any classical language
An additional language
History
Geography
Economics
Logic
Psychology
Sociology
Art
 
 
 
Physics
Chemistry
Mathematics
Biology
Geology
Home science
Work experience and social
services
Physical education
Art or craft
Education in moral and spiritual
values.
 
 
The commission recommended that tuition fees at
the primary level were to be abolished.
Lower secondary education was to be free before
the end of the fifth plan.
At primary level, free text books and working
material were to be provided.
At the primary stage, scholarships were to be
awarded to a needy 
child
 
 
 
Education for the scheduled castes was to be
expanded.
Bold and determined efforts were to be
made for the education of women.
Work experience might be considered an
innovation of the commission.
 
CONCLUSION
 
  
The commission recommended fewer holidays,
increase in working hours, decrease in examination
days, and home work in long holidays and self study
by using libraries, reading rooms, laboratories and
workshops etc.
 
REFERENCES
 
Dutt, B. & Garg, Jyoti. (2012). 
Educational
Planning and administration
. New Delhi: Global
Publications.
Mathur, S. S. (1990). 
Educational administration
and management.
 India: The Indian Publications.
Ministry of Education. (1966). 
Report of the
education commission (1964-66): Education and
national development.
 New Delhi: Govt. of India.
 
 
 
   
    THANK YOU
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The Kothari Commission, led by Dr. D.S. Kothari, was appointed in 1964 to advise the Indian government on national education development. The commission focused on qualitative improvements and quantitative expansion of education, emphasizing the importance of teacher training, curriculum development, guidance, and equal educational opportunities. It aimed to align education with productivity, national integration, democracy, and modernization while nurturing values and character building. The commission also proposed a structured approach to education, outlining the interdependencies among various educational stages, teacher quality, curriculum design, teaching methods, and infrastructure utilization.


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  1. KOTHARI COMMISION Presented by Dr. P. SUBRAMANIAN Assistant Professor Department of Educational Planning and Administration Tamil Nadu Teachers Education University Karapakkam, Chennai 600 097.

  2. INTRODUCTION The National Education Commission was appointed in 1964 and it reported in 1966. Its chairman was Dr. D. S. Kothari, Chairman, University Grants Commission. The terms of reference were to advice government on national education and on the general principles and policies for the development of education at all stages and all its aspects. pattern of

  3. SALIENT FEATURES OF KOTHARI COMMISSION The recommendations laid down aims of education economic, political, emotional, social, scientific, and personal. It recommended qualitative improvements and quantitative expansion. Educational pyramid was to be built from pre- primary to the university levels.

  4. Professional considered improvement of education. preparation crucial of teachers the was to qualitative Salary scales were fixed and improved. Curriculum was laid down from pre-primary to university stages. New teaching methods were to be used.

  5. Guidance and counseling were to be the integral part of education. Recommendations were made to ensure equality in educational between male and female population and between advanced and backward sections of society. opportunities Work experience was recommended for students at all levels.

  6. NATIONAL AIMS Education was to be related to productivity and national integration. It was to strengthen social integration and consolidate democracy as a form of government and help the country to adopt it as a way of life. It was to hasten the process of modernization. It was to strive to build character by activation of social, moral and spiritual values.

  7. STRUCTURE OF EDUCATION It was recommended that the educational pyramid required division into interrelationship, stages and their the duration of different stages, the quality of teachers, Curriculum, Methods of teaching and evaluation equipment and building and utilization of available facilities.

  8. STRUCTURE OF PRIMARY EDUCATION Pre-primary education pre-primary, pre- basic, kindergarten, Montessori. Primary education class I to VII or I to VIII which included lower primary classes (I IV) or (I to V) in some States, lower primary in some other states and lower elementary still in some states. Higher primary education Classes V-VII or VI VIII.

  9. LOWER PRIMARY STAGE (CLASS I IV) One language the mother tongue or the regional language Mathematics Study of environment (covering science and social studies in class III or IV) Creative activities Work experience and social service Health education

  10. HIGHER PRIMARY STAGE (CLASS V-VIII) Two languages Mother tongue or the regional language Hindi or English A third language (English, Hindi, or the regional language) might be studied on an optional basis. Mathematics Science Social studies Art or craft Work experience Physical education Education in moral and spiritual values

  11. LOWER SECONDARY STAGE (CLASS IX- X) Three languages Mathematics Science History, geography and civics Art and craft Work experience and social service Physical education Education in moral and spiritual values

  12. HIGHER SECONDARY STAGE (CLASS XI XII) Any two languages, including any modern Indian language, any modern foreign language and any classical language An additional language History Geography Economics Logic Psychology Sociology Art Physics Chemistry Mathematics Biology Geology Home science Work experience and social services Physical education Art or craft Education in moral and spiritual values.

  13. The commission recommended that tuition fees at the primary level were to be abolished. Lower secondary education was to be free before the end of the fifth plan. At primary level, free text books and working material were to be provided. At the primary stage, scholarships were to be awarded to a needy child

  14. Education for the scheduled castes was to be expanded. Bold and determined efforts were to be made for the education of women. Work experience might be considered an innovation of the commission.

  15. CONCLUSION The commission recommended fewer holidays, increase in working hours, decrease in examination days, and home work in long holidays and self study by using libraries, reading rooms, laboratories and workshops etc.

  16. REFERENCES Dutt, B. & Garg, Jyoti. (2012). Educational Planning and administration. New Delhi: Global Publications. Mathur, S. S. (1990). Educational administration and management. India: The Indian Publications. Ministry of Education. (1966). Report of the education commission (1964-66): Education and national development. New Delhi: Govt. of India.

  17. THANK YOU

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